Name of activity

Provider

Cornwall Music Academy

Music leader
Area
Quality of
teaching

Piano Lesson

Chris Bennett

Name of observer

Miriam Venner

Date of observation

15.5.14

One to one piano lesson two students observed

Element
Planning for
progression

Example indicators
-Planning for the session builds
on previous activities
-Skills or knowledge learning
outcomes are clear

Observation
Not met
Met x Exceeded
N/A
Evidence seen:
Appropriate resources employed and strong
context for grade exams without being over
bearing on this aspect. Good use of sight
reading tests and good guidance on what they
should focus on for practice. Great your
mission of the week concept for this.

Differentiation,
inclusion and
comprehension

-Activities take into account

different learning needs
-Activities are fully inclusive and
accessible inc disabled & SEN
pupils
-Participants understand the
overall session and the
individual activities
-Music leader explains or
demonstrates the activities
clearly
-Teaching focuses on the quality
of the musical outcome
-Appropriate use is made of
available resources or
equipment

Not met
Met x
Exceeded
N/A
Evidence seen:
Good personalised learning with tell me one
thing you did really well section, which
encourages personal reflection, which is good
practice.

Teaching & learning

Not met
Met Exceeded x
N/A
Evidence seen:
High expectations of the students evidenced and
assumption that they will practice creates good
ethos. Theory is brought in well and embedded
effectively within the practical learning aspect
so well contextualised.
Strong individualised feedback and guidance for

development / progression. Students make

strong progress in short time.
Balance of adult led
teaching and student
led exploration

-There is a good balance

between individual learning and
guided learning
-Participants quickly become
involved in the practical musical
activity
-Everyone has an active role,
relevant to ability
-Atmosphere feels positive
-Music leader offers
constructive and supportive
feedback

Not met

Management of
behaviour

-Music leader manages

behaviour effectively
-There is room for creativity and
fun

Not met
Met x
Exceeded
N/A
Evidence seen:
Well behaved students and obvious respect for
the teacher that has been earned.

Attitude and
engagement

-Participants are enjoying

themselves

Not met
Met x Exceeded
N/A
Evidence seen:
Fully engaged and motivated and have fun
which is very important.

Atmosphere and
feedback

Pupil
engagement

-Participants are fully engaged

in the activity
Behaviour

-Pupils are able to control their

behaviour
If not, they are supported to
engage

Met x

Exceeded

N/A

Evidence seen: Effective developmental

questioning.

Not met
Met x
Evidence seen:

Exceeded

N/A

Positive and developmental feedback that

pushes appropriately.

Not met
Met x
Evidence seen:
No issues

Exceeded

N/A

Health & Safety

and
Safeguarding

Room set up

-Set up of the room is

appropriate for the activity
-The room and equipment
appear safe
-Toilet facilities are nearby
-Activities are appropriate for
the age range, skills and
environment

Not met
Met x
Exceeded
N/A
Evidence seen: Music room a good space

Safeguarding

-Music leader maintains

appropriate personal space

Not met
Met x
Exceeded
N/A
Evidence seen: maintains personal space
appropriately

Staff to pupil ratio

-Enough staff or adults present

to ensure safety and good
learning

Not met

Activities

-Appropriate staff to child ratio

(ensembles 1:15; LMT teacher
is present)

Language and tone

FINAL REFLECTION:

-Language used by the music

leader and other adults is
appropriate
-General tone of voice is even
and positive

Not met
Met x
Exceeded
N/A
Evidence seen: Good exam context and good
range of theory brought in. Good rage of activity
for length of the session and level of students.

Met

Exceeded x

N/A

Evidence seen:
One to one seen some later ones are two to
one but appropriate for the level.

Not met
Met x
Exceeded
N/A
Evidence seen:
Positive and supportive whilst challenging where
needed. I like better to be confidently wrong
than tentative.

Your final conversation with the Music leader may inform this reflection paragraph. Invite the music leader to
start the conversation How do you think that went? Tell me about what Ive just seen.
Ensure that reflection from the Music Leader is sought in the final conversation as this shows the importance of
reflective learning.
Overall a good observation of a committed teacher who is able to motivate his students well.

Please return reports to Helen Reynolds, KEAP, 21b Pydar St, Truro TR1 2AY or helen.reynolds@keap.org.uk