Tag Archives: Michael Wilshaw

What did OFSTED teach me?

When I started teaching, back in 2000, OFSTED was rarely mentioned. As a trainee teacher, I was aware of teacher standards and observation grades as it was part of my assessment. We had essays on the SEN code of practice and were regularly assessed on our subject knowledge, but nothing specific on OFSTED.

In my first teaching job, as an NQT, I was observed a few times for the forms for my induction. Training was generally focused around new technology or, in department, on exam specifications and developing schemes of work. OFSTED was in the background (They might visit), but were barely mentioned.

About 7 or 8 years ago that started to change. There were occasional INSET sessions about preparing for OFSTED, a particular lesson structure was suggested as something that OFSTED wanted. But still, most of the time, they were barely mentioned.

The most dramatic change happened in the past 5 years or so. Suddenly OFSTED was mentioned regularly – in lesson observations, in INSET, in staff meetings. We became bombarded with information regarding OFSTED and what they wanted. There was a, not so subtle, shift from teaching to the best of your ability, challenging and stretching the pupils to being a ‘Good’ or ‘Outstanding’ teacher. Everything shifted. Suddenly it was not about what the pupils needed, or what you as a teacher needed, it was all about what OFSTED wanted.

OFSTED became a big stick, which in many schools has stilted the focus on teaching and learning. You must all have x, y and z in your lesson, your lesson plan should look like this, hour after hour of INSET on lesson grading. Observations being about judging teachers and giving them a number, rather than being a discussion about their teaching and what each party could learn. (One teacher told me that, after being observed by SMT and given a ‘Good’, she asked which member of SMT she could observe teaching an ‘Outstanding’ lesson – the response? No one!).

The school year for many has become a round of learning walks, graded observations, book checks, mocksteds. Boxes being ticked, reams of paperwork being completed. This can lead to fear: fear of innovation in case it fails, fear of teaching the way you know works because OFSTED might not like it, fear of allowing staff to use their judgement. The end result is often all teachers being treated as though they were incompetent or lazy, rather than the occasional teacher who actually is. If Michael Wilshaw wants to know why so many teachers leave it is this (and schools with poor SMT who don’t support staff with behaviour).

After years of dodging the OFSTED bullet, I was visited a few years ago. It was brief, I got little feedback and the process had no impact on improving my future teaching. I suspect that, for most teachers and most schools, improvement is despite OFSTED rather than because of them. It makes me sad, because, alongside this bloody minded focus on OFSTED, there has been a real change in teaching – the joy is being sucked out of it. Teaching is becoming more and more about targets, data, results and paperwork rather than the joy and excitement of learning. If you want excellent teachers, let them teach, trust them as educated professionals. And if OFSTED visit they will see what they should have been looking for all along – hardworking teachers teaching well and pupils learning.

So, what did OFSTED teach me?

  • Fearing OFSTED is an unhealthy waste of time. 12 years, 195 days a year, I worked as a teacher, that is 2340 days. One OFSTED inspection in all that time which lasted 2 days – that is 0.085% of my teaching career to date. Now obviously, OFSTED did not spend those two days with me, they actually spent 30 minutes. So, 5 possible teaching hours a day for 2340 days is 11700 hours – a massive total of 0.004% of my teaching time. To get worked up over something which takes up so minimal amount of your actual teaching time is pointless, akin to worrying and attending training to deal with a wasp in your classroom.
  • SMTs interpretation of OFSTED guidance is not always accurate. OFSTED is about schools rather than individual teachers, and as such, there is a lot of pressure on SMT and particularly the Head. It is hardly surprising that this pressure can turn into an almost obsessive focus, skewing what should be the core focus of the school and teaching. Heads worry, so they often pass this down to their staff, and in their panic they interpret and misinterpret what the OFSTED documents ask for. This is never more true than when they are applying gradings to lessons. Comments on twitter like this:
    TeacherToolkit (@TeacherToolkit)
    I received an email last night from a teacher; informing me that their line-manger expected to see progress within 10 mins in a Food lesson!

