Tutor Guidance To Lesson Observation 2012-13

Workers Educational Association

Workers Educational Association

OTL Tutors Pack 2012-13 FINAL

Contents

1. Purposes of the Scheme for Observation of Teaching and Learning (OTL) ......................... 3 2. What does the Scheme involve? .......................................................................................... 4 3. Observing and grading the session ...................................................................................... 6 4. Preparing for observation...................................................................................................... 7 5. Giving feedback .................................................................................................................... 8 6. We welcome your feedback .................................................................................................. 9 Appendix 1: Forms and guidance for observation ................................................................... 12 Appendix 2: Ofsteds Common Inspection Framework ........................................................... 27 Appendix 3: Standard Contents for Tutor Course File ............................................................ 33

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1. Purposes of the Scheme for Observation of Teaching and Learning (OTL)

Essentially OTL is a key aspect of the Associations Quality Improvement Framework and meets a range of needs in the Association. The Scheme will: provide us with confirmation that learning is happening confirm the quality of the learning experience including the quality of information and advice, and support that learners receive and the extent to which learners feel safe in their learning situation support tutors to improve their approaches to teaching and learning through linking the Scheme to performance management identify and enable the sharing of good practice in the delivery of teaching and learning identify access, suitability and use of accommodation, resources and equipment enable regional and association strategic development and improvement of learning and teaching focus the development of quality on the curriculum, subject sectors and educational strands provide systematic evidence for external scrutiny of the quality of WEA provision inform self assessment.

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2. What does the Scheme involve?

Every tutor in the WEA will have one of his/her teaching sessions observed regularly and no less than once every two years by a member of the Associations Lesson Observation Team from your Region. If you are a tutor new to the WEA, this is likely to happen during the first course you teach for us. The Regions OTL Co-ordinator will draw up a plan for observations each year. Minimum standards The WEA plans work through three educational strands: Second Chance to Learn Community Involvement Cultural Studies Second Chance to Learn strand includes all provision leading to recognised qualifications and non-accredited provision in SSA14 (Preparation for Life and Work). OTL will cover 100% of this provision annually. This includes the TUC learning reps courses, Initial Teacher Training and Helping in Schools. All provision in SCTL should have Individual Learning Plans. All Community Involvement and Cultural Studies tutors to be observed every two years. Each region observes no less than 50% of all tutors in any one year. New tutors to WEA to be observed in their first term of teaching. At least 5% of OTLs in regions to be a first or last session. This will be monitored and reviewed annually with aim of increasing to 10%. A revisit following the award of a Grade 3 will take place the following year as a minimum. Earlier revisits will be at the discretion of the region, depending on the OTL report and impact. Where a tutor receives a Grade 4 and actions for improvement, that tutor should be revisited no later than four months after the first observation or during the next taught course, whichever comes sooner.

All the observers are experienced in adult education and will have been trained by the Association in observation and grading. The Observation process can be divided into four parts: Pre-observation arrangements Observing and grading the session Giving feedback Follow-up arrangements

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Pre-observation arrangements
The observer will agree arrangements and fully brief you about the observation process at least two weeks before the session. This will often be done over the telephone. The observer will want to see you at your best so try to avoid a session where you may be organising administration for a trip or where you expect there may be lower attendance (e.g. school half-term). The observer will confirm dates/times etc. in writing and ensure you receive this Tutor Guidance to Lesson Observation at least one week before the observation. To help the observer carry out the observation, s/he will need: Location map/directions to the venue/room Your Course Outline Your Scheme of Work for the whole course Your up-to-date register Your Session Plan for the session to be visited A Course Profile [you may be asked to help complete the information for this-either
on the telephone or by completing it by hand or e-mail the information helps the observer get to know a little about the course]

Course records (see Course File list Appendix 1) Before the observation, the observer may send you a WEA Pre-OTL Questionnaire for Tutors and an Equality and Diversity self assessment check list for tutors (see Appendix 1). Note: these documents are being piloted by some regions. Where completed, return to the observer in advance of the observation. The aim of these pilot documents are to help both you and the observer prepare for the observation. It will be useful for you to tell the group of learners that the session will be observed and of any adjustments you will be making to accommodate the visit. The observer will almost certainly request some time to talk to learners about their experience of the course. Build time for this into the session to minimise disruption.

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3. Observing and grading the session

The observer will want to sit somewhere where s/he can be unobtrusive but have a good view of the activities during the session. You will want to arrange this before the session starts to avoid any disruption. Do introduce the observer to the group before starting the session. Have your up-to-date Register and Course File available for the observer to look at during the session. The Course File Standard Contents List is included at the end of this guidance as Appendix 1. The observer may not stay for the whole session, depending on the length of the session, although the observer will stay for at least 40 minutes. The observer will discuss this with you beforehand and if you think it important for the whole session to be observed, then tell the observer this. We do find, however, that with some kinds of sessions, it really isnt necessary to stay the full time to be able to make a sound judgement and it has to be said, if the session is outstanding, this can normally be recognised within quite a short time! The observer may want to clarify one or two points with you. If there is time, this will happen during or straight after the visit otherwise the observer will arrange a good time to talk further with you. The observer will be taking notes and compiling an Evaluative Commentary (copy in Appendix 1). This will provide an outline of what has been observed and contextualise this in respect of WEA expectations. Feedback from observation of the Course File and from discussion with learners may be included. This will enable the judgements of strengths and areas for development to be located and provide opportunity for professional discussion. This discussion will also help identify where further general development can be made. The observer will complete a Session Observation Report Form (copy in Appendix 1). This will take the form of key bullet-point judgement statements of strengths / areas for improvement drawn from the evidence in the evaluative commentary. This is an important document for you and for the Association, and contributes to our overall selfassessment of the quality of our work. Your session will be allocated a grade. The grades are 1-4 and reflect the quality of the session in the following way: In line with the new Ofsted Common Inspection Framework from September 2012, grade 3 satisfactory will be renamed requires improvement. Grade 1 Outstanding Grade 2 Good Grade 3 Requires improvement Grade 4 Inadequate

The observer will discuss and agree with you the actions you will take to address, in particular, any improvement areas identified.

