Teaching Observation Guidance

Taken from Ofsted’s Inspection Handbook – January 2015

OFSTED Inspectors will look consider how well -

  • teaching engages and includes all pupils with work that is challenging enough and that meets the pupils’ needs as identified by teachers
  • pupils’ responses, in lessons and over time, demonstrate sufficient gains in their knowledge, skills and understanding, including of literacy and mathematics
  • teachers monitor pupils’ responses in lessons and adapt their approach accordingly; also, whether they monitor pupils’ progress over time and use the information well to adapt their planning
  • teachers seek to assess the effectiveness of their own teaching and adapt accordingly
  • teachers routinely give the necessary attention to the most able and the disadvantaged, as they do to low-attaining pupils or those who struggle
  • assessment is frequent and accurate and is used to set challenging work that builds on prior knowledge, understanding and skills
  • pupils understand well how to improve their work, which goes beyond whether they know their current ‘target grade’ or equivalent
  • teachers have high expectations of all pupils
  • teaching prepares pupils effectively for the next stage in their education.
  • In evaluating the accuracy of assessment, inspectors will consider how well:
  • any baseline assessment, teacher assessment and testing are used to modify teaching so that pupils achieve the expected standards by the end of a year or key stage
  • assessment draws on a range of evidence of what pupils know, understand and can do in the different aspects of subjects in the curriculum, for example through regular testing
  • teachers make consistent judgements and share them with each other, for example within a subject, across a year group and between adjacent year groups.

OFSTED Grade descriptors – Quality of teaching in the school

Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach that relies on the professional judgement of the inspection team.

Outstanding (1)
  • Much teaching over time in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, are making sustained progress that leads to outstanding achievement.
  • All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.
  • Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.
  • The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.
  • Teachers and other adults authoritatively impart knowledge to ensure that pupils are engaged in learning and generate high levels of commitment to learning across the school.
  • Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning.
  • Teachers use well-judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils’ needs accurately.

Good (2)
  • Teaching over time in most subjects, including English and mathematics, is consistently good. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, make good progress and achieve well over time.
  • Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.
  • Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
  • Reading, writing, communication and mathematics are taught effectively.
  • Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
  • Teachers assess pupils’ learning and progress regularly and accurately at all key stages. They ensure that pupils know how well they have done and what they need to do to improve.
  • Effective teaching strategies, including setting appropriate homework and well-targeted support and intervention, are matched closely to most pupils’ needs, including those most and least able, so that pupils learn well in lessons.

Requires improvement (3)
  • Teaching requires improvement because it is not good.

Inadequate (4)
Teaching is likely to be inadequate where any of the following apply:
  • As a result of weak teaching over time, pupils or particular groups of pupils, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, are making inadequate progress.
  • Pupils cannot communicate, read, write, or apply mathematics as well as they should.

Taken from the Initial Teacher Education (ITE) Inspection Handbook (Ofsted, 2015)

The Initial Teacher Education Inspection Handbook states that outcomes for trainee teachers to be judged as at a good level, their teaching should be predominately good, with examples of outstanding teaching.

To provide a consistent approach to judging trainee teachers’ performance LASER has adopted the Handbook’s guidance in relation to observed practice/micro-teach sessions.

Candidates on the Level 3 Award - there is no requirement for observed and assessed micro-teach/practice sessions to demonstrate grade 2 characteristics, but LASER strongly recommends that candidates are encouraged to demonstrate these and supported to do so.

Candidates on the Level 4 Certificate - at least one hour of observed and assessed practice should demonstrate grade 2 characteristics.

Candidates on the Level 5 Diploma - at least four hours of observed and assessed practice should demonstrate grade 2 characteristics.

All trainee teachers should be required to achieve a good standard of teaching by the end of their programme. Any assessed observations of practice demonstrating the characteristics of inadequate practice (grade 4) should not be included in the total number of assessed observations of practice for any individual qualification. However, providers should record these observations and provide detailed developmental feedback to the candidate.

Grading Descriptors for ITE observations -

Outstanding
(1) /
  • Learners and groups of learners are achieving very well and are making better than expected progress given their starting points. Some are making exceptional progress on their learning programmes and at work.
  • They learn exceptionally well and, as a result, acquire knowledge quickly and develop a thorough understanding of a wide range of different aspects of their learning programmes. Learners’ attendance and punctuality are consistently good.
  • They apply skills and background knowledge to great effect, including: personal, social, English, mathematics and functional skills, and practical vocational skills that will prepare them exceptionally well for the next stage in their education, training or employment.
  • The success rates of most groups of learners are likely to be at least in line with similar groups of learners nationally, with the majority well above the norm. In exceptional circumstances, where success rates of any group of learners are below those of all learners nationally, the gap is closing rapidly, as shown by a wide range of success indicators.
  • The large majority of learners progress to higher-level qualifications and/or into jobs that meet local and national needs