    Teachers being told that a single mistake will lead to an inadequate grading and capability. The problem here is not OFSTED, but SMT’s misinterpretation and using it as a big stick.

  • Beware consultants selling fear. I have always had an issue with consultants, especially those who work for OFSTED, don’t teach and have a side line as a consultant. Realistically, it is not in their interest to say to a school ‘Just do what you’re doing, there is nothing specific OFSTED is looking for’, they would do themselves out of a lucrative job (unless they are doing this free out of the goodness of their heart). If you pay for someone to deliver INSET, you expect them to deliver something, a checklist or key messages – it doesn’t follow that, just because you pay them, they are any good. I have been told about a recent INSET with an ‘OFSTED consultant’ telling staff that they would be fools not to have a lesson plan (despite this line from the School Inspection Handbook ‘Inspectors will not expect teachers to prepare lesson plans for the inspection.’), that they must show progress in the lesson observation and differentiation for each pupil, that they need an ‘OFSTED file’ containing student data and seating plans. My particular favourite was that if a single child is late to your lesson it is a) your fault for not engaging them (how can you engage them if they are not there?) b) lateness is the teacher’s issue (not SMT, whole school or the pupil themselves?) and c) if that happens your lesson is inadequate.
  • Luck has a lot to do with it. Any observation, and OFSTED in particular, is a snapshot – one tiny moment in time (0.05% of a school year, if you are observed for about 30 minutes). That observation is subject to a range of influences: is it last thing on a windy Wednesday with 11v27 after their half day at college? Has a giant wasp invaded your class room? Is the start or end of term or the school year? Have you been up all night with a sick relative? You do your best, but sometimes in teaching things don’t go the way you want. One observation does not define you as a person or your teaching – we all know those who are excellent but crumble under the pressure of being observed. Equally, I’m sure we all know those who are half-arsed teachers the bulk of the time but can pull a ‘Good’ or ‘Outstanding’ to of the bag when being observed. The time I was observed by OFSTED, with a Y10 English group, in the first 3 weeks of a new school year, I was lucky. My lesson was pretty much what I would have normally done, the luck was: that I had taught most of the class for the previous year, and in some cases two years (pity those teachers seeing groups for the first or second time), and that two of the boys decided to have a detailed discussion about the character of Mr Darcy in response to my prompt. I was told the lesson was ‘Outstanding’ but I know that it just happened to be one of those days when all my ducks were in a row, I could have been faced with stony silence and a swift shift to a written task.

OFSTED has become an all encompassing focus in many schools, the danger is that it, and the way that schools interpret its advice, will continue to have a negative effect on teaching. Schools and teachers need to choose whether to allow this to happen.

SOLO Research: Conclusions

What have I learnt from my research into the SOLO taxonomy?

Researching and Note Taking

At a personal level, this research has been very useful. I have found out that I really enjoy research and reading academic articles and texts. In particular, writing the literature review was an interesting, challenging and enjoyable part – far more than I had expected it to be. It was like a giant jigsaw which needed to be put together before it would make sense.

notesI tried out a variety of note taking methods for the review, the most effective one turned out to be writing key quotations onto post its which I then sorted into linked areas on large pieces of paper with lines and comments added to show the relationship. This helped organise each part of the review into paragraphs and made the links clearer to see. It was while I was doing this that I realised that this was also a SOLO task – I was moving my knowledge of the literature from the multistructural to the relational level and beyond. Thinking about the process in this way was quite useful as it mitigated some of the frustration I felt at having to go off on tangents in order to understand the bigger picture – it was simply that I didn’t have the knowledge at the multistructural level.