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4. Preparing for observation

The emphasis of observation is on the learners and the extent to which they achieve their learning goals. It is important to remember that it is the session that is being graded and not the tutor. The observer can only make judgements where there is evidence either observed or documented - and the comments made on the Session Observation Report Form, and in turn the grade awarded, will be based on the evidence seen. Observers will use Ofsteds Common Inspection Framework as the basis for judgements of the effectiveness of an observed session. This same framework is used by all providers of adult education and is based on key questions with the focus on the learner. The Common Inspection Framework is included in Appendix 2. To help our observers to make judgements consistently, we have provided them with an Observer Pack. Some pages from the Observers Pack are reproduced at the end of this guidance in Appendix 1 so that you are aware of what observers will be looking for during observation, and some of the sources of evidence they may look for. Do read this as it will help you to feel more confident about the observation.

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5. Giving feedback
After the observation, the observer will feedback to you about his/her findings and tell you the grade awarded. The observer will arrange a time convenient to you both to do this but normally this will be no longer than one week after the observation. Feedback should enable you to build on what you are doing well and feel confident about introducing any changes. The observer will highlight where there were particularly strong and satisfactory aspects of the session, as well as identify any areas that need particular development. The observer will be encouraging you to reflect on the key messages and discuss what actions might be taken to improve the experience of the learners. There may also be areas identified where the WEA needs to make improvements keeping you up-to-date with new developments, changing a venue or providing you with better equipment.

Follow up arrangements The observer will discuss and agree a few actions with you to address any improvement areas. This may involve you trying out different materials or making adaptions to teaching methods. You may decide to shadow another tutor in your curriculum area or go on training in the Region or enrol for a teaching qualification (which can sometimes be funded by the Association). The observer will discuss the possibilities and agree the actions. A timescale will be agreed with you to achieve the actions. The agreed actions will be recorded on the form and a member of the WEAs staff will support you to achieve them. If you are awarded a grade 4, you will be re-visited at an early stage perhaps later in the course. You will be expected to have carried out at least some of the actions and show improvement. Many of our tutors demonstrate very good practice that we would want to be able to share with other tutors. The observer may, therefore, also ask whether you are willing to contribute a particular element of good practice to the regional tutor network.

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6. We welcome your feedback

There are two kinds of feedback that it is useful for the Association to collect: 1. General Feedback General feedback from tutors about your experience of the observation can help us to improve and develop the Scheme, as well as highlighting areas for further development of observers. A Tutor Feedback Form will be sent to you completion is up to you. (A copy of the form is at the end of this section).

2. Formal Appeal Whilst Regions will do everything they can to ensure the Association Scheme for OTL is run in accordance with the guidelines and procedures contained in this Management Pack, there may be occasions when a more formal Appeals Procedure may need to be applied. There is the opportunity through the Tutor Feedback Form for tutors to formally appeal if there is concern about the conduct or judgement of the observation. Formal Appeal - Tutors a) A tutor may appeal against the outcome of an observation the grade awarded or recommended actions. Appeals in respect of an awarded grade or recommended actions should in the first instance be referred to the Regional Co-ordinator for OTL. The Coordinator will, with others as appropriate, review the observation and judgements made. Where agreement cannot be reached, re-observation should be considered, possibly by or in conjunction with the Co-ordinator for OTL. If agreement can still not be reached then the Regional Co-ordinator may involve an appropriate Education Strategy Manager. The decision of the Education Strategy Manager will be final. b) A tutor may appeal about the conduct of an observation. A tutor with the WEA who is subject to an observation of teaching and learning can reasonably expect that the following arrangements for the preparation and conduct of the observation will apply: (i) The tutor should receive adequate notice of the visit (no less than two weeks). (ii) An opportunity should be made available for the tutor to discuss the parameters of the visit in advance of the proposed date. (iii) The tutor should receive prompt feedback on the visit. (iv) At all times the tutor should be treated with courtesy and respect. (v) The tutor should be treated fairly and without discrimination in accordance with WEA Equality & Diversity Policy and practice. Appeals in respect of the conduct of a visit should in the first instance be referred to the Regional Co-ordinator for OTL. Where concerns arise from the way in which the observation has been prepared and/or conducted and if these cannot be immediately and amicably resolved, the Regional Co-ordinator for OTL may wish to involve appropriate others depending upon the nature of the concern. c) Every effort should be made to resolve appeals locally. If the tutor is still not satisfied, and the concern falls within the parameters of the Grievance Procedures contained in the Employment Handbook, then those procedures will come into effect.
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Appeal - Observers Observers with the WEA may also have concerns which arise in relation to the preparation and organisational delivery of an observation. In the first instance, any appeal should be referred to the Regional Co-ordinator for OTL. If the concern cannot be immediately and amicably resolved, the Regional Co-ordinator for OTL may wish to involve appropriate others depending upon the nature of the concern. If the Observer is still not satisfied, and the concern falls within the parameters of the Grievance Procedures contained in the Employment Handbook, then those procedures will come into effect. Appeal - Learners Learners who are members of a class that has been observed may occasionally have concerns in relation to the preparation and/or conduct of the observation. Such concerns should in the first instance be raised with the Programme Area Manager. If the Programme Area Manager cannot immediately resolve the concern, he/she will liaise with the Coordinator for OTL. The Co-ordinator for OTL will resolve the issue or decide what further action, if any, is required. Any appeal should be made within a period of one month of the observation taking place.

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WEA OBSERVATION OF TEACHING & LEARNING TUTOR FEEDBACK FORM

We welcome your feedback on the organisation, conduct and experience of session observation. Please use the space below if you have any comments to make.

