50 Quick and Easy Ways to Prepare for Ofsted

50 Quick and Easy Ways to Prepare for Ofsted

For lots of teachers, inspections can be a burden. They lead to increased workload, apprehension and a sense of uncertainty. I wanted to find a way in which I could help alleviate these problems and make colleagues across the country feel better prepared for any inspection they might face.

So I wrote 50 Quick and Easy Ways to Prepare for Ofsted.

This book isn’t about gimmicks or quick fixes.

It’s about the practical, sensible things you can do to prepare for an inspection. The things that matter for you and your students. The things which will help you to give the very best account of yourself and your teaching to any inspectors who come into your school.

To give you a flavour of what’s inside, here are two sample entries for you to have a look at:

Data Context Sheets

07 A data context sheet gives an observer a sense of where the class is at, who is in the class and the kind of learning which has been taking place prior to the current lesson.

If your school has a preferred format for data context sheets, use that. Otherwise, you should create your own (or search on www.tes.co.uk to see if someone has uploaded one you feel you can use).

On your sheet you should indicate the gender make-up of the class, the number of FSM, EAL, SEN, G and T and Pupil Premium students, prior achievement levels, a brief summary of what students have been learning and an indication of what they will learn during the current lesson.

Here you are doing three things. First, you are showing that you are prepared, organised and that you know your class. Second, you are helping the observer to understand the class. Third, you are making it easier for them to judge whether progress takes place in your lesson or not.

As an aside, some teachers like to supplement a data context sheet with a print out of their mark book or other electronic assessment data (such as that stored on SIMS or Go4Schools).

Plan for Progress

16 When delivering any lesson our main aim is securing progress for all our pupils. After all, this is what learning is: being able to do more than you could do before or knowing more than you knew before.

From these points we can deduce that any outstanding lesson will be predicated on the teacher having planned for progress. Ideally, they will have planned for significant progress!

When preparing your lessons at any time, it is good to take this approach. When you know you are going to be inspected, the same is true.

Planning for progress means thinking carefully about how each aspect of the lesson will contribute to pupils making progress. A simple way to ensure this is to use Bloom’s Taxonomy. By moving up the taxonomy during individual activities and across the lesson as a whole, you can be almost certain that progress will occur.

For guidance on the taxonomy, see my free resource The Bloom-Buster.

Mike Gershon