Twitter, the Internet and The Khan Academy

As someone who completed their undergraduate degree in the early 1990s, studying at Masters level was a very different beast. Beyond the level of complexity that obviously exists in the step up, the key difference I noticed was the availability of resources. Now, don’t get me wrong, I love an academic library – the smell of the books, the chance finds in the stacks, the quiet you only get in the obscure corner of the Old English section on floor 10 – but, as a distance learner, the internet has been invaluable to me.

Twitter has been a fantastic source of ideas, suggestions for academic reports and texts as well as a source of data. Without this community of educators, I think my study would have been a sad shadow, and I would have been a very lonely researcher.

One of the challenges I faced was gaining an understanding of descriptive and comparative statistics. As far as I can remember (and it was a very long time ago, so I may be wrong), this was not covered in much detail in my GCSE Maths course. Although I have used maths on a day to day basis in work and as a teacher, this was something I needed to brush up on – that is where The Khan Academy came in. One weekend watching their statistics videos and trying out a few problems, and I had a good understanding of what I needed.

Is the SOLO Taxonomy Effective?

Based on my limited research, it does appear that the SOLO taxonomy can be a useful tool in a teacher’s arsenal. The use of rubrics to identify the knowledge (both declarative and functioning) and stages of learning were particularly useful for making this explicit both for me and the students. The emphasis on looping back through the multistructural-relational-extended abstract levels in order to develop a more detailed and sophisticated understanding helped scaffold the most able and encouraged them to view learning as open-ended.

Knowledge is vital – without relevant knowledge, students cannot progress through the SOLO levels. Direct instruction, whether it is through teacher talk, rubrics or any other direct method, help to provide the  knowledge needed by the student. The rubric can keep this instruction at the forefront while students complete independent tasks – the two do not have to be mutually exclusive.

A key benefit of the SOLO taxonomy is creating a common language for discussion of knowledge and feedback – used by the teacher and in self and peer assessment it can help to ensure the quality and focus of feedback.

Of the SOLO techniques I trialled with my classes, I felt that the use of rubrics, hexagons and SOLO stations were the most useful. The weaker students found the hexagons helpful to pull together their knowledge of a text and bridge the gap between knowing the text and being able to write a clear paragraph about it. SOLO Stations allowed for differentiation, student choice and teacher guidance while giving me the time to work individually with students. The HOT maps were rather hit or miss depending on which type was used – the Part/Whole Analysis was a useful structure for discussing and revising a text in detail.

Given the recent reports from Sir Michael Wilshaw, regarding the brightest students in schools failing to achieve the highest grades, it is certainly interesting that in this small scale study Level 5 students and males taught using SOLO methods did considerably better than their non-SOLO counterparts. Ev ex 2Although it is impossible to know whether SOLO was the key factor in this difference, it suggests that this may be a possibility and would warrant further investigation.Ev ex 4


Taken as a whole, based on my personal observations, surveys of teachers and students, a lesson observation and exam data analysis, it appears that the SOLO taxonomy may be effective. As with any teaching technique, it is not a panacea – however, it is certainly worth trying.

CPD and Randomized Controlled Trials

Evidence based ideas in education has been a hot topic over the past week or so – and not before time, in my opinion.

Whenever new ideas are brought forward, some teachers will always refer to the ‘tried and tested’ methods they prefer (some of which are actually just tried rather than ‘tested’). Equally, there is the counter issue where some teachers, or school leaders, come up with some new idea and proceed to insist that everyone else jumps onto their bandwagon. Both situations are less than ideal and, believe it or not, Michael Wilshaw appears to agree:

We, and in that word “we” I include OFSTED, should be wary of trying to prescribe a particular style of teaching, whether it be a three part lesson; an insistence that there should be a balance between teacher led activities and independent learning, or that the lesson should start with aims and objectives with a plenary at the end and so on and so forth. We should be wary of too much prescription. In my experience a formulaic approach pushed out by a school or rigidly prescribed in an inspection evaluation schedule traps too many teachers into a stultifying and stifling mould which doesn’t demand that they use their imagination, initiative and common sense.