Details of the observed session: Observer: Tutor: Your comments:

Course ID: Date:

Please complete the section below ONLY if you wish to make a formal appeal about the conduct and/or outcomes of a particular OTL session. I wish to make a formal appeal about the conduct/outcome of Observation
Please use the space below to outline the reason(s) for your appeal (continuing on a separate sheet if necessary) and send it to the OTL Co-ordinator within one month of the observation taking place. The OTL Coordinator will normally provide the observer with a copy of your comments to help resolve any issues. Your comments will also contribute to the improvement and development of the OTL process.

Tutor Signature

Date

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Appendix 1: Forms and guidance for observation

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WEA Pre-OTL Questionnaire for Tutors This form is optional Name of tutor: Name of observer: Observer contact details Tel: E-mail: You are scheduled to have an observation of your course on <Date> Please complete this questionnaire and return it to the observer named above so that you can get maximum value from the time spent. 1. Please check & confirm or add your tutor profile <tutor profile info held>

2. What developments/activities relating to your teaching have you made since last OTL

3. Is there any particular aspect of your teaching that you would like the observer to focus on?

4. Please complete and return the Equality & Diversity self assessment checklist (see separate sheet). 5. Are there any issues relating to the safe learner environment (eg safeguarding; Health & Safety; Access issues) that you wish to raise?

6. If you would like to make any additional comments, please do so.

Thank you

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Equality and Diversity Self-Assessment Checklist for Tutors This form is optional

NameCourse Title..Date Prompts Tutors notes (Provide examples or cross reference to where evidence can be found in your course file).

1/ Planning and Course Content Using initial assessment, have you produced a group profile (including each learners prior knowledge, preferred learning style, personal goals, additional needs) so that you can check that your planning addresses individual learners needs? In your planning do you ensure that examples and illustrations to be used are widely drawn rather than being only from white/British/middle class/non-disabled/heterosexual culture?

Do you record in your scheme of work and session plans evidence of your promotion of equality and diversity?

2/ Teaching and Learning Resources Do your resources reflect the fact that the UK is a diverse society by providing positive images of older/ younger people, minority ethnic groups, people with disabilities, differing family structures etc? Do you design materials using scenarios that challenge stereotypes: e.g. 2 men going on holiday together rather than a family, wheelchair users playing sports etc? Do you provide hand outs in advance for any learner that may have difficulties coping with reading material or following verbal instructions in the session?

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3/ Classroom Activities and Management Do you consult with all learners about room set up to ensure that everyone is involved, including those with physical or sensory impairment? During induction do you negotiate ground rules with the group that cover learners rights and responsibilities and do you have a copy of the ground rules in your course file? Do you give your learners opportunities at induction and on course to disclose a disability and do you make reasonable adjustments to support additional learning needs? On a regular basis do you set up small group and pair work activities yourself in order to facilitate differentiated learning and to encourage learners to mix with people from different backgrounds? Do you involve the existing knowledge and experience of learners from different backgrounds and cultures and make it clear that these contributions are valued and that learners do not feel patronised? Do you exploit naturally occurring opportunities, for example, during group discussions, to promote an understanding of equality and diversity issues? Do you ensure that learners listen to each others views, even if they are different from their own? During whole group discussions and activities do you make sure that no one person dominates? Do you challenge offensive or inappropriate language or behaviour? Do you promote peer support, team work, learner responsibility and other skills that help create a safe, supportive and collaborative rather than competitive learning environment? Do you ensure that assessment of learning is adapted to suit individual needs?

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Evaluative Commentary to demonstrate how well learners are learning. Please use bullet points for each separate comment Care, guidance and support Planning & preparation

Teaching and learning methods

Learning & achievement

Attention to individual needs (inc. E&D and Safeguarding- see guidance in OTL pack)

Managing the learning process

Assessment & feedback including use of RARPA

Resources, venue and equipment

Attendance

Additional comments including feedback from learners

General development points: These suggested developments will be in addition to actions addressing areas for improvement

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Evaluative Commentary Prompt Sheet to demonstrate how well learners are learning
Care, guidance and support: provision of clear and impartial information about the course and its requirements or suitable alternatives learners receive Support for Learners and have all support areas explained(eg. financial/learner support etc.) additional and individual learner support needs identified and acted upon swiftly Information kept confidential without permission the provision of impartial and effective advice and information on future learning learners encouraged to provide feedback on the course and the WEA and its services Planning and preparation-evaluate the impact on learning of: the Scheme of Work and Lesson Plan learners negotiated goals and what they intend to achieve during the course/session clear and appropriate session aims and objectives which the tutor explains to the learners previous learning built on study skills and/or literacy, language, numeracy identified, cross-referenced and included as appropriate in learning outcomes Teaching and learning methods - evaluate the impact on learning of: the tutors up-to-date subject knowledge the clarity of explanations and guidance the extent to which the tutors style and communication skills engages and enthuses all the learners Learning and achievement- evaluate the impact on learning of: learners clearly demonstrating progression towards or achievement of the Learning Outcomes the variety and range of learning methods learning activities that are effective and challenging for learners, and completed successfully opportunities for learners to work independently and collaboratively the acquisition of knowledge, skills and understanding appropriate to the aims of the programme and learners own aims Attention to individual needs (inc. E&D and Safeguarding):- evaluate the impact on learning of: how effectively activities take account of the range of learners needs and abilities the inclusiveness of learning strategies and resources the handling of equality and diversity issues (all the new areas of equality) learners own experiences being valued and drawn upon the role of support staff and effectiveness of support for learners attention to learners safety and the safety of others using the same premises the environment is safe and welcoming for learners Managing the learning process- evaluate the impact on learning of: prompt start to the session the pace and structure of learning for the level of the course and learner group the learning environment and extent to which it promotes good working relationships enabling learning to take place learners interest engaged and sustained - participation and productive work enrichment of learning through tasks and activities outside the learning session (where used) what is the impact volunteers or Learning Support Workers on teaching and learning Assessment and feedback including use of RARPA- evaluate the impact on learning of: identification of starting points and responsive course planning clear criteria to assess the quality of students work and their progress the timeliness and process of review and assessment of learners work how regular, appropriate and effective opportunities are for checking learners progress the feedback to learners on their progress and achievement learners previous learning built on and developed with evidence of distance-travelled for each individual learner the keeping of up-to-date records of learners progress Resources, venue and equipment- evaluate the impact on learning of: provision and use of resources fit for purpose accommodation and equipment and their use safe working practices access to and use of appropriate ILT learning resources Attendance- evaluate the impact on learning of: regularly attendance* and punctuality * Observers will use the attendance on the Session Observation Report Form to inform judgement. Normally, a session with attendance below 75% would not be eligible for a grade above good and attendance below 50% would not be eligible for above a grade 3. If attendance is particularly low on the day of observation, then the attendance record on the whole register would be used to influence judgement and this recorded in evaluation. If the type of course is one where regular attendance/punctuality is in itself an outcome of the course, then the effectiveness of actions taken by the tutor to encourage this would be used to influence judgement and this recorded in evaluation Additional comments including feedback from learners:

General development points These suggested developments WILL BE IN ADDITION TO Actions to address significant areas for improvement

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Session Observation Report Form

Tutor: Strand: CMA: SSA2: Observer: Number of learners: On register: Present: Date: Course ID: Course Title: Venue:

Report No:

Course Organiser: Session: Attendance: % Course length: hrs of

Date & grade of tutors last observation: Day/time: Course and learner context:
Please provide brief context for the learners and course eg. Specific target learners? Safeguarding are there any vulnerable adults attending the course? Support arrangements? Is it accredited or non-accredited? What is the level? Is this the first year for the learners? Add anything about the course you think is relevant.

Regional OTL spotlight: List learning outcomes (all courses) Tutor profile

Overall summary of session:

Strengths:

Areas for improvement (written in relation to outcomes for learning):

Grades Learning & Teaching: Please put a cross in the box provided for the grade awarded 1. (outstanding) 2. (good) 3. (requires 4. (inadequate) improvement) Actions agreed to address AfI : Using bullet points for each action By who: 1. 2. 3. Observer name: Tutor name: Signature: Date:

When:

Tick

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Exemplar Grading Criteria

Observation Of Teaching & Learning: Exemplar Grading Criteria (Protocol National Update September 2008) Performanc Outstanding Good Requires improvement e Indicator Grade 1 2 3 Good involvement and Satisfactory involvement and Learner All learners actively involved and engagement of learners. involvement engaged. Highly motivated/interested, engagement of learners. Stay on task for majority of and enjoy participation, work hard, sustain Good level of interest and concentration. Some lesson. Answer questions; response concentration and significant benefits result. Ask and answer questions examples of effective codo what has to be done and operation, interaction and nothing more well. High levels of co-operation, initiative interaction and learners use/take initiative in learning and take responsibility where appropriate Learning Progress Learners are / becoming highly confident in developing new skills, understanding and knowledge. Progress of all / significant majority is considerably better than might be expected. Seek help and act on advice where appropriate. Able to think and learn very well for themselves, within the framework of tasks and activities set. Make spontaneous links between current and previous learning and knowledge. Have a very good understanding of how well they are progressing; what they are learning and what they need to do to improve. Learners are / becoming confident in developing new skills, understanding and knowledge. Progress of most is generally better than might be expected. Seek help and act on advice where appropriate. Able to think and learn well for themselves, within the framework of tasks and activities set. Make links between current and previous learning and knowledge, with prompts. Have a good understanding of how well they are progressing; what they are learning and what they need to do to improve. Good attendance and punctuality records (75%+ attendance and all/nearly all learners on time). Good Learners increasing confidence in developing new skills, understanding and knowledge. Progress of most is generally as would be expected. Seek help and act on advice where appropriate. Able to follow guidance and complete tasks and activities set. Make limited links between current and previous learning and knowledge, with prompts. Have a sound understanding of how well they are progressing; what they are learning and what they need to do to improve. Inadequate 4 Insufficient or no involvement or engagement of learners. Learners told what to do and when to do it. Relatively passive. Limited concentration and interest. Some learners bored and showing it

Learners lack confidence in developing new skills, understanding and knowledge. Progress of most is generally slower than would be expected. Some fail to seek help or act on advice appropriately. A significant number fail to follow guidance or complete tasks and activities set to the required standard. Make insufficient links between current and previous learning and knowledge. Have insufficient understanding of how well they are progressing; what they are learning or what they need to do to improve.

Behaviour, attendance and punctuality

Learners display commitment to learning through excellent record of attendance and punctuality (90%+ attendance and exemplary

Satisfactory attendance and punctuality (50% + attendance and most learners on time).

Unsatisfactory attendance and punctuality (less than 80% attendance and pattern of low attendance overall. Unsatisfactory punctuality less than

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(Nb % rates are indicative, providers should set clear targets) Standard of learning

punctuality). Highly effective strategies in developing / maintaining high standards of behaviour and participation.

range of strategies to develop / maintain good standards of behaviour and participation.

Appropriate range of strategies to develop / maintain adequate standards of behaviour and participation.

two thirds present at start of lesson). Ineffective behaviour management and resulting poor behaviour by learners.

Outstanding standards of work. All learners demonstrating excellent knowledge and skills which illustrate working above standard for level and stage of programme. Learners stay safe and healthy and enjoy their learning. Young learners develop skills and personal qualities very well to contribute to communities and extend their capacity for social and economic well-being.

Good standards of work. Learners using good skills working at and beyond standard for level and stage of programme. Learners stay safe and healthy and most enjoy their learning. Young learners develop skills and personal qualities well to contribute to communities and extend their capacity for social and economic well-being.

Satisfactory standard of work. Majority of learners working appropriately for standard and stage of programme. Learners stay safe and healthy and some clearly enjoy their learning. Young learners develop skills and personal qualities appropriately to contribute to communities and extend their capacity for social and economic well-being.

