These are the headlines:

• Primary schools are getting better, but secondary schools have stalled
• Good leadership is crucial but there aren’t enough good leaders
• The best schools focus on high-quality teaching
• Good teachers are in short supply where they are needed most
• Children from poorer backgrounds are doing better, but still too far behind
• The right school structure is critical (pupils need a structured learning environment where expectations are high)
• Free Schools? Too early to judge, but they succeed or fail for pretty much the same reasons as other types of school

The complete report is here

The Sutton Trust: What makes great teaching

Read this and be well informed, if even a bit confused. Only the headlines are here. It desreves your full attention.

It is based on 200 research projects and points to evidence that identifies what strategies work in the classroom. It also suggests those methods where research finds no evidence that they actually work. There are some surprising things on the second list.

Examples of very effective factors include

• good subject knowledge
• quality of instruction (such as effective questioning and use of assessment)                                No surprises there then

The report (p14) produces Rosenshine’s Principles summarising at least 40 years of research as a good model of ‘instruction’

In outline the ten principles are:
1. Begin a lesson with a short review of previous learning
2. Present new material in small steps, with student practice after
each step
3. Ask a large number of questions and check the responses of all
students
4. Provide models for problem solving and worked examples
5. Guide student practice

6. Check for student understanding
7. Obtain a high success rate
8. Provide scaffolds for difficult tasks
9. Require and monitor independent practice
10. Engage students in weekly and monthly review

Have a look at p17 the Bjork and Bjork examples.

Now, the examples of much less effective methods (p22 onwards)

• over lavish praise
• learners discovering key ideas for themselves
• ability grouping
• use of ‘preferred learning styles’
• active learning is encouraged rather then listening quietly

In many ways this work reflects that done by John Hattie… and there are some who have challenged his findings. Perhaps this report will fuel the debate.

There was consultation on Ofsted’s suggestions for a new framework of inspection to start in September 2015. The consultation ended Dec 5th 2014.

They propose the following changes:

? Proposal 1: a common inspection framework for all early years settings on
the Early Years Register, maintained schools, academies, non-association
independent schools and FE and skills providers. This framework will mean
that the same judgements will apply in each of these remits.
? Proposal 2: introducing shorter inspections for maintained schools,
academies and FE and skills providers that were judged good at their
previous inspection. These short inspections, conducted approximately
every three years, will report on whether or not a provider has maintained
its overall effectiveness but will not provide a full set of graded
judgements.
? Proposal 3: conducting a full inspection of non-association independent
schools within a three-year period. (A non-association independent school is one that doesn’t belong to an association such as ISI, SIS or BSI. These associations carry out their on form of inspection. If your independent school is not in one of these, Ofsted will visit).

It is also proposed that the vast majority of inspections will be led by HMI. As Sir Michael Wilshaw says, inspections “will no longer be outsourced”.

Always best to read the original: Better inspection for all