July 2013
« Jun   Aug »

How good is history in your school?

Having read through the latest OFSTED report on evaluating science I thought it might be helpful if I produced a quick one side of A4 for history.

A quick reference guide

The following questions might help history leaders quickly identify strengths, and areas for development, in history
. A key indicator of overall high quality provision is consistency of these judgements for each class, and for every teacher.

 What is the quality of teaching and the achievement and progress of all groups of pupils, including those for those for whom the Pupil Premium provides support?
 Do history teachers know how well pupils are progressing and then act effectively on that information to plan lessons?
 Do pupils know how well they are progressing and what they need to do to improve further?
 Are well-focussed improvement plans, based on robust self-evaluation, rigorously implemented?
 Is underperformance tackled?
 How coherent and effective is the programme of professional development, and the opportunities provided for promotion for history teachers?
 Is the best history teaching accurately identified, modelled and shared, including the development of history enquiry skills?
Is achievement rising over time or are high outcomes being maintained?
 Is teaching improving over time or staying at least good?
 Does the curriculum meet the needs, aptitudes and interest of all groups of pupils, including equality of opportunity for girls and boys ?
 Do history lessons promote the spiritual, moral, social and cultural development of pupils?Are policies and procedures, in particular in relation to reading, writing and mathematics, consistently applied?
 Are pupils, governors ,parents and carers and staff committed to your vision and ambition?
 Is respect and courtesy shown by staff towards each other and pupils?
 Does history use the Pupil Premium and other resources to overcome barriers to learning effectively, including reading, writing and mathematics?
 Does history help pupils to prepare for life in modern Britain and a global society, and to prevent extremist behaviour?
 Do staff work in partnership with other schools, external agencies and the community, including business, to improve history, extend the curriculum and increase the range and quality of learning opportunities for pupils?

Comments are closed.