Date: Class:

Staff Member: Observer:

Learning Objective:

Outstanding Pupil Progress In this lesson, exceptional progress was made by almost all pupils and groups of pupils.

Good In this lesson, good progress was made by the majority of pupils and groups of pupils (including disabled pupils and those who have special educational needs, and those for whom the pupil premium provides support) Teachers assess pupils learning and progress regularly and accurately.

Requires Improvement (Satisfactory) In this lesson, there was insufficient evidence of good progress.

Inadequate in this lesson, pupils failed to make sufficient progress (including particular groups of pupils disabled, those who have SEN and those for whom the pupil premium provides support.) Limited understanding of pupils capabilities.

Assessment for Learning

Differentiation & Challenge

Systematic (e.g. classroom procedures such as target groups; one to one feedback; regular target reviews, other adults contributing to assessment procedures etc) highly accurate assessment of pupils prior skills, knowledge and understanding informs teaching Teachers (and other adults) systematically check pupils understanding throughout lessons (e.g. through carefully differentiated questioning, observations etc). They anticipate where they need to intervene and do so with notable impact on the quality of learning (i.e. pace of learning and the quality of outcomes are increased) Consistently high quality marking and constructive feedback from teachers, other adults and pupils (i.e. established self and peer assessment procedures in placed) ensure pupils make rapid gains. Pupils know exactly what they need to do to improve. Teachers have consistently high expectations of all pupils.

Understanding of pupils prior learning needs to be developed further so that it is consistently accurate for most pupils.

Teachers listen to carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.

Teachers monitor childrens work during the lesson picking up any general misconceptions to support learning. These adaptations are usually successful but occasionally are not timely and this slows learning for some pupils.

Pupils are unclear about the expected outcomes of their learning.

Teachers ensure that pupils know how well they have done and what they need to do to improve (e.g. through next steps marking and regular discussions about their progress, they also have time to make improvements) Teachers have high expectations of all pupils.

Marking is completed regularly and some next steps marking is evident. This feedback needs to focus on the specific elements which would improve the pupils work.

Marking may not be regularly completed and when it is, does not provide sufficient information for pupils to improve their work.

Teachers expectations enable some pupils to work hard and make progress, this needs to be consistent across all groups. Some evidence of challenge but this needs to be increased.

Teachers present little or no challenge within the lesson.

High level of challenge for all pupils.

Most pupils are challenged throughout.

Learning activities are not sufficiently well matched to the needs of pupils. This means they make inadequate progress.

Excellent subject knowledge informs astute planning and challenging tasks.

Well developed subject knowledge informs effective planning and setting of challenging tasks.

Subject knowledge requires some improvement.

Teachers do not have sufficiently high expectations.

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Differentiation strategies employed effectively throughout the lesson. Sharply focussed/timely support and intervention (including targeted questioning) match individual needs accurately. Appropriate homework contributes very well to pupils learning (i.e. prepares for, develops or extends learning an may develop higher order thinking skills e.g. problem solving, investigations, hypothesising, open ended questioning etc) Teachers use well-judged and, often inspirational teaching strategies which engage and enthuse pupils to achieve. The teaching of reading, writing, communication and mathematics is highly effective. These skills greatly facilitate other learning across the whole curriculum. Highly effective modelling/scaffolding to support pupil progress. The structure of the lesson is such that children have sufficient time to produce a high quality outcome which has been reviewed and improved. Pupils are given ample opportunity to use their literacy and numeracy skills in other subjects. Good use of differentiation strategies. Appropriately targeted support and intervention within the lesson, are matches well to most pupils individual needs including those most and least able. Appropriate homework contributes well to pupils learning (i.e. prepares for, develops or extends learning) Differentiation is evident but needs to be matched more closely to individual needs. Support during lessons is provided however this needs to ensure that there is no unnecessary repetition of work or tasks which do not fully challenge. Homework is set, however, this needs to impact more positively on learning out comes. Subject knowledge is not evident in the teaching Limited and ineffective differentiation.

