Appendix 5l - School Observation Outline - Whitefields 2010

7/31/2019 Appendix 5l - School Observation Outline - Whitefields 2010

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C L A S S

R O OM O

B S E R V

A T I ON

RevisedJanuary 2010



H:\work\policies\staffw\classobs.doc lr1

Classroom Observation

AimsClassroom observations are used to support teachers and other classroom staff and tomonitor the quality of teaching and learning at Whitefield. Observation contributes to theschool’s self-evaluation, to the School Development Plan and to the professionaldevelopment of classroom staff. It enables us to recognise and reinforce good practice, to

identify ways of improving teaching and learning and to highlight practice which ought to beshared more widely. In all these ways it contributes directly to the quality of pupils’ learningand experience in school.

OrganisationObservations are organised by the Head of each School. Every teacher is observed threetimes, for a maximum of three hours in total, during the academic year (unless they requestor agree to further observations for a specific purpose or are the subject of capabilityprocedures). Two observations are structured and graded according to OFSTED criteria.The third scheduled observation is ungraded and may be a peer observation, an advisoryobservation by a line manager or other colleague with particular expertise or an opportunity

for a less experienced colleague to develop professionally by observing practice. Thenature of the third observation should reflect the teacher’s development needs. Allobservations link to a teacher’s performance management and at least one of the twoOFSTED style observations should be carried out by the line manager responsible for thatteacher’s performance management.

Some observations each term will be carried out by two observers as a way of moderating judgements and promoting a consistent approach.

Teachers new to Whitefield have additional informal observations to support them in theirdevelopment. They will also have the opportunity to observe colleagues informally. Otherteachers may request informal observations via their Head of School or the line manager

responsible for their performance management.

Nursery Nurses, Higher Level Teaching Assistants and Supervisory Teaching Assistantswill be observed once each year in their roles as group leader in a class which theyregularly cover.

Observations each term focus on a specific theme (e.g. assessment for learning) or subjecteach term, as agreed by the Senior Leadership Team, and the outcomes are used toevaluate practice in that area of the school’s work. Grades will relate to the lesson as awhole, not to the term’s theme.

Observations need not be classroom based; indeed, if they are to make an effective

contribution to the school’s self-evaluation they should cover a range of contexts inside andoutside the classroom.

PreparationIt is the observer’s responsibility to ensure that the person being observed is aware of thepurpose of the observation and of any particular focus. This may be discussed informally orin a brief meeting in advance of the observation. Observers are expected to plan for theobservation by reading any paperwork given in advance and familiarising themselves withthe class to be observed.

It is the responsibility of the person being observed to ensure that all relevant paperwork(previous observations, Welcome File, planning for the lesson and pupils’ IEPs) are readilyaccessible to the observer and that they have advised the observer on any issues whichmay adversely affect the lesson (for example, it may be unwise for the observer toapproach a particular pupil, a key member of staff may be absent and replaced by a lessexperienced member of the supply team).




Evaluation, grading and recordingSpecific pro formas are used to record OFSTED style, peer and professional developmentobservations (see pages 6 – 16).

The pro formas for OFSTED style lessons are based on guidance in the OFSTEDhandbook and identify key criteria which contribute to the overall judgement. The final

grade, however, is not the ‘sum of the boxes ticked’ but a ‘best fit’ of the grade descriptionson page 3. Observers and those being observed should note the conditions which meanthat a lesson cannot be judged as satisfactory, however good other elements of the lessonmight be.

Peer observations and professional development observations are based on the school’sview of good practice. No overall grade is given.

As the pro formas for observations form part of the evidence for teachers’ performancemanagement, copies are kept in the teacher’s performance management file and theirpersonnel file. A further copy is given to the Head of the Centre for Professional

Development and Information who will collate the information across the school fordiscussion at the Curriculum Monitoring and Development Group.

Advisory observations need not be formally recorded; the nature of the written record isagreed between the observer and the person being observed. These records are not filedcentrally; teachers may use them in their performance management if they wish to do so.

FeedbackVerbal feedback should take place on the same day if possible and always within twoworking days of the observation. Written feedback should be given to the person observedwithin five working days and should take account of the comments made by the person

being observed.

TrainingClassroom observations are carried out by members of the Senior Leadership Team, theHead of CPDI, Specialism Leaders and other middle leaders identified by their HOS.

Observers are trained by an external consultant and/or as part of the school’s middlemanagement course. Regular refresher courses are provided. In addition, pairedobservation is an important way of maintaining consistent practice and each observer willnormally participate in at least one paired observation each year.

Observation training forms part of the school’s induction programme and the trainingprogramme for Supervisory Teaching Assistants. Individual schools may organise refreshertraining as appropriate. Many sessions within the school’s curriculum implementationtraining will relate to the practice which ensures a good or outstanding observation.

