Ofsted- notice to improve

My previous post gave an idea of the process, this one is my views!


The report is out, we are still deemed to be a "good" school.

During the process however, we were not so sure. The inspectors were too quick to jump to conclusions without enough evidence.

A lot has been written about lesson observations and ofsted. Here are some posts which I have found of particular interest:

   http://www.matthewtaylorsblog.com/thersa/inspector-inspect-thyself/
http://teachertoolkit.me/2013/12/10/progress-over-time-potteaching-by-teachertoolkit/?utm_content=buffer84178&utm_source=buffer&utm_medium=twitter&utm_campaign=Buffer
http://marymyatt.com/blog/2013-11-23/more-on-lesson-observations
http://tabularasaeducation.wordpress.com/2014/01/25/graded-observations/



I agree 100% with removing individual lesson grades. The new guidance for inspections does seem to be moving in the right direction (See  http://teachingbattleground.wordpress.com/2013/12/23/a-christmas-miracle-ofsted-get-it-right-for-once/ )

This is how I think Ofsted should operate:

1. Understand that there is a lot more to a school than the data. Don't come with all the answers.
2. When carrying out observations talk to the head or other leaders before jumping to conclusions based on a brief time in a lesson- Whatever the view of  the lesson is, ask if that is a fair representation. If you don't see something, don't assume it never happens. Similarly, if you do see something ask if that is common practice.
3. Talk to the children! Lots!
4. Remember that what you say can have an enormous impact.


We have to be accountable- I have no problem with that, but I long for a time when the leadership of the school is trusted to do that effectively through non-judgemental  observations, peer observations, coaching and reflection. The role of the external agency should be to support schools in areas that they need, not just tell them what they already know. There will always be areas to be improved. A culture of support will be far more productive in the long term.

HMCI berates teachers for leaving the profession and "moaning" (http://news.tes.co.uk/news_blog/b/weblog/archive/2014/01/15/teachers-must-stop-quot-moaning-quot-says-sir-michael-wilshaw.aspx)
Tristram Hunt wants teachers to be licenced (http://www.bbc.co.uk/news/uk-politics-25686208) so they can be recognised.

As teachers we nurture the children we teach, we build an environment of praise and reward to encourage them to reach their potential. Surely we deserve the same?

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Reflections on the first half term

It certainly has been a busy start to the year.
Since making the decision to go part time last year, I am so delighted that the governors at my school were so supportive and allowed me to drop to three days a week.

So, what has been achieved so far this term? Well, we had a very useful INSET to write the maths policy. I admit I was pretty cynical about it to start with, but it was one of the most useful (though tiring) INSET days I have had. Have been trying very hard to work on the maths teaching and group work; having a trainee teacher is fab as it gives a chance to focus on specific aspects of the job.Talking about trainees; have been really lucky again and am enjoying the experience.

Back to the job share side;I know that I have made the right decision. It's funny that not one person has tried to talk me out of it. (Other than my head who asked me to reconsider my decision.)
I love being a teacher; a job that I love even more now that I finally have some time during the week to do other things.

Non teachers sometimes just can't see what the problem is- after all, you get all those holidays. Yes, the holidays are great...but boy are they needed to give the children and teachers a chance to unwind, relax, catch up!

Teaching is one of those professions that it is almost impossible to switch off from. I could easily spend the two days I am not at work preparing resources, researching etc Still there would be more to do- there is no clear "end point". That's why the whole work/life balance game is such a difficult one to get right. http://www.guardian.co.uk/teacher-network/2011/oct/03/work-life-balance
http://ukedchat.wordpress.com/2011/10/07/session-66-thursday-6th-october-2011/

Juggling  being a parent,the demands of the job, being a wife, seeing friends and family... as a full time teacher I was constantly juggling trying to be all things to all people. I got it right some of the time, but was a stress head for much of it.

The job is no less demanding. I care as passionately as always about the children in (our) class, but the relief that comes from knowing that I have that extra time are priceless. It's still a rush the night before work, and I still feel shattered at the end of my three days; but I do feel that I am actually doing the job better now than I  have for a while.

 Why? More time to reflect on my practice for a start and to share ideas with others. More time to chill out so I am far less of a stress head than I have been for as long as I can remember. More able to spend time with my gorgeous son and OH.

I am keen to make the job share work as well as possible; one of my PM targets is just that... I am meeting my JS partner later this week and am planning to chat about doing some observations of each other in order to help consistency. I certainly don't think we should be clones of each other; I think our differences are one of the greatest strengths, but I think it is vital for us to have time to observe each other, have some professional dialogue and follow up with another visit. Maybe even use video cameras!