Unsatisfactory or inadequate standard of work. Level of knowledge and skills demonstrated inappropriate for stage and level of programme. (Some) learners not likely to achieve qualification on basis of knowledge/skills displayed. Poorly developed H&S awareness. Little evidence of interest or enjoyment in learning. Skills and personal qualities to contribute to communities and extend capacity for social and economic well-being are underdeveloped for the stage and level of programme.

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Observation Of Teaching & Learning: Exemplar Grading Criteria (Protocol National Update September 2008) Performanc Outstanding Good Requires improvement e Indicator Grade 1 2 3 Scheme of Comprehensive scheme includes Good scheme, which clearly Brief scheme lacking in work course aims/objectives + sequenced records sequenced teaching some detail, but sufficient information to gauge teaching and learning activities, and learning activities, planned outline of teaching methods, resources and planned methods, resources and and learning activities, assessment. Detailed information planned assessment. provides excellent insight into planned Provides a very clear insight resources and assessment. Learners perhaps not aware learning and progress. Subjectinto planned structure of of plan. A few subjectrelated and / or vocationally relevant learning and progress. 1 related and / or vocationally opportunities to promote E&D and Informs learners. Some 2 relevant opportunities to meet ECM outcomes are woven into subject-related and / or promote E&D and meet vocationally relevant the scheme. Used very effectively by ECM outcomes are woven learners and teachers to plan opportunities to promote into the scheme. Some learning. E&D and meet ECM outcomes are woven into the effective use by learners and teachers to plan learning. scheme. Effective use by learners and teachers to plan learning. Planning of Learning / Lesson Plans The lesson plan clearly details timing, structure, method and anticipated learning progress in addition to activities and content. Stimulating opportunities planned to promote greater understanding of E&D and address relevant ECM outcomes. Excellent range of activities planned to engage and challenge learners and meet different learning styles/needs. Excellent links to scheme. The role and purpose of any additional support worker (in or outside of class) is clearly identified and relates well to learner targets. The lesson plan details timing, structure, method and anticipated learning progress in addition to activities and content. Good opportunities planned to promote greater understanding of E&D and address relevant ECM outcomes. Interesting range of activities planned to engage and challenge learners and meet different learning styles/needs. Strong links to scheme. The role and purpose of any additional support worker (in or outside of class) is The lesson plan provides an adequate outline of timing, structure, and method in addition to activities and content. Some reference to E&D and ECM outcomes. An appropriate range of activities planned to engage and challenge learners and meet different learning styles/needs. Appropriate links to scheme. The role and purpose of any additional support worker (in or outside of class) is identified.

Inadequate 4 Very brief or no scheme of work available. Little more than a list of topics. Insufficient or no subjectrelated and / or vocationally relevant opportunities to promote E&D and meet ECM outcomes are woven into the scheme. Little or no use by learners and teachers to plan learning

Sketchy with minimum detail. Insufficient teaching and learning activities or little relationship to scheme. Lack of preparation negatively impacts on learning.

1 2

Equality & Diversity Every Child Matters

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identified and linked to learner targets. Learning Environment Professional learning environment, wholly relevant, fit for purpose, accessible and excellently and safely equipped. Inspires learners. Learners consulted to ensure highly effective adjustments made to include all learners. Good accommodation, fit for purpose, well-laid out and resourced, accessible and safely equipped. Any adjustments have been made to ensure all learners comfortable and able to participate effectively. Clear aims and objectives shared with learners at beginning of session. Learners clear about learning purpose Pace matches subject and most learners needs and level. Most activities welltimed and structured. Effective use made of time by learners. Satisfactory accommodation, fairly basic but safe. Does not hinder learning. All learners able to participate Inadequate for learning purposes and/or unsafe. May be noise, temperature, interruptions or insufficiently resourced or accessible. Hinders or prevents learning and participation.

Introduction, aims and objectives

Pace and structure of learning

Comprehensive introduction aims and objectives explained, shared and displayed, Learners demonstrate clear understanding about learning purpose Pace clearly matches subject and learner level. Activities very wellstructured and timed to maintain interest and stimulate learning for all learners. (buzz) Learners make very productive use of time

Brief, general introduction. Leaning aims/objectives basic but realistic in lesson context. Learners generally know what they will be doing Overall pace promotes some learning and interest. Some activities insufficiently matched to learner/subject level. Some time wasting by learners.

Little if any introduction. No clear aims and objectives stated or shared with learner. Learner unsure, confused or do not know what they will be doing Activities lack pace/rigour and do not promote learning. Learners lose interest and concentration at some points. Many learners not stretched or over-challenged or confused or struggling to understand

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Identification and support of individual learning needs

Highly effective identification of individual learning needs through use of learning styles analyses and initial and diagnostic assessment techniques. Excellent support provided through one to one guidance, differentiated resources and activities extension work, structured group/individual work and in-class customised support (as appropriate). Learners able to work independently and make better than expected progress.

Good identification of individual learning needs through learning style analyses and initial and diagnostic assessment techniques. Good individual support evident through development and use of resources, activities and support in lesson (where appropriate) Most learners make better than expected progress as a result of support Progress in developing appropriate skills for life enables most learners to make good, better than expected progress with their learning programme Effective identification ad cross-referencing of key/ functional skills in lesson plan activities/resources. Shared with learners and evidence used effectively in portfolios and preparation for national tests. Good range of learning methods used to engage learners and promote learning. Some independent learning encouraged. All learners engaged in tasks and committed to making progress. Good opportunities for learners to develop thinking skills and enterprise qualities, engage in active questioning, creative problem solving,

Developmen t of Skills for Life key/function al skills

Progress in developing appropriate skills for life enables learners to exceed expectations in their learning programme. Highly effective identification and cross-referencing of key/functional skills in lesson plan activities/resources. Shared with learners and evidence used effectively in portfolios and preparation for national test.

