Tower of Terror
2 hours in classrooms making very quick judgements- observations spoke to children focus on what adults were doing to support learning ‘Tell me what you thought about that……?’
Leaders • A one and a half hour meeting • Wider curriculum How were their subjects supporting progress in writing, reading and maths? Show me the evidence. • British values • Subject specific progress in subjects across year groups • Progression of skills within books and across the school • Book scrutiny to support everything.
How are we preparing pupils for life in modern Britain? • This was a big focus for our inspector. She asked very challenging questions of our governors and leaders.
Reading • Listened to children read • Observed phonics • Observed our class reading sessions • Questioned our approach to reading and actions we were taking to raise standards.
Data • Starting points- • Progress and accelerated progress • Disadvantaged pupils • Progress exceeding made • SEN end of early years to now • Age related expectations for disadvantaged, SEN, boys and girls across the whole school. • The data was not as important as the evidence in books.
How to survive • Don’t give too much data, be selective. • Don’t feel pressured to provide anything really quickly without looking at it first. • Know the story behind last year’s data down to an individual pupil’s detail. • Don’t be afraid to challenge them. They don’t know it all. • Know the handbook. • Prepare the basics ready to present: safeguarding, attendance, newsletters.
And so………
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