Aligning Observation of Teaching Practice to Ofsted Expectations
Excellent Feedback from Attendees
'Very informative and I would strongly recommend anyone within the industry to attend.' Company Director, Elev8 Training Ltd
This was great as it allowed time for a lot of discussion and sharing of best practice.' Excellence & Quality Manager, Derwentside College
'Excellent course to improve knowledge and clarify.'Brian Kay, League Football Education
Enabling policies, processes & approach to enhance inspection grades in 2015
Ensuring high quality teaching, training, assessment and learning is now, and more than ever before, a key requisite for good results during Ofsted Inspection. All education providers, be they Academies, Further Education (FE) colleges, Adult Education colleges or independent learning providers, need to ensure that the outputs from their classroom or teaching observation systems deliver results that are in-line with Ofsted’s approach and address development opportunities before inspection occurs.
Ofsted inspections now devote a lot of time to the observation of teaching, training and most importantly learning. There is significant involvement from the education provider’s staff, both in terms of joint observations and moderating judgements. Inspection places a major emphasis on themes such as punctuality, behaviour, assessment, IAG, learning support, resources, independent learning, directed self-study, attendance and target-setting. These all need to be covered by in-house processes and procedures. With Maths and English skills being so essential to student success, both during and after education, inspection pays significant attention to these areas too.
Ofsted inspection continues to report the need for substantial improvements in the quality of teaching and learning across all provision. It is therefore imperative that all education providers ensure that their strategies, policies, procedures and approach remain consistent with Ofsted Inspection and deliver the outputs needed to drive improvement. We would recommend that reviews of classroom and observation systems are undertaken every 6-12 months. This one day workshop would make a dramatic difference to any organisation that wishes to excel in this area.
This course is constantly being updated, so that it always contains the latest relevant issues. It contains information on Ofsted matters that have only come into force in 2015. The 2015 Common Inspection Framework and Ofsted Handbook was significantly amended with effect from September 2015; any relevant changes are incorporated within this course.
'This was great as it allowed time for a lot of discussion and sharing of best practice.'
Quality Manager, Derwentside College
'A valuable opportunity to take 'time out' to reflect on current practice, consult/network on different approaches & compare these to the new CIF expectations & thereby change for the better.'
Excellence & Innovation Manager, Bolton College
'Excellent course to improve knowledge and clarify.'
Brian Kay, League Football Education
'Very informative - made me think about my own practices, both when teaching & observing. Thank you.'
FL Tutor, HYA Training
'Extremely useful, advice & guidance from Ofsted perspective on what outstanding learning and teaching looks like.'
Teaching & Learning Advanced Practitioner, Chesterfield College
'Very informative & I would strongly recommend anyone within the industry to attend.'
Company Director, Elev8 Training Ltd
'Very interactive, informative, clear, useful. Excellent techniques and strategies used to engage all members.'
This high interactive workshop is aimed at smaller groups, normally 8-10, with a maximum of 16. The workshop would be useful for all categories of educational provision; however it is primarily aimed at Further Education Colleges, Adult Education Colleges and Sixth Form Colleges. This event is not about the observation itself but more about the systems, processes, strategies and aligning them to the very latest reporting and expectations from Ofsted.
Delegates will be involved in scrutinising Ofsted criteria to really understand its philosophy and focus. A range of recent Ofsted reports are used to identify how progress is made and where some providers are still failing. This analysis is highly useful in helping participants review their current process and identify ways to improve the quality of learner experience.
This workshop is designed for observers, their managers and all those responsible for the quality of teaching, training and learning. This includes everyone from governors/trustees to the teachers themselves.
It is especially suited to those in a position to make changes to policy and approach.
Aims and Objectives
By attending this workshop participants will better understand
- The aspects of teaching and learning in the Ofsted 2015 framework, as amended from September 2015
- The reasons behind the increased focus on teaching learning and assessment
- How Ofsted inspection will evaluate the quality of teaching against the 2015 CIF, as amended from September 2015
- The “requires improvement” grade descriptor and the implications of it
- How to use outputs from the broader lesson observations to deliver improvement
- Strategies to take away for consideration in your own context
Content1. Understanding the latest requirements
Session one explores Ofsted’s expectations in terms of the Quality of Teaching and the education provider’s ability to deliver improvements.
- The need for outstanding teaching, learning and assessment
- The grading structure
- The broader remit during inspection on the Quality of Teaching
- Self-assessment and observation of teaching, learning and assessment
- Quality Improvement, Moderation of Observations and Improvement Action
2. The importance of a focus on “Learning” and “Robust Judgements”
- The differences between teaching, training and learning
- Judging Learning
- Avoiding “tick” sheets
- Evidencing Judgments
3. The broader focus for quality of teaching
This session explores many of the key areas which are subject to scrutiny during inspection; how they impact on outcomes for learners and how to make judgements through observing what takes place in ‘learning environments’. In particular the course will focus upon the role of English and maths within the quality of teaching, as well as
- Assessment for learning
- Learning support
- Independent learning and directed self-study
- Attendance and lateness
- Equality and Diversity within the observation process
4. Assessment within Learning
The quality and strategies employed for assessment are open to greater scrutiny. Woven into the fabric of this workshop is an exploration of what this means, along with an identification of the strategies for teachers to implement. Throughout the day we will discuss what inspectors should be looking for, how to measure impact and how to use the outcomes for targeting individuals through rigorous performance management.
5. Handling the “Requires Improvement” Grade
The importance of effective feedback and how to create action plans to ensure performance management is effective and results in improved teaching and learning.
Telling someone that their performance is inadequate or requires improvement is not easy, especially if their motivation and commitment is to be maintained. Education providers cannot afford for their observer teams to make incorrect grading assessments. Serious consideration needs to be given about how feedback will be presented to those teachers, trainers and assessors who might be graded ‘satisfactory’. This session explores possible options and effective solutions.
6. Personal Action Planning
Delegates will be encouraged to form an action plan to take back to their workplace which reflects any changes or improvement relating to their own context.
Internal Staff Training and Development
This training workshop, along with most of our other best practice training workshops, can be delivered as an internal training course at your premises. Even with groups as small as 6-8 delegates, the course fees per person for internal training workshops can be lower than for open events. The potential savings are even greater, if the travel time and the travel costs of the delegates are included.
Running training workshops internally is very convenient and it allows the participants to explore how key issues will impact on them and their organization. Then as a team they can begin to agree upon a development action plan, with priorities. This approach is favoured by many of our clients as it combines a high quality service with excellent value for money and is a highly effective route for staff development.
Related Inspection Workshops
- Aligning Observation of Teaching Practice to Ofsted Expectations
- Ofsted Inspection Nominee Training
- Outcomes and Success Rate Measures for FE & Skills
- Preparing for an Ofsted Inspection for Managers
- Quality Improvement Planning - Maximising Effectiveness
- Robust Self Assessment - CIF
- Succeeding at Ofsted Inspection under the Common Inspection Framework
Certificates of Professional Development.
This course is recognised for CPD purposes by most professional institutes and associations including the Law Society, the CIM, the CMI, the ICAEW, the Institute of Learning and the CIPD. Formal Certificates of Professional Development will be issued by email to participants who successfully complete this course. These certificates will enable participants to evidence the update of their CPD records. The workshop will consider how to best apply the knowledge gained by the delegates upon their return to the workplace. This element of the programme is designed to maximise the benefits of attending and enable participants to make valued judgments when recording CPD activities