Good
(2) /
  • Learners and groups of learners are achieving well and make at least the progress expected of them; the majority are making better than expected progress on their learning programmes and at work given their starting points.
  • Learners acquire knowledge and understanding quickly that will prepare them well for the next stage in their education, training or employment. Attendance and punctuality are good.
  • They develop and apply a good range of skills well, including: personal and social skills, English, mathematics and functional skills, and practical vocational skills.
  • The success rates of the large majority of groups of learners are likely to be in line with or above similar groups of learners nationally, with the majority above. Where success rates of any group of learners are below those of all learners nationally, the gap is closing. In exceptional circumstances, where the performance of groups of learners is low overall, it is improving at a faster rate than nationally.
  • The large majority of learners progress to higher-level qualifications and/or into jobs that meet local and national needs

Requires improvement
(3) /
  • Learners and groups of learners are achieving and making satisfactory progress; a small minority make less than satisfactory progress given their starting points.
  • Learners generally learn well on most courses, with no major weaknesses identified. As a result, they are acquiring adequate knowledge and understanding to prepare them for the next stage in their education, training or employment. Attendance and punctuality are mostly at an acceptable level.
  • Learners develop and apply a range of skills adequately, including: personal, social, English, mathematics and functional skills, and practical vocational skills.
  • The success rates of the majority of groups of learners are likely to be in line with similar groups of learners nationally. Where the performance of some groups of learners is below those of all learners nationally, the gaps are closing overall.
  • The majority of learners progress to higher-level qualifications and/or into jobs that meet local and national needs.

Inadequate
(4) /
  • Outcomes for learners are likely to be inadequate if any of the following apply.
  • Learners’ achievement and progress overall, or the learning and progress of particular groups, is consistently below those of all learners nationally given their starting point.
  • The learning and quality of work of learners is poor and there are weaknesses identified. As a result, learners are deficient in certain aspects of their study for the next stage of their education, employment or training. Attendance and punctuality rates are generally low.
  • Learners’ development and application of a range of skills, including personal, social, English, mathematics and functional skills, and practical vocational skills, are insufficient.
  • Success rates are consistently low, too variable or in significant decline.
  • The numbers of learners that progress to higher levels of qualifications and/or jobs are in the minority.

Form for Use during Observed and Assessed Sessions

Learner name: / Observer name: / Date:
Course: / No. of students:
Tick this box if micro-teach session
Subject:
Start Time: / End Time: / Duration:
Location:
Methods / ✓ / Materials / ✓
Assignments / Audio files
E-learning / IT (PC/Tablets/Mobile Devices etc.)
Case study / Electronic board
Demonstration / Flipchart
Games / Handouts
Group discussion / OHP
Internet/VLE / Posters/photographs
Lecture / PowerPoint
Role play / Artefacts
Seminar / Video/DVD
Student presentations / Whiteboard
Small group work / Worksheets
Tutorials / Other(s):
Group teaching
Other(s):
Comments:
Planning and preparation / Grade
Lesson plan
Learning outcomes
Identifying learner needs
Learning environment
Subject structure
Learning activities
Teaching and learning resources
Introduction / Grade
Introduction to session
Assessment of previous learning
Administration
Communication / Grade
Presence
Language - appropriate and inclusive
Clarity of teaching and learning aids
Speech (pace, clarity, fluency etc.)
Body language
Listening and observation skills
Interaction / Grade
Interaction with group
Interaction within group
Question and answers
Ability to enthuse and motivate
Evidence of active learning
Classroom management
Assessment and feedback / Grade
Topic
Relevance to group
Formative feedback
Summative feedback
Records management
Learner progress tracking
Learner achievement tracking
Differentiation and inclusiveness / Grade
Induction of learners (if appropriate)
Individual needs met
Cultural and language related issues
Focus on equality and diversity of opportunity
Support for LLN* needs / Grade
LLN issues arising from session
Support for addressing LLN needs
Opportunities used for developing LLN skills in context of subject
Consolidation of learning / Grade
Evidence of extension activities
Effective conclusion of session
The candidate has, on the basis of the observed session, demonstrated the characteristics of grade / 1 / 2 / 3 / 4
Subject knowledge demonstrated
Quality of learning demonstrated
Strengths
Progress against action plan
Areas for development
Summary
Observer signature / Date
Feedback on Observed Session
Learner reflection on Observer Feedback
Action Plan
Candidate’s Signature:
Date:

February 2018, Page 1 of 7