Code of PracticeAll observers are expected to follow the school’s Code of Practice for observation (page 4).If the person being observed feels that the observer has fallen short of what is expectedthey should express their concerns to the observer or to an appropriate line manager assoon as possible after the observation or feedback.




OFSTED guidance on grading lessons

The overall judgement will be a ‘best fit’ of the grade descriptions in the box, except in thecase of an unsatisfactory lesson where particular conditions mean that the lesson cannotbe satisfactory.

Description Characteristics of the lesson

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

Good (2) Most learners make good progress because of the good teachingthey receive. Behaviour overall is good and learners are wellmotivated.

They work in a safe, secure and friendly environment.

Teaching is based on secure subject knowledge with a well-structured range of stimulating tasks that engage the learners while.The work is well matched to the full range of learners’ needs, so thatmost are suitably challenged. Teaching methods are effectivelyrelated to the lesson objectives and the needs of learners. Teachingassistants and resources are well deployed and good use is made oftime. Assessment of learners’ work is regular, consistent andpromotes progress.

Satisfactory (3) The lesson is inadequate in no major respect, and may be good in

some respects, as shown by the satisfactory enjoyment and progressof the learners.

Inadequate (4) A lesson cannot be adequate if: • Most learners, or a significant specific minority of learners, make

less than satisfactory progress

• Learners’ overall behaviour or attitudes are unsatisfactory,spiritual, moral, social and cultural development are neglected,and learners’ overall personal development is poor

• The health or safety of the learners is endangered

• The teaching is unsatisfactory. Unsatisfactory teaching is likely to

have one or more of the following:o Weak knowledge of the curriculum leading to inaccurate

teaching and low demands on pupils

o Work badly matched to the pupils’ starting points

o Ineffective classroom management of behaviour

o Methods which are poorly geared to the learningobjectives or which fail to gain the interest andcommitment of the learners

o Inadequate use of resources, including assistants and thetime available

o

Poor assessment




CODE OF CONDUCT FOROBSERVERS




CODE OF CONDUCT FOR OBSERVERS

Observers should:

Recognise and celebrate the achievements of staff and pupils.

Carry out observations with professionalism, integrity and courtesy, recognising that the process of being observed can be stressful for staff and disruptive for pupils.

Work with teachers/group leaders to minimise any disruption to pupils which may rise from the presence of an unfamiliar person.

Evaluate the work s/he observes objectively, basing judgements on sound evidence .

Report honestly and fairly, ensuring that feedback gives clear guidance on both strengths and areas for professional development.

Report within deadlines, verbal reports should be given within two working days, and written reports within 5 working days.

Engage in professional dialogue, taking note of the information provided in class documentation and the teacher/group leader’s perspective given during verbal feedback.

Act in the best interest of the pupils, following up any concerns and maintaining confidentiality in line with Whitefield’s Code of Ethics .




OBSERVATIONSUSING OFSTED CRITERIA




LESSON OBSERVATION AND ASSESSMENT FOR NEW TEACHERS

Teacher: Other staff: School:

No. Pupils: Key Stage: Level:

Date: Time (From/To) Subject/session:

Lesson/Session objective(s):

Primary focus of observation:

Previous Points for development:

Outstanding Good Satisfactory DevelopmentNeeded

1. Classroom is well organised/Welcome File isavailable and up-to-date

2. Planning has clear objectives reflectedin the lesson

3. Teacher shows good subject knowledgeand understanding which engages pupils

4. Work is tailored to individual needs and teachingmethods enable all pupils to learn effectively

5. The level of challenge stretches without inhibiting

6. Thorough, accurate assessment informs the nextsteps for improvement

7. IEPs are embedded in practice and referred to duringthe lesson as appropriate

8. Support staff and resources are well deployed tosupport learning

9. Staff have high expectations of behaviour andany challenging behaviour is managed effectively

10. Wherever possible pupils are guided to assess theirwork themselves and are encouraged to be independentlearners.

11. Pupils attain well in relation to their ability and makeprogress over time

12. Pupils enjoy their work and show a good attitude




Comments: General

Comments: Use of ICT to support learning

Points for development:

Judgement

Observer: Date:




LESSON OBSERVATION AND ASSESSMENT

Teacher/Group Leader Other staff: School:

No. Pupils: Key Stage: Level:

Date: Time (From/To) Subject/session:

Lesson/Session objective(s):

Primary focus of observation:

Previous Points for development:

Outstanding Good Satisfactory Inadequate

1. Classroom is well organised/Welcome File isavailable and up-to-date

2 Planning has clear objectives reflectedin the lesson

3 Teacher shows good subject knowledgeand understanding which engages pupils

4. Work is tailored to individual needs and teachingmethods enable all pupils to learn effectively

5. The level of challenge stretches without inhibiting

6. Thorough, accurate assessment informs the nextsteps for improvement

7. IEPs are embedded in practice and referred to duringthe lesson as appropriate

8. Support staff and resources are well deployed tosupport learning

9. Staff have high expectations of behaviour andany challenging behaviour is managed effectively

10. Wherever possible pupils are guided to assess theirwork themselves and are encouraged to be independentlearners.

11. Pupils attain well in relation to their ability and makeprogress over time

12. Pupils enjoy their work and show a good attitude




Comments: General

Comments: Use of ICT to support learning

Points for development:

Judgement

Observer: Date:




CLASSROOM OBSERVATION PROMPT SHEETS(RELATING TO OFSTED CRITERIA)

Classroom/staffing/resources

• Pupils are seated/positioned appropriately. (1)

• Safe moving or handling practice is evident. (8)

• Learning resources are used effectively, stimulating learning and sensitivelyreflecting different groups, cultures and backgrounds. (8)

• ICT is in use if appropriate. (8)

• Displays reflect the learning objectives for the term – displays reflect the culturaldiversity and contribution of the community – displays are used. (1)

• Support staff are deployed effectively (this includes volunteers). (8)

• Classroom is well organised. (1)

• Welcome file is up to date and planning is available, clear and accurate. (1)

• Sessions are organised in a way that minimises inappropriate behaviour. (9)

Teaching

• Teacher has secure knowledge and understanding of the subject or area she or heis teaching. (3)

• Staff set high expectations and interact with pupils in a way that challenges them,keeps the work focused and moves at a pace. (5)

• Teacher shares learning objectives with pupils and staff. (7)

• Teachers’ planning aims to challenge all pupils. (5)

• Staff employ a range of strategies, and communication is appropriate to individualneeds. (4)

• Staff show awareness of individual pupils’ IEPs. (7)

• There is evidence of assessment being carried out. (6)

• Staff respond appropriately to pupils’ communication. (4)

• The structure of the lesson makes best use of the time available by ensuring thatpupils are engaged for as much time as possible. (2)

• Staff give positive and specific feedback to pupils, which reinforces certainbehaviour and where appropriate helps them understand how to improve andmake progress. (6)

• Staff respond to inappropriate behaviour in line with the School Behaviour Policyand individual behaviour support plans. (9)

• Opportunities are provided for pupils to take responsibility. (10)

• Lessons are introduced and concluded effectively. (2)

• Medical issues are responded to sensitively and discreetly. (8)




Learning

• Pupils show awareness of a range of stimuli. (4)

•

Pupils attend to activities supported by familiar adults. (4)

• Pupils respond to adult interaction in a way that enables adults to infer meaning.(6)

• Pupils show a positive approach to their work – they are actively involved inexploring and handling equipment and materials. (12)

• Pupils stay with an activity not flit between several. (12)

• There is evidence of respect between pupils and adults, pupils are encouraged to

articulate their own beliefs. (10)

• Pupils treat their own and others property with respect. (12)

• Pupils show initiative they are willing to take responsibility. (12)

• Pupils are clear about what is expected of them. (10)

• Pupils are involved in their own assessment. (10)

• There is evidence of pupils learning. (11/1)




PEER OBSERVATIONCHECK LIST




Peer observation check list for monitoring Teaching and Learning

School:………………………………… ... Group:………………… No Pupils……….

Teacher:…………………………………. Key Stage:………………………

Other staff:……………………………….. Date:…………………………….

Subject/Session………………………….. Time from…………. to ……………

YES /COMMENTSWas the Programme of Study/Scheme of Work being followed?

Was the medium/short term plan being followed?

Were resources used adequate?

Were resources used appropriate for age and ability?

Was work differentiated?

Did the classroom environment enhance learning?

Was ICT used in the subject – any evidence?

Was there evidence of appropriate communication?

If appropriate, evidence of literacy/numeracy in the subject?

Were any training needs identified?

Was the teacher confident in the subject?

Were the pupils learning?

Were IEPs being referred to?

Were pupils being assessed?

Were pupils involved in their own assessment?

Did any issues arise during feedback to the teacher?

General Comments and Agreed Action




PROFESSIONAL DEVELOPMENT

OBSERVATION CHECK LIST




Professional development observation check list

School:………………………………… ... Group:………………… No Pupils……….

Teacher:…………………………………. Key Stage:………………………

Other staff:……………………………….. Date:…………………………….

Subject/Session………………………….. Time from…………. to ……………

Observed by: …………………………………………………………….

How does the lesson relate to the Programme of Study/Scheme of Work?

How were resources matched to age and ability?

How was work differentiated?

How did the classroom environment enhance learning?

How was ICT used in the subject?

How did the teacher match their communication to the needs of the group?

How was pupils’ behaviour supported and managed?

How were the other members of the classroom team deployed?

What teaching strategies were being used?

What were the pupils learning?

How were pupils being assessed?

How were pupils involved in their own assessment and given feedback?

What practice will you take back to your own group?

What would you like to learn more about?




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Appendix 5l - School Observation Outline - Whitefields 2010

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