With teaching and learning at the centre of our jobs, I am constantly disappointed by the lack of opportunity to peer observe. I am determined to rectify that! I have been looking into coaching models in teaching , for example:

http://www.nationalcollege.org.uk/index/leadershiplibrary/leadingschools/developing-leadership-in-your-school/coaching-and-mentoring/coaching-for-teaching-and-learning.htm

The next half term, run up to Christmas and all that brings in Primary schools, I hope to be on the way to cementing a really effective working partnership with my JS partner, and to find out more about effective coaching. I have been on lots of mentoring courses in relation to trainee teachers, and have been on a few coaching courses incorporating NLP http://www.nlp-now.co.uk/nlp-what.htm and coaching in teaching, but have not really focussed on it; yet!

Reflections on working part time.

So, four weeks into the new year and my new part time role.

What have I learnt so far ? Well, I know that I am far too much of a control nut and need to work on that! Last week some resources of mine had gone walkabout and I felt panic levels rise as I searched like a woman possessed. For goodness sake, it was only a box of pins, not the crown jewels! The classroom  is not MY classroom anymore and I must strive to remember that and keep persepective when things aren't where I left them.

It has been fantastic to have time to myself during the week, and I have been able to catch up on things which I wouldn't normally have been able to do. Going to the gym in the morning, having extended lunches with friends, having time to decorate, do the gardening, sit and read, play the guitar, chat on the phone when I would have been at work in the past. Great! Have I managed to switch off from work when I am not there... not yet; I suppose I am still at the stage where I want to prove to myself that I am still a key member of the team. The days I am in seem to whizz at an almost alarming rate as I try to pack everything planned in.  That is something I need to work on to ensure that I leave time within the days I am in for the children to reflect on their learning and not have overly high expectations; I am not trying to do 5 days in 3 after all!

The good things are having a way better work life balance than I have had since I can remember. Of course I am still tired at the end of the week, but feeling that I can keep on top of things has been hugely empowering. Having a job share partner who is a fabulous communicator has made the start to the year a lot less stressful than previous year starts have been.

I can't think of anything that I would want to change at the moment. Being part time doesn't make me any less dedicated  enthusiastic or committed. Ultimately I hope it will make me a better teacher as I have  time to reflect upon my practice and have professional dialogue with a partner who knows the class as well as I do.

Another year...

Two more weeks with my class until they move onto their next class... Two more weeks of talking to parents that I have built up a partnership with before the summer break and return to new children.
It's a strange time of year; children feeling all sorts of feelings , teachers too. Why is that? We teach children to challenge themselves, meet new opportunities, look for the positive... But that sometimes falls on deaf ears.


I told my class that I had finished their reports and given them to the Head to read and comment on. Their faces fell, one or two put their heads in their hands. What was going on? I abandoned plans and went straight into a circle time to address this. My class looked at me in disbelief when I said that I had enjoyed writing their reports (bear with me) as it was a great opportunity to celebrate all the things they had done well over the year. Still one or two looking anxiously at me. "There wont be anything I havent already told you in them!" I continued. One of the boys piped up, "You're always telling us what we do well..."
 Another, "and we know what we need to get better at..." (Hurrah)
 "Exactly!" I replied, and went on to explain how the reports are for their parents to have an overview of the year. The discussion carried on with children talking about things they had achieved over the year and we made a start on the child report comment.


What this made me stop and think about was, with all the changes we have made in schools, all the technology, some things have not changed at all- there are still children (and parents?) who have a built in fear/dread of reports. Where does this come from? We try so hard to build a positive learning environment, celebrating achievements, having clear learning goals...So why do children still worry about taking the end of year report home? And how can I overcome this?


Well, next year I am going to talk to the children much earlier about reports and maybe ask them to write their own in the style of the school one. Our reports go home really late- last week- get them out earlier so we can talk about them in class (if they want to ? or just go for it?)


I felt that somehow I had missed a trick when I saw this response; not for the first time. Talking to colleagues it seems that many children respond similarly. I would love to know how others have dealt with this; are reports looked on in this way widely? And how can it be changed if that's the case.


I suppose it can be compared to a teacher having performance management. "Tell me what has gone really well this year." Much foot shuffling and fidgetting; we spend so much time looking at ways to improve that it seems self indulgent to talk about successes. Maybe this is the issue here, and something to look at how to change.


Target setting, assessments, top tips; all dwell on what needs to be done. I think I need to spend more time asking children to focus on the things that they can do really well. We have celebration assemblies, reflection time...but maybe celebration time is missing.  Something to think about over the summer and see where to go from now...


Next summer I don't want anyone in my class looking alarmed at the prospect of receiving their report . (And I WILL look my head right in the eye and say what I have done well too :) )