1. What do Ofsted want?
The Cherwell School

2. Ofsted Myths - Ofsted want...
• Pace / lots of activities in a lesson
• Complex lesson plans
• Inflexible approach to lesson delivery - sticking
to the plan at all costs
• To see the teacher working hard
• Constant review of learning
• Box-ticking

4. Wilshaw on pace / activity in lessons...
• We don’t want to see lessons that are too
crowded, too frenetic and with too many
activities designed simply to impress the
inspectors: that’s wrong. We simply want to
see teaching that embeds learning.

5. Wilshaw on observations...
Too often I hear Ofsted
adpots a tick-box, formulaic
aproach to lesson
observation. If this has
been the case before, it
certainly won't be now.

6. Wilshaw on judgements...
Judgement of teaching will
be predicated on the quality
of learning and the
progress that students are
making.

7. Wilshaw on expected teaching style...
Ofsted does not have a preferred style
of teaching.
Starters? Plenary?
3 part lesson?
LOs on board?
group-work?
lolly sticks?

8. Wilshaw on expected teaching style...
Ofsted does not have a preferred style
of teaching.
• Inspectors will judge teaching simply on
whether children are engaged, focused,
learning and making progress.

9. But what about all the AFL stuff?
Try to learn something without...
- knowing what it is that you are trying to learn
- doing activities which help you to improve
- understanding / being shown how to do
activities to a high level of quality
- getting and working with feedback on what
you do

10. What else?
Try to get kids to learn when...
- The teacher talks for long periods and
student activity is limited
- Only some of the students take part

11. So what is ‘good teaching’?
•What’s good is
what works.

12. Ofsted will...
• Look for evidence of progress over time - in
books and through talking to students
• Look at environment - key words, displays etc
• Look at school data then investigate weaker
areas - for us, SEN / FSM likely to be a focus
• Look for evidence of explicit and consistent
teaching of Literacy / Numeracy
• Take relationships and behaviour into account
• Not expect perfection - if it goes wrong, and you
deal with it, fine

13. Wilshaw on the qualities of a good
teacher...
• The ability to reflect and critically evaluate
performance
• The ability to differentiate teaching styles and
resources for children’s different aptitudes
and abilities
• The capacity – no matter how long in teaching –
to learn from others and be receptive to advice
and training.
• Above all, an unyielding commitment – to help
every child to achieve their full potential.