Some identification of individual learning needs through learning style analyses and initial and diagnostic assessment techniques. Some individual support evident through development and use of resources, activities and support in lesson (where appropriate). Support is sufficient to enable learners to make progress not necessarily to match their potential though. Progress in developing appropriate skills for life enables learners to make some progress with their learning programme Some identification and crossreferencing of key/ functional skills in lesson plan activities/resources. Some sharing with learners and some evidence used in portfolios and preparation for test. Limited range but teacher makes some effort to vary approach and involve learners. Independent learning opportunities restricted. Learners will be engaged, perhaps not fully motivated or committed. Appropriate opportunities for learners to develop thinking skills and enterprise qualities, engage in active questioning, creative problem solving,

Insufficient or no identification of individual learning needs. Little evidence of learning styles analyses or initial and diagnostic assessment techniques. Insufficient or no support of individual learning needs in lesson resources and activities insufficiently developed or amended to meet different learning needs or levels and/or insufficient support in-class even though clearly needed

Insufficient learning progress in developing skills for life. Insufficient or no identification and cross-referencing of key/ functional skills in lesson plan activities/resources. Learners not informed or opportunities lost to inform them about key/ functional skills evidence which could be used in their portfolios or preparation for national tests.

Activities and Learning methods

Excellent range/creative approaches and activities used to maximise learning and involve all learners; highly appropriate for subject. Learners able to work independently for much of the time. All learners engaged in tasks and highly motivated. Highly stimulating opportunities for learners to develop thinking skills and enterprise qualities, engage in active questioning, creative problem solving, independent research, team work and reflection.

Too much emphasis on chalk and talk. Insufficient variety and involvement of learners. Learners are passive and disengaged. Teacher makes little (or no) attempt to match teaching methods to subject or learner needs. Poor learner engagement. Insufficient opportunities for learners to develop thinking skills and enterprise qualities, engage in active questioning, creative problem solving, independent research, team work or reflection

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Assessment

Learning / knowledge / progress of all regularly checked, supported and challenged. Highly effective, probing and clearly focused questioning skills reinforce learning and challenge further learning. Teacher response excellent (i.e. praise, support, guidance) enhancing learning. Marked work includes spelling, grammar and numeracy corrections in addition to clear guidance on how well learners are progressing and what they need to do to improve. Outcomes of assessment used very well to plan learning.

independent research, team work and reflection. Learning / knowledge / progress of most regularly checked and supported. Clearly focused questioning skills reinforce learning and challenge further learning. Teacher response encouraging (i.e. praise, support, guidance) and clearly enhances learning. Marked work includes spelling, grammar and numeracy corrections in addition to clear guidance on what learners need to do to improve. Outcomes of assessment used well to plan learning.

independent research, team work and reflection. Learning / knowledge / progress of most appropriately checked and supported. Some use of questioning to reinforce learning and challenge further learning. Marked work includes some spelling, grammar and numeracy corrections in addition to cursory guidance on what learners need to do to improve. Evidence that outcomes of assessment used to plan learning.

Learning / knowledge / progress of most insufficiently checked or supported. Marked work lacks spelling, grammar or numeracy corrections and provides insufficient guidance on what learners need to do to improve. Little evidence that outcomes of assessment are used to plan learning.

Observation Of Teaching & Learning: Exemplar Grading Criteria (Protocol National Update September 2008) Performanc Outstanding Good Requires improvement e Indicator Grade 1 2 3 Some attempt made to link Links in the Previous knowledge and experience Previous learning referred to throughout. Very clear experience/knowledge new material with previous referred to and used to knowledge or experience links drawn out to reinforce/promote learning linking theory and practice introduce new material in the and to link theory and practice. Learners well in vocational areas. Learners can lesson. Links between theory and practice stressed demonstrate a reasonable apply theory to practice exceptionally well throughout. Learners have a knowledge of the subject area and satisfactorily apply good understanding of the subject area and apply theory to practice. theory to practice well. Learning Excellent range and high quality Good range of materials and Satisfactory resources and materials/res (creative) materials clearly presented resources and effectively learning materials. Support ources and well-used by teachers, trainers used to support content and learning but ordinary and learners to promote learning. promote learning. Effective worksheets etc. Some use of Very effective (extensive) use of use of learning technologies. learning technologies. The learning technologies. All learners Sufficient range to meet the needs of most learners are needs catered for. needs of all learners. met

Inadequate 4 Little or no attempt made to link new material with previous knowledge and/or experience. Previous learning not checked, tested or referred to links between theory and practice. Poor understanding by learners

Insufficient or inadequate resources to support learning. Little (or no) use of learning technologies. Inadequate differentiation to meet the needs of learners

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Inclusive learning strategies

All teaching and reference materials promote inclusion through highly effective use of diverse examples. Teacher models best practice through use of inclusive language, attitudes and terminology. All learners needs catered for.

All teaching and reference materials support inclusion through effective use of diverse examples. Teacher models good practice through use of inclusive language, attitudes and terminology. All learners needs catered for Animated delivery shows a good level of commitment and energy and holds learners interests. Good presentation skills which promote motivation and concentration. Teacher demonstrates effective verbal/NVC skills. Learners have confidence in the tutor and this enhances learning Clearly knowledgeable in subject area and uses relevant vocational/professional examples to good effect in the lesson All learners showing interest and as a consequence are making good progress Good management of group activities. Clear instructions and good emphasis on health and safety. Relationships in the lesson reflect vocational/professional context. Teacher and learners clearly value and respect each other and this

Teacher style and communicati on skills

Passionate about subject. Outstanding oral presentation skills which engage learners and promote sustained motivation and 3 concentration. Positive verbal/NVC strong voice, fluent speech patterns, clear eye contact, enthusiastic manner and open body language and expression. Learners inspired.

Teaching and reference materials demonstrate knowledge of inclusion through use of some diverse examples. Teacher uses appropriate language and terminology and demonstrates appropriate attitudes. Most learner needs catered for Moderate enthusiasm for subject. Delivery clear but may be lacking in sparkle. Oral presentation skills are satisfactory. Teacher uses generally appropriate verbal and NVC skills Learner interest captured but lacks enthusiasm.

