Progressing Schools

Here are some extracts from a recent Ofsted Monitoring report carried out in September 2011.

“There is a clear trend of improvement. School data and pupils’ books indicate improvements in attainment………progress has accelerated……….after significant changes to staffing, the school has a core of experienced senior staff with high levels of expertise.”

 “In the most effective practice, the teachers planned outcomes that were challenging for the pupils and they drew high quality responses from them.”

 “Teaching was well structured and delivered at a suitably brisk pace.”

 “There was a good range of teaching styles that successfully engaged pupils and enhanced their understanding.”

 “Teachers’ expectations were well pitched and modified to meet pupils’ different needs.”

This school had been given “notice to improve” as an outcome of an inspection earlier in the year.

The previous Section Five inspection, carried out in January 2011 had stated, “This school requires significant improvement, because it is performing significantly less well than in all the circumstances it could be reasonably be expected to perform.”

It went on to say that there were inconsistencies in teaching, that work was inappropriate for the levels of pupil understanding and that the more able pupils were not being stretched.

However, improvements were made, and things appeared to be progressing well, as further comments from the monitoring report made clear.

“Regular evaluation” “Good subject knowledge” “Setting realistic targets” “Perceptive questioning” “Rigorous procedures have been implemented for tracking pupil progress” “robust analysis of the quality of teaching and learning”.


This all seems to be a successful case of Ofsted’s “ability” to diagnose a problem in a school, and the management of that school having the “capacity”  and “capability” to make changes that adhere to the guidelines and protocols for an effective place of teaching and learning.

Changes in schools do take time, and it is positive to hear that this school managed to turn their criticisms into actions that significantly improved the quality of education for their pupils.

So why did the head teacher feel a need to resign from his position a mere five months after receiving a note from Ofsted in September to say that progress was indeed on track?

3Di Associates will be making further comments on this case on the 3Di in Focus section of their website shortly.

About 3D Eye

Gary Foskett and Clare Blackhall are educationalists, writers and consultants. We work with schools and other organisations who share our vision of how schools, businesses, etc should work in the 21st Century. We also run courses and contribute to conferences - speaking about our three dimensional model of intelligences and how schools, colleges and universities can develop the full potential of all their staff and students. We also offer consultancy for businesses and public sector organisations to support staff training and organisational change and development. For more detailed information read our blog at or see our website at
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