OFSTED & Management

This week’s meeting was of importance, as it highlighted some points set out by OFSTED last year, and how positive visible changes that have been made can help with the overall colleges grading when reviewed in the coming weeks.

One challenge identified by OFSTED stated the following -

"Teachers do not provide sufficient challenge to learners: as a result, learners aged 16 to 18 do not make sufficient progress in A-level, AS-level and vocational qualifications at level 3.”

 Another challenged identified, relating to the English subject I teach –

“Despite recent changes, teachers do not develop learners’ English and mathematics skills well enough on mathematics and English GCSE courses, and as a result, learners do not make sufficient progress.”

In order to ensure this result doesn’t prove to be the same again, I and the follow staff were presented with quality reports and analysis data to compare our classes against the national average. Almost all learners seemed to be on track to achieving their overall grades and the attendance proved to be higher than many years that came before it. Though this information was heavily administrative in its nature, it painted a clear picture on what it is a college has to do not just as a place of education, but also as a business and governmental institution.

For the remainder of my placement, even though I had originally intended to do so, I am looking to meticulously embed mathematics alongside my English lessons, to not only boost the reputation of my department, but also assist the mathematics teachers when teaching English/ESOL students with very limited language proficiency. Also, as I will begin teaching Functional Skills English very soon, I will also look at targeting areas of improvement for learners on vocational level 3 qualifications simultaneously.

Teaching Method from Approaches & Methods (Richards & Rodgers) p36

I believe that my understanding within my specialist field, from both an academic and research point of view, are adequate enough to satisfy these criteria set out by OFSTED. The method I use (diagram above) combines theory and application, with differentiation and instrumentality to produce a classroom environment that is conducive for learning to take part in. 

To assist other staff, I also produce tracker sheets which collate exam results and formative marks, for the department to track the progress of each and every learner. Whilst digitising any documentation the team might need during my breaks or out of hours free time. From what I have seen personally, I do not believe the OFSTED feedback to be substantial at this time and I am certain that there will be a positive upturn, which I hope I have been a contributing factor too in my short time at the college.