Little or no knowledge or awareness of inclusive learning principles. Teacher uses inappropriate or offensive language, terminology and attitudes. Resources use stereotypical, inaccurate and/or offensive examples Learners needs are not catered for

Ineffective or unenthusiastic delivery which does not engage learners. Some of the teachers verbal/NVC skills are ineffective or inappropriate eye contact, voice, speech, manner, attitude, body movements etc. Learners bored, disinterested or disengaged

Teacher knowledge

Very knowledgeable and up-to-date in subject area. Very effective reference to vocational/professional examples (where appropriate) to interest learners and extend their awareness

Generally knowledgeable in subject area but some professional updating would improve interest and quality of learning

Displays a confused, inaccurate or inadequate grasp of some aspects of subject area. Learners confused.

Managemen t of learning

Highly effective group/individual management. Clear directions and health and safety stressed throughout. Behaviour and standards professionally and vocationally appropriate and demonstrate high mutual teacher/learner value/respect. Learners respond very well as a consequence

Satisfactory management of group. Health and safety appropriate. Instructions generally clear. Appropriate working relationship overall which results in satisfactory learning progress. Could be better

Ineffective management of group/individual activities. Instructions not always clear; teacher can not impose his/herself. Inappropriate noise levels, learners not always listening or responding and/or ineffective or inadequate management of health and safety. Some lack of respect or value evident. Negative impact on learning

Non-verbal communication

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Review/reca p/ summary of learning

Highly effective review of learning at intervals throughout lesson and very clear (and creative) summary linked to learning aims/objectives and to next lesson

enhances learning progress. Good review/recap at points in the lesson and clear summary of learning progress at end of lesson with reference to next

Some review of learning and brief summary at end of lesson and brief reference to next lesson

Insufficient or no review of learning and/or insufficient or no summary at end of lesson and little or no reference to next lesson

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Appendix 2: Ofsteds Common Inspection Framework

The common inspection framework sets out the principles that apply to the inspections of further education and skills under part 8 of the Education Act (2005). The common inspection framework (revised June 2012) applies to inspections from September 2012 comprises: Ofsteds principles of inspection the common evaluation schedule. The common evaluation schedule is at the heart of the inspection and regulation processes. It sets out the structure of the inspection and identifies the key aspects against which judgements will be made.
COMMON INSPECTION FRAMEWORK Key Questions Outcomes for learners All learners achieve and make progress relative to their starting points and learning goals Criteria for evaluation learners attain their learning goals, including qualifications, and achieve challenging targets learners work meets or exceeds the requirements of the qualifications, learning goals or employment learners enjoy learning and make progress relative to their prior attainment and potential learners make progress in learning sessions and/or in the work place, and improve the quality of their work learners attend, participate in, arrive on time and develop the right attitudes to learning. any significant variations in the achievement of different groups of learners learners progress during their programme compared with their starting points, with particular attention to progress by different groups of learners. the development of English, mathematics and functional skills required to complete learners programmes and progress the achievement of additional qualifications and/or experience gained in the workplace broader skills relevant to learners progression and career aims, such as communication, teamwork, leadership, taking responsibility, reflective thinking, problem solving, independent enquiry and employability. how well learners progress to further learning and employment or gain promotion how well learners develop an understanding of careers and progression opportunities, and their ability to benefit from training and development opportunities learners acquisition of qualifications and the skills and knowledge that will enable them to progress to their chosen career, employment and/or further education and training learners progression routes, and the extent to which these meet local and national priorities the extent to which learners with severe and complex learning difficulties gain skills and progress to become more independent in their everyday life

Achievement gaps are narrowing between different groups of learners Learners develop personal, social and employability skills

Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs.

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COMMON INSPECTION FRAMEWORK Key Questions Quality of teaching, learning and assessment Learners benefit from high expectations, engagement, care, support and motivation from staff

Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learners needs

Staff initially assess learners starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners

Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning

Criteria for evaluation how well teaching and learning methods including training, coaching and mentoring inspire and challenge all learners and enable them to extend their knowledge, skills and understanding the extent to which teaching, training and coaching encourages and develops independent learning whether high but realistic expectations are used to motivate learners how well learners are cared for and supported to achieve their learning goals whether procedures to monitor learners participation, progress and attendance lead to prompt action to address identified problems how learning is planned to meet individual learners needs and makes best use of staff knowledge and skills how effectively and creatively staff use resources, including accommodation, equipment and technology, and specialist advice and guidance to promote and support learning the relevant qualifications, training and experience of teachers, trainers, assessors, coaches and support staff the attention that is paid to the quality and safety of learning resources, particularly in specialist areas and practical settings how effectively learning is monitored during sessions, including where learners are receiving additional learning support the promotion and development of independent learning skills, for example, through the use of a range of technologies, including a virtual learning environment. learners additional support needs are quickly and accurately identified early in their programme through effective initial assessment, leading to appropriate planning and support throughout the duration of their programmes staff work with learners to develop individual learning plans that are regularly informed by ongoing assessment learners are set challenging short- and longer-term learning goals that are reviewed and updated regularly staff assess learners performance and progress, and monitor assessment practices to ensure they are timely, regular, fair, informative and reliable planned assessment/assignment activities build on previous knowledge and extend learning for all learners. the extent to which learners understand their progress towards their learning goals and what they need to do to improve how well learning objectives are understood by learners and progress is recorded in feedback to learners the feedback on learners work, such as the accuracy and consistency of marking, and the correction of spelling, grammatical errors and inaccuracies learners understanding of what they have to do to improve their skills and knowledge, which is checked and reflected in subsequent tasks and activities.

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COMMON INSPECTION FRAMEWORK Key Questions Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims

Criteria for evaluation teaching and learning supports learners to develop the English, mathematics and functional skills they need to achieve their main learning goals and career aims learners progress in literacy, numeracy, language and functional skills is monitored and reviewed, and their work is marked carefully learners appreciate the importance of improving their English, mathematics and functional skills as appropriate, in the context of their learning goals and life ambitions. timely information, advice and guidance provided to learners on their next steps in training, education and employment the providers pre-course information and advice and that provided through links with other relevant organisations guidance and induction to introduce learners to the structure and demands of their programme, and their rights and responsibilities as a learner planning to provide coherent progression routes for learners teaching, learning and assessment promote equality, support diversity and tackle 4 discrimination, victimisation, harassment, stereotyping or bullying staff use materials and teaching methods that foster good relations and are sensitive to and promote equality of opportunity staff are aware of and plan for individual needs in teaching sessions.

