Observation Policy

Introduction

Classroom observation is a necessary part of school life and can take several forms, for example, formal, informal, focused, paired or peer. The observation could be initiated by the classroom teacher themselves or could be the daily ‘drop-ins’ from the Headteacher, Deputy Heads or Phase leaders.

Purposes of Lesson Observations

  • To raise standards of learning and teaching.
  • To identify and disseminate good practice.
  • To identify staff development needs.
  • To contribute to CPD by providing an opportunity for teachers to reflect on their own practice and effectiveness and to develop their own skills.
  • To provide evidence for appraisal and internal reviewing procedures and systems.

General Principles

There should be a consistent approach to lesson observations.

Criteria and guidelines, against which judgments are made in a formal observation, are available to all staff. These include Teacher Standards (2011), the Ofsted Framework and the school’s own self evaluation grids related to the quality of teaching.

A teacher being observed should expect to receive fair and just feedback that is objective and evidenced against these criteria and guidelines.

Teachers holding posts of responsibility are also expected to participate in formal lesson observations as observers.

Observers should ensure they are well prepared with the skills and knowledge necessary to make an informed and objective, evidence-based, judgment about the work of a colleague.

Observation should not place undue stress on teachers and should facilitate a supportive dialogue between teachers to raise standards of teaching and learning therefore

  • Formal lesson observations are usually arranged at least five working days in advance.
  • The focus of the observation is usually negotiated with the teacher who is to be observed and the professional dialogue that follows centres on the agreed focus.
  • The teacher receives verbal feedback within 24 hours of the observed lesson, and written feedback within five days, if applicable.
Categories of Observation

There are two types of observation:

1. Formal i.e. those for appraisal

NQT and trainee / Graduate Teacher programme (GTP) assessment, and competency procedures or similar. They are concerned with judgments that will influence career and pay progression.

Observations for management purposes should be limited to one observation a term.

In exceptional circumstances, where concerns have been raised about a teacher’s

performance or where a teacher requests additional visits, the number may increase.

2. Informal i.e. those for the teacher’s professional development and those forming part

of the internal monitoring system. They are concerned with non-judgmental support.

Peer observations and “drop-in” observations are considered to be informal.

To support their own CPD, teachers are encouraged to arrange mutually agreed

observation of colleagues’ classrooms and take part in mentoring and coaching.

No observations will take place on the last day of term or half term.

Formal Observations

  • Members of the Leadership Team carry these out, except in the case of trainees and NQTs.
  • Teachers must have an agreed focus for the observation.
  • Planning using the agreed planning proformas should be available either printed or on the school’s IT system.

The only exception is in the case of trainees from other establishments.

  • The agreed lesson observation record sheet should be used to record all formal observations, except in the case of trainees from other establishments and NQTs.
  • The observer must arrive at the agreed time.
  • Any observation may include the observer talking to children, looking at the learning environment and scrutinising work. He / she will have previously analysed the most recently available data.
  • A copy of the lesson observation record sheet may be kept by the observer and a copy given to the head teacher and to the teacher.
  • Teachers who have a responsibility for making formal observations, must take part in a lesson observation moderation exercise with a colleague before feeding back to the teacher.
Informal Observations
  • ‘Drop-in’ observations form part of the expectation of the Leadership team.These take place once every half term and will focus on a school improvement priority.Teachers will be informed of the focus area for the drop ins at the beginning of the relevant half term.
  • No grading of the teacher’s competency should be made following an informal observation, unless the teacher agrees this.
  • The teacher will receive individual written feedback on the half termly school improvement priority focused drop in
  • Evidence obtained through an informal observation will not provide evidence for

judgments that inform appraisal, NQTassessment or competency procedures.

Peer observations, where one teacher observes another, will take place in the Spring and Summer term of each academic year. These observations will focus on a school improvement priority. The observer and observed will decide on the areas to be focused on within the priority. There must be feedback from the observer which is recorded. However this feedback is not given to anyone else and cannot be used in any appraisal or capability process.

Timetables of observations across the year

a)For qualified teachers / classteachers

When? / Type? / By whom? / Focus? / Timing
Daily all year / Informal
Drop in / Leadership Team / Consistent practice
Routines
Application of policy
Knowing the children
Emotional climate
Each half term / Drop-in with individual feedback / HT / DHs / Focus on school improvement priority / 10 minutes
Termly / Formal related to appraisal
Peer observations / HT / DHs / Phase Leaders
Teachers / Term one – English or numeracy
Term two - another subject agreed with the teacher
Term three – English or numeracy
Focus on school improvement priority / 30 minutes
30 minutes

Newly Qualified teachers

In line with statutory requirements, NQTs have at least one lesson observation each term. Informal observations are carried out by their mentors. Every term they will get an observation by their assessor and their mentor. This will be part of the termly formal observation as per table above.

For Teaching Assistants

Teaching Assistants are observed in conjunction with teachers and should be included in feedback. Where they have responsibility for a group of children, for example phonics or mathematics, they should be observed separately.

d) For GTPs and other trainees

GTPs should be observed and given written feedback at least every two weeks during the first half of their training and then weekly. This varies, however, according to the individual’s training plan. Other trainees are observed in line with the expectations of their Initial Teacher Training (ITT) providers.

Disputes regarding observations

In the event of a difference of opinion relating to the organization or conduct of an observation, or to the judgment grading of the lesson observed, the Headteacher should be consulted. If the situation cannot be resolved, the Headteacher will conduct a second observation and all records pertaining to the original observation will be destroyed.

Exceptional circumstances

There may be a very small number of teachers whose performance has raised some concerns or are subject to formal capability procedures. These teachers will undergo more frequent lesson observations – see Teachers Experiencing Difficulties section in Appraising Teacher Performance policy.

NB

Each Phase leader feeds back to the relevant Deputy Head each half term, the results of their monitoring and any resulting action taken. This could include suggestions for individual, phase or whole school INSET.

REVIEW OF POLICY

Signature of Headteacher and Chair of Governors

------Headteacher

------Chair of Governors

Policy approved by Governing Body ------

The policy will be reviewed October 2016