LESSON OBSERVATION CHECKLIST

The content of this checklist is taken from Ofsted guidance to inspectors (January 2012) on judging the
quality of teaching and the use of assessment to support learning. Observations and judgements should be
recorded separately, using examples wherever possible.
Mark boxes with or leave blank if no evidence
Quality of learning
Can pupils describe what they are LEARNING as opposed to what they are doing?
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Are there any significant differences in the learning of different groups of pupils, or of any
yes
no
individuals?
Are pupils learning something new?
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Do pupils know what they are learning and why?
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Can pupils make the links between previous/new learning?
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Do books show that pupils consistently produce work of a good standard?
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Are pupils working independently?
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Do pupils make the most of the choices they are given or do they find it difficult to make
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choices?
Do pupils take responsibility for their own learning?
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How well do pupils collaborate with others? Do they ask questions, of each other, of the
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most
teacher or other adults, about what they are learning?
Are pupils creative, do they show initiative?
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Do pupils follow routines/expectations?
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Enjoyment of learning and attitudes
Are pupils engaged, working hard, making a good effort, applying themselves,
concentrating and productive?
Are pupils developing habits of good learning?
Are pupils happy with their work? Are they proud of it?
Are pupils interested in their work and in what they are learning?
Are pupils easily distracted?
How smooth is the transition from teacher input to group work? Do pupils settle to
work easily and quickly?
Assessment to support learning
Are staff using assessment for learning strategies to enable them to differentiate work
effectively?
Do staff use questioning effectively to gauge pupils understanding?
How good is the dialogue and oral feedback? Are teachers alert to pupils lack of
understanding during lessons?
Key questions displayed & used in lesson starts and plenary: What? Why? How? When?
Do pupils have targets and do they understand what they mean/what to do to achieve
them?
Are pupils involved in assessing their own learning and progress?
Does marking/feedback identify strengths and diagnose next steps to improvement?
Pupils progress
Are different groups making the same/different progress?
Are pupils gaining new skills and knowledge?
Are pupils developing ideas and increasing their understanding?
Are pupils making gains at a good rate in lessons and over time as shown in their work
and the schools records?
Are weak/good literacy, numeracy and ICT skills affecting pupils progress?
The quality of provision
Are activities pitched at the right level to challenge pupils of different abilities?
Are expectations of behaviour sufficiently high?
Are teachers alert to the social, emotional, and learning, needs of individuals?
Are any support staff having an impact on pupils learning?
Are resources sufficient? Are they well matched to needs to support learning?
Are the resources, displays and prompts used as a teaching tool?
Classroom displays, visual prompts and resources support key curricular targets.

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a few
a few
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most
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no

yes

no

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no

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no

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most
no

yes
yes
a few

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most

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yes

no

yes
yes
yes
yes
yes
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yes

no
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no