Appropriate and timely information, advice and guidance supports learning effectively

Equality and diversity are promoted through teaching and learning

In this handbook, bullying includes cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability.

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Common Inspection Framework Key questions Effectiveness of leadership and management Leaders and managers demonstrate an ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and performance

Evaluation criteria the clarity of vision, corporate mission and strategic direction demonstrated and implemented by leaders and governing or supervisory bodies (if applicable) that aspire excellence, sustain improvement and raise expectations for all users how well leaders promote the ambition of high achievement for all learners how well leaders raise standards through clear and realistic strategies for planning, developing and improving learning programmes and services whether demanding targets are set and met throughout the organisation, and quality and performance are monitored rigorously how well staff at all levels demonstrate high ambitions for all learners and a commitment to securing sustained improvement. strategies are effective in improving the standard of teaching, learning and assessment leaders and managers constantly review and develop the performance of teachers and trainers through dialogue, coaching, mentoring and support and training systematic and rigorous performance management is effective, including using appropriate procedures for tackling underperformance leaders, governors and supervisory bodies (where appropriate) monitor the quality of the experience provided for learners and their outcomes leaders seek out and share best practice contributing to a coherent programme of professional development resources, including staff, accommodation, facilities and technologies, are developed and used to support learning managers ensure that staff have the experience and skills needed to carry out their roles. the provider has a sound track record of improvement and has developed the capacity to sustain improvement leaders and managers evaluate the quality of any subcontracted provision through rigorous self-assessment, taking account of users views, and use the findings to promote and develop capacity for sustainable improvement there are effective arrangements for quality assurance that maintain high standards and identify and tackle underperformance the providers self-assessment process is rigorous and the subsequent evaluations are appropriately detailed and accurate learners are fully engaged in reviewing, reflecting on and improving provision the analysis and evaluation of data on learners performance, progress and progression are used effectively to improve standards quality improvement plans include ambitious and realistic targets, and associated actions that show how the provision will be developed for learners the implementation and impact of actions to improve quality are monitored and evaluated.

Leaders and managers improve teaching and learning through rigorous performance management and appropriate professional development

Leaders and managers evaluate the quality of the provision through robust self-assessment, taking account of users views, and use the findings to promote and develop capacity for sustainable improvement

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Common Inspection Framework Key questions Leaders and managers successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community

Evaluation criteria how well data and information on learners and employers needs, and local and national priorities, are used to review and plan the provision whether learning programmes are accessible in terms of timing, location, mode of delivery and duration, and are structured to provide a coherent and substantive course of study at different levels with a variety of interesting and useful activities to meet learners individual needs, including for those under-represented in learning and those with learning difficulties and/or disabilities whether learning programmes contain appropriate attention to improving learners English, mathematics and functional skills and ensuring development of their employability skills the effectiveness of curriculum management in ensuring that the range, content and flexibility of the learning offer provides all learners with choice and opportunities for progression to higher levels of study and employment the extent to which learners are on the appropriate courses or learning programmes how well learning programmes are planned and managed the flexibility of arrangements for training and assessment to suit learners and employers needs. equality and diversity aspects are built into the providers strategic plans, the impact of plans is monitored and follow-up action is taken to address areas for improvement appropriate policies and procedures are implemented to actively promote equality and diversity among staff, learners, employers and other partners training in equality and diversity is effective and leaders, managers, governors or supervisory bodies (where appropriate), staff and learners understand their roles and responsibilities in relation to equality and diversity challenging targets are set, the performance and destinations of different groups of learners are carefully monitored and appropriate action is taken to close any identified gaps the impact of a providers work in relation to equality and diversity is thoroughly assessed and appropriate actions are taken in response learners and staff are protected from harassment, bullying and discrimination, including those based with employers and at other sites external to the provider incidents and complaints specifically about equality, diversity and bullying are proactively managed and acted upon, including, where appropriate, providing counselling and support arrangements to ensure all learners can participate in learning, including those with learning difficulties and/or disabilities, work well and learners have opportunities to give their views on the provision

Leaders and managers actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap

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Common Inspection Framework Key questions Leaders and managers safeguard all learners

Evaluation criteria safeguarding arrangements are in place and regularly reviewed to keep all learners aged 14 18 safe staff, leaders, governors and supervisory bodies (where appropriate) and volunteers receive appropriate training on safeguarding, which is regularly updated leaders, governors and supervisory bodies (where appropriate) fulfil legislative requirements, such as those for disability, safeguarding, and health and safety appropriate arrangements for health and safety protect staff and learners from harm those in need, or at risk of significant harm, are effectively identified and appropriate action is taken.

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Appendix 3: Standard Contents for Tutor Course File

Tutor to initial when entered 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Course Outline Scheme of Work for the whole course Session Plans and any other notes kept by the tutor (these may be put in week-by-week but should be kept up-to-date) Register (to be completed each week and kept up-todate) Details of accreditation (where applicable) Induction check-list and completed risk assessment(s)

(where applicable eg.H&S; safeguarding)

Records of individual learner starting points + initial and/or diagnostic assessments where appropriate Records of group and individual learning aims/outcomes Records of on-course assessing and monitoring progress and achievement Records of individual end-of-course assessing and monitoring of progress and achievement Examples of resources used (handouts/OHTs/ worksheets etc.) Statement of What next? + other progression information Records of support provided to individual learners by the tutor or referred to the Region Records of advice and/or guidance provided to individual learners by the tutor or referred to the Region Records of Internal/External Moderation (where appropriate) End of Course Learner Evaluation End of Course Tutor Evaluation Report (including statistical report)

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