Inspection Misconceptions – 7 things English teachers need to know about Ofsted inspections
Mary Myatt explores some of the myths and misunderstandings when it comes to what Ofsted is looking for from English teachers… We shouldn’t do something ‘just for an inspection’ – the only priority should always be to secure learning. Below are some of the main issues that can get in the way of learning, as […]
- by Mary Myatt
Mary Myatt explores some of the myths and misunderstandings when it comes to what Ofsted is looking for from English teachers…
We shouldn’t do something ‘just for an inspection’ – the only priority should always be to secure learning. Below are some of the main issues that can get in the way of learning, as originally identified in the Ofsted-produced ‘Moving English Forward’ report [PDF].
1 Pace There seems to be a widely-held belief that the faster the lesson, the better the learning. While pace is important, a slow lesson is likely to lose pupils’ concentration. There can sometimes be too much of a focus on the pace of planned activities, rather than the pace of learning.
For example, a teacher said they had been advised that a starter activity should never last longer than 10 minutes. While this may be a sensible starting point for discussion, a starter activity – like any other activity – needs to last only as long as is needed to ensure effective learning.
2 Activities It sometimes seems that the more activities that can be crammed into the lesson, the more effective it will be. This is often counterproductive, as activities are changed so often that pupils do not complete tasks, with the result that their learning is not consolidated or extended.
3 Planning Teachers are encouraged to plan individual lessons in considerable detail. However, excessive detail within these plans will cause teachers to lose sight of the central focus on pupils’ learning.
4 An inflexible approach to planning lessons School policies sometimes insist that all lesson plans should always follow the same structure, no matter what is being taught. Teachers also often feel that they should not alter their plans during the lesson.
The notion of a three- or four-part structure to lessons with certain key elements – such as a lively starter activity and an opportunity to review learning at the end – is helpful. However, teachers need to have the confidence to depart from their plans if early indications are, for example, that the pupils know more or less than the teacher had anticipated. The key consideration should be the development of pupils’ learning, rather than sticking rigidly to a plan.
5 Limited time for students to work independently In some lessons pupils do not have enough time to read, write or discuss issues in class. Pupils will then sometimes be asked to self- or peer-assess work before they have been able to complete more than a sentence or two.
This can happen when teachers feel that they need to be actively engaged while being observed. However, this shows a degree of misunderstanding, as the priority above all is the quality of pupils’ learning in lessons.
6 Constant review of learning In some lessons, teachers will spend significant periods of time on getting pupils to articulate their learning, even when this limits their time to complete activities.
Pupils need time to complete something before they can valuably discuss and evaluate it. Although the principle of self- or peer-assessment is important, to expect self- or peer-evaluation before pupils have had time to engage fully with learning is counter-productive.
7 Marking and feedback As noted in the Ofsted School inspection handbook from September 2015 [PDF], “Ofsted recognises that marking and feedback to pupils, both written and oral, are important aspects of assessment.
“However, Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning.’
Ultimately, it’s important to remember that we are humans first and professionals second. Our focus should therefore always be on pupils’ learning, rather than on pleasing external visitors.
Mary Myatt is an adviser, writer and teacher training specialist, regularly visiting schools across the country. For more information about her training, advice and consultancy services, visit www.marymyatt.com or follow @MaryMyatt