Other Aspects of Teaching

Effective strategies ensure that pupils learn well and are engaged e.g. the use of mini plenaries. Reading, writing, communication and mathematics are taught effectively. Most pupils are secure in using these skills across the curriculum. Good use of modelling/scaffolding to support pupil progress. The structure of the lesson is such that children have sufficient time to produce a good quality outcome which may have been reviewed and improved. Teaching consistently deepens pupils knowledge and understanding and allows them to develop a range of skills, including communication, reading, writing and mathematics across the curriculum.

Teaching strategies ensure that the individual needs of pupils are usually met, however, the range of approaches need to be extended further. The teaching of reading, writing, communication and mathematics across the curriculum results in satisfactory progress, however, pupils ned to secure the application of these skills. Some of the modelling/scaffolding to support pupil progress is evident, however, this needs to be developed further. The structure of the lesson is such that children have sufficient time to produce the expected outcome, however, teacher expectations may limit quality outcomes. Pupils need to be more secure in applying reading, writing and communication skills across the curriculum.

Limited range or inappropriate use of teaching strategies.

Pupils cannot communicate, read, write or apply mathematics as well as they should.

Limited/ineffective use of modelling/scaffolding to support pupil progress. The structure of the lesson does not allow children to complete or produce an outcome of sufficient quality. Pupils cannot communicate, read, write or use maths as well as they should. Many pupils are not secure in applying reading, writing and communication skills across the curriculum.

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Resources

Time is well used and every opportunity is taken to sufficiently develop crucial skills. A broad range of high quality resources including new technologies. Targeted support of additional adults which contributes to excellent progress. Teachers and other adults generate high levels of engagement and commitment to learning. Teaching promotes pupils high levels of resilience, confidence and independence when they tackle challenging activities. The learning environment is highly effective in supporting and developing learning. Children have ownership and responsibility for their own learning and support each other in this.

Time and resources (inc ICT) are used effectively A range of good quality resources including new technologies. Additional support is well focussed and enhances learning and progress in the classroom. Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. Teaching generally promotes pupils resilience, confidence and independence when talking challenging activities. The learning environment (e.g. working walls) effectively supports learning. Children may be involved in planning their own learning. They respect and support each others learning.

Adequate use is made of time and resources (inc ICT) Adequate range of resources Whilst teachers deploy available additional support reasonably well, their impact on the outcomes for pupils, inc SEN, needs to be improved Most pupils show some interest in their work and are generally engaged. The use of time could be improved. Pupils display some independence and perseverance in their learning, however, some pupils do not have enough time to work independently and to find things out for themselves. Working walls may be in place but need to fully support the learning processes. The learning environment generally could be further developed to support independent learning Pupils are respectful of and supportive towards others learning.

Poor use is made of resources and time. Limited range of resources and use of new technologies LSAs are not deployed effectively and therefore support of learning is relatively limited. Teaching .... fails to excite, enthuse, engage or interest particular groups of pupils including disabled pupils and those with SEN Pupils show little initiative or independence.

Behaviour for Learning

Agreed areas of strength:

Agreed areas for development:

The overall judgement of the lesson is determined by the progress grade. The text in bold type is from the Ofsted School Inspection Handbook September 2012 and further guidance is provided in non bold type. Main strengths in teaching (quality of planning, differentiation, questioning etc) Do you feel you could offer peer coaching to a colleague? In which area(s)?

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Are there any aspects of your teaching which you would like to develop further? How can this best be achieved (consultant, AST, peer coaching etc)? What is the impact of any support currently being provided to children in your class (LSA, addition intervention etc) How could this be improved?

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Next steps for improvement and timescales. These will be the focus of future monitoring. Review date: Outcome of review:

Signed ____________________________________________ Date _____________________ (Reviewer)

Signed ____________________________________________ Date _____________________ (Teacher)