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Teacher Observer Date

MixedA HighA BOYS GIRLS Number Number on

Year group(s) Grouping
LowA O MIX present: register:
Support teachers / TA Length of time
Subject SEAN
assistants observed
Focus: (E.g. AfL, AtL, Starters, Plenaries, QA) Topic/ Objectives TA

Focus on impact of teaching on student outcomes particularly looking at:
• Progress of learners • Assessment for Learning
• Subject knowledge • Teaching meeting students’ needs

Summary comment with strengths and areas for development

This lesson is graded

Strengths Areas of development (no more than three)

1 = Outstanding, 4 =
Overall quality of the lesson Inadequate

CPD recommendations with date of follow up action

Signed: Observer Signed:


Welling School Observation Form 29th January 2009

Possible questions to ask a range of students during a lesson which can provide evidence to make
a judgement

Ask at least two questions to a student and adapt questions to lesson.

Ask to see book whilst talking with student.

 Do you understand what you are doing and why? Are you capable of doing more? Have you learned
about this before?
 Is teaching always like this in this lesson, does it vary?
 Do you know how well you are doing? How do you know?
 Do you know which level you are on? Do you know how to improve?
 Is homework set regularly? May I look at your planner? What happens if homework not done?

Guidance on where to pitch judgements about the overall quality of a lesson

The overall judgement will be a ‘best fit’ of the grade descriptions in the box, except in the case of an
inadequate lesson where particular conditions mean that the lessons cannot be satisfactory.

Description Characteristics of the lesson

Outstanding The lessons is at least good in all major respects and is exemplary in significant elements,
(1) as shown by the significant progress made by all of the learners.

Good Most learners make good progress because of the good teaching they receive. Behaviour
(2) overall is good and learners are well motivated. They work in a safe, secure and friendly
environment. Teaching is based on secure knowledge with a well structured range of
stimulating tasks that engage the learners. The work is well matched to the full range of
learners’ needs, so that most are suitably challenged. Teaching methods are effectively
related to the lesson objectives and the needs of the learners. Teaching assistants and
resources are well deployed and good use is made of time. Assessment of learners’ work
is regular, consistent and promotes progress.

Satisfactory The lesson is inadequate in no major respect, and may be good in some respects, as
(3) shown by the satisfactory enjoyments and progress of the learners.

N.B. Evidence of differentiation is essential to be graded satisfactory or above.

If this is not evident a ‘significant minority will have made less than
satisfactory progress’ and therefore the quality of the lesson is regarded as

Inadequate A lesson can not be adequate if:

(4)  most learners, or a significant minority of learners, make less than satisfactory
 learners’ overall behaviour or attitudes are unsatisfactory, SMSC development are
neglected and learners’ overall personal development is poor
 the health and safety of the learners is endangered
 the teaching is unsatisfactory. Unsatisfactory teaching is likely to have one or
more of the following:
 weak knowledge of the curriculum leading to inaccurate teaching and low
demands on pupils
 work badly matched to the pupils’ starting points
 ineffective classroom management of behaviour
 methods which are poorly geared to the learning objectives or which fail
to gain the interest and commitment of the learners
 inadequate use of resources, including assistants and the time available
 poor assessment.

Prior to feedback reflection time is essential for the teacher and observer. Feedback should be given within
24hours of the lesson.

To be used for developmental purposes at this stage- no copies are to be forwarded to line managers or held

Welling School Observation Form 29th January 2009