Michael Wilshaw’s speech – via @oldandrew teachingbattleground.wordpress.com

It should be the teacher’s decision which methods they use in their classroom, based on their professional judgement and available evidence. The availability of this evidence is, in itself, an issue – one which I will look at in a little more detail below.

However, sadly, this freedom to teach, according to our own professional judgement, does not seem to be the reality of OfSTED or of many schools. Schools seem to be obsessed with OfSTED these days. What data does OfSTED want to see/expect you to know? What sort of lesson do they want to see? Which teaching methods? Sometimes this obsession seems to be almost to the exclusion of whether this actually helps the students who are in front of us for the 180-odd days that OfSTED are NOT in school. The Telegraph’s article about ‘mock’  inspections highlights my point. Surely the focus should be on improving teaching and learning, rather than identifying which hoops a possible inspector may want us to jump through? In any case, as highlighted in this blog post, how does OfSTED help schools improve the actual teaching and learning?

We, as teachers, need to return the focus in our schools to our core purpose, to teach our subjects to the best of our ability and prepare young people for life beyond school. One area we could start with is CPD.

We could use CPD time to enable teachers in school, or across a local area, to collaborate on research projects, work on randomized trials and present the findings  for other teachers.  Ben Goldacre‘s (@bengoldacre) recent report suggests that:

By collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence.

But no! CPD tends to pander to the latest perceived OfSTED desire, or fads supported by colourful brochures and expensive external speakers. It is strange that, in a profession full of postgraduates, our in-school CPD so rarely takes that into account. Instead, we are given watered down ideas, gimmicks without solid evidence, or worse: we are expected to relive a lesson through card sorts and role play. Stay in teaching any length of time and it is likely that you will sit through similar presentations without new input – not exactly differentiating for your audience.

When I started teaching, about 12 years ago, we had a departmental day at the start of the term, no agenda from above, no mention of OfSTED, no death by PowerPoint – we were trusted, as professionals, to know what needed to be done. One of the sad things is that, as accountability and OfSTED come to the fore they are accompanied by, what could be called, a ‘dumbing down’ of the profession. We can’t be trusted to work on our own on projects, almost as if we were a naughty bunch of year 10s who will nick off to the toilets for a fag as soon as the teacher’s back is turned.

The opportunity to make informed decisions about what works best, using good quality evidence, represents a truer form of professional independence than any senior figure barking out their opinions.  A coherent set of systems for evidence based practice listens to people on the front line, to find out where the uncertainties are, and decide which ideas are worth testing.

Ben Goldacre

To raise the profile of the profession externally, and encourage a sense of this professionalism within schools, we need to be more aware of evidence and research – if school leaders want teachers to use a particular strategy, give us evidence as to its effectiveness, suggestions for further reading, or a chance to be part of a randomized trial perhaps.
For a profession that exists under almost constant change, education can be very resistant to change and the idea of randomized trials can cause tension, as Goldacre says:
most people start to become nervous: surely it’s wrong, for example, to decide what kind of education a child gets, simply at random?
This may certainly explain some of the negative reactions that Ben’s  Guardian article received. But if we are honest, this happens all the time: the make up of a class, timetabling that creates split classes, a new syllabus, the new idea you choose to use, a teacher on long term sick leave, a PGCE student on a placement. We are not talking about throwing out everything we do to replace it with something else. Instead, the idea is to “decide which ideas are worth testing” and start there.
I have found Twitter an excellent starting point for this type of discussion, the sharing of ideas and sources of information with teachers across the globe is fantastic. I would hope that some of this turns into concrete academic research.

Teaching and education are emotive subjects – we all remember the teacher who inspired us, just as we remember the one who did not. In our rush to do the best we can for the young people in front of us, we need to take a little time to reflect, and question, whether what we are doing really allows us all to reach our potential.