The journey to outstanding….and staying there.

Rachel Howie

HMI

West Midlands

4 July 2014

To gain further clarity on the requirements to gain an outstanding judgement

What are the key features of outstanding schools? What does outstanding

leadership and management look like?

What does outstanding teaching look like?

Are there any common features preventing schools

from becoming outstanding?

Is outstanding more than an Ofsted

judgement?

The judgement on overall effectiveness

Outstanding

・ Teaching is outstanding and, together with a rich and relevant curriculum, contributes to outstanding learning and achievement, significant growth in students’ knowledge and excellent attitudes to learning. Exceptionally, achievement may be good and rapidly improving. ・ Pupils, and particular groups of pupils, have excellent educational experiences at school and these ensure that they are very well equipped for the next stage of their education, training or employment.・ There is excellent practice which ensures that all pupils have high levels of literacy appropriate to their age. ・ The school’s practice consistently reflects the highest expectations of staff and the highest aspirations for pupils, including disabled pupils and those with special educational needs. ・ Best practice is spread effectively in a drive for continuous improvement. ・ Other principal aspects of the school’s work are good or outstanding. ・ The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical wellbeing enables them to thrive in a supportive, highly cohesive learning community.

It’s a journey………………………

How close are you?

How do you know?

What are the key features of outstanding schools?

What is outstanding?

What prevents schools from being outstanding?

There is not yet sufficient outstanding teaching

Problem solving in mathematics is not well developed

Spelling, punctuation and grammar is hampering writing progress

Questioning is not effective enough

Marking is not sufficiently focussed on the next steps in learning

Pupils do not respond to the teachers’ marking

Progress in writing and opportunities to write across the curriculum

This school is not yet outstanding because…..…analysisof primary schools in Shropshire

The learning is not always well matched to the needs of all pupils

Pace of learning is not appropriate

Not all leaders are fully involved with/competent in monitoring and evaluation

Outstanding practice in teaching is not shared

This school is not yet outstanding because ……………analysis of primary schools in Shropshire

Subject leaders are not sufficiently involved in the use of data

CONSISTENCY

Senior leaders do not follow up on points for improvement quickly enough

Areas identified for improvement in all Ofsted regions

Areas identified for further improvement in the ‘good’ schools often include:

greater extent of outstanding teaching

greater focus on learning

challenge and engagement for all pupils, including most able

better recording of progress and provision of feedback

subject leadership, including sharper and more consistent monitoring across all subjects

higher standards

attendance and punctuality

literacy and numeracy across the curriculum

greater consistency in marking

End of session 1

Coffee break

Characteristics of outstanding teaching

Excellent leadership of behaviour and attitudes

Learning that challenges every pupil

Good opportunities for pupils to learn independently

Excellent use of questioning

Outstanding subject knowledge

Highly effective feedback to pupils

Skilled senior managers ensure that all middle managers are also effective at leading and monitoring teaching

Frequent and rigorous diagnostic monitoring of teaching and learning

Use evidence and engage staff in developing improvement plans

Make use of identified best practice within the school, for example, coaching

Use other schools to train and provide vision of ‘outstanding practice’

Deliver high quality professional development and check it has had an impact

Monitor the delivery and impact of initiatives – achieve consistency

Targeted support and robust performance management where staff do not respond to change

Analysis of schools that successfully improved their teaching

Leadership is the key

It is well established through inspection evidence and research that it is good leadership –and particularly good leadership of teaching and learning – that makes the biggest difference to school standards.

The schools where progress has been rapid, consistent and sustainable demonstrate exceptional leadership of learning alongside strong organisational management. Features of exceptional leadership include:

an ambitious vision that inspires a shared commitment to excellenceevaluation and accountabilityempowerment.

Schools with outstanding leadership of teaching and learning often have innovative approaches as well as doing the basics very well.

HMCI’s Annual Report 2012

Features of the leadership of teaching and learning in outstanding schools

There is a well established culture of accepting guidance and of learning from

the best.

Prompt and robust action is taken to

support and challenge underperformance.

Teaching effectiveness is measured through a

range of evidence.

Staff are encouraged and trusted to

innovate.

The culture of improvement is relentless and

everyone is involved.

Monitoring is well planned and appropriate.

Feedback is precise, support is provided

and follow up is timely.

Teaching – HMCI’s report 2013

Leadership of a determined and resolute headteacher:clear vision

high expectations of self, staff and pupilsrelentless pursuit of improvement

effective and empowered senior and middle leaders

strong and well informed governors who challenge effectively

Develop a team for continued success

Create the tools for continued success

Skilful application of skills across and between subjectsMeasuring improvements and tracking all pupils’ progressTracking the impact of interventions for specific groups

Ensuring staff effectiveness by ensuring ability to improve and holding to account through:monitoring and tracking teaching, learning and leadership in a timely way

directly linked to performance management and professional development.

Leadership development

Improvement planning

Having success criteria and measurable objectives that ensure good and improving practice and which staff can be held accountable for.

Setting a reasonable and appropriate timescale, given your capacity.

Having actions in a sequence that reflects the reality of the school.

Having clear and timely milestones by which to monitor progress.

Identifying who has the skills and is accountable for delivering, monitoring and evaluating – and shares out the responsibilities.

Clearly indicating roles of external agencies, governors and others.

Maintain momentum on improvement plans

Getting to good: how headteachers achieve success, Ofsted, 2012; www.ofsted.gov.uk/resources/120167.

Twelve outstanding secondary schools, Ofsted, 2009; www.ofsted.gov.uk/resources/080240.

Twelve outstanding primary schools, Ofsted, 2009;www.ofsted.gov.uk/resources/090170.

School governance – learning from the best, Ofsted, 2011;http://www.ofsted.gov.uk/resources/good-practice-resource-%E2%80%93-school-governance-learning-best

The Report of HMCI - Schools, Ofsted 2012http://www.ofsted.gov.uk/resources/report-of-her-majestys-chief-inspector-of-education-childrens-services-and-skills-schools

Further reading

Making the most of book scrutiny

Questions