Knowledge Organisers

Author Topic: OFSTED Deep Dive Questions  (Read 492 times)

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Online Sara

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OFSTED Deep Dive Questions
« on: December 31, 2019, 06:16:36 PM »

What is happening in Early Years Maths?

What links are there between your subject and the rest of the curriculum?

How do you monitor your subject?

What resources do you have?

How do you use the community, trips, visitors in your subject?

What’s on your action plan this year?

What are the strengths/ areas for development in your subject?

How do Staff differentiate in your subject?

What is your pedagogy in maths lessons?

What do Staff think of your subject?

What do children think of your subject?

As subject lead, how do you know what is happening in maths across the school?

How are gaps bridged between each key stage?

What is the aim for all children to know when they leave Y6?

How do you know that it is year group relevant?

What does a maths lesson look like?

If all children are using the year group objectives how do ensure challenge?

How are assessment results fed back into teaching and learning?

How are gaps in learning filled?

How are you evidencing lessons which use concrete apparatus?

What is your understanding of mastery?

How do we know where the gaps are?

How is homework set?

What’s your vision for maths?

What mathematical opportunities are there outside maths lessons/school?

What do you do to support children who are struggling?

More OFSTED Questions

Online Sara

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Re: OFSTED Deep Dive Questions
« Reply #1 on: January 02, 2020, 12:06:51 PM »
Here are some Deep Dive questions related to READING

How do you know which children are not on track with the pace of the school’s phonics programme?   
How quickly do you spot children not keeping up with the phonics programme?
What support is in place to help these pupils catch up quickly?   
How does your phonics programme/curriculum help you achieve your results?
What plans do you have to improve next year?   

How do you make sure all children learn:
•   Letter, digraph and trigraph sounds?
•   To blend sounds into words?
•   To read exception words?
•   Correct letter formation?
•   To spell?   

What do you want pupils to know, term by term, to meet the phonics screening check standard?   
How much time do children spend learning phonics, reading and writing?   
What do you do to ensure pupils continue to make progress in reading in year 2 and beyond?   
How do you make sure that children’s reading books help them practice the sounds they’ve learned?   
How do children increase reading fluency?   
Which books do children take home to read?
How often do they change these books?

How do parents listen to their children read these books?   
How do you ensure teaching of early reading is prioritised?   
How often do teachers read to children?   
How do you support teachers to make sure story-time is engaging?   
How do you decide the stories children get to know inside-out?   
How do you select the books you’re going to read to children?   
How do you get parents to love reading to their children?   
How do you make sure staff develop the necessary expertise to teach children to read?

How do you know that all staff have the same knowledge and skills?   
How do leaders and staff use information about children’s’ progress to improve teaching?   
What additional training is given to staff who provide support to the weakest readers?   
How do reading, writing, speaking and listening fit together in your context?   

Related to lessons visited during the deep dive
Tell me about what we’ll see in these lessons?
What would you expect the teaching assistant to be doing during the lesson?

How does the lesson fit in with the overview for the subject?
Is the correct vocabulary being used?
Does the teacher’s questioning encourage learning and enquiry?
Is the teacher’s subject knowledge good?
Are the children learning new knowledge/skills?   

When do you start to teach children letter-sound correspondences?   
How many sounds will your pupils be able to read at the end of each term?   
Where are children up to at this point in the year? Which children aren’t at this point?   
How do you support pupils not keeping up with the phonics programme?

What support is in place?   
Which books have you most enjoyed reading to your children recently?   
Tell me about your training and development.
How has it helped you teach reading?   

Why are you teaching this particular lesson? Why did you choose this work for pupils to do?
How has the class reached this point in their learning? Can you tell me what they’ve already been taught?
After this lesson, what will the children be taught next?
What will pupils learn next year?   
How do you assess learning?

More OFSTED Questions


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