Combe Pafford Business & Enterprise School

Steps Lane, Watcombe, Torquay, Devon. TQ2 8NL

Looking at Learning Self Review

Teacher: Date:

Do pupils know and understand what the learning objectives are?

Do the pupils understand the task/activity?

Is the task/activity achievable, appropriate and challenging for the learner?

Are there a variety of tasks to accommodate different learning styles?

Is there evidence of Assessment for Learning?

Are pupil/teacher relationships appropriate to aid learning?

Are resources being used to effectively aid learning?

Is there a positive learning environment with prompts and accessible resources to aid independent learning?

At the end of the lesson, do pupils know what theyve learnt?

Do the pupils know what they need to do next to improve their learning?

Informal Guidance on Where to Pitch Judgements about the Quality of Teaching and Learning
The overall judgement will be a best fit of the grade descriptions in the box, except in the case of an unsatisfactory lesson where particular conditions mean that the lesson cannot be satisfactory.

Description Outstanding (1)

Characteristics of the Lesson

Almost all learners make considerably better progress than might be expected, as a result of the very good teaching. Learners behave very well and are engrossed in their work. The excellent relationships are most conducive to their personal development. Teaching is based upon an expert knowledge of the curriculum and is stimulating and rigorous. The work is sensitively matched to the needs of individuals and high expectations ensure that all learners are challenged and stretched whatever standard they are working at. Teaching methods are imaginatively selected to deliver the objectives of the lesson, no time is wasted, and teaching assistants and resources are well directed to support learning. Assessment of learners work successfully underpins the teaching and learners have a clear idea of how to improve.

Good (2)

Most learners make good progress because of the good teaching they receive. Behaviour overall is good and learners are keen to get on with their work in a secure and friendly environment in which they can thrive. Teaching is well informed, confident, engaging and precise. The work is well matched to the needs of learners, so that most are suitably challenged. Teaching methods are effectively related to the lesson objectives and the needs of learners. Teaching assistants and resources are well deployed and good use is made of time. Assessment of learners work is regular and consistent and makes a good contribution to their progress.

Satisfactory (3)

Most learners make at least satisfactory progress and no major group fails to do so. Behaviour is generally satisfactory and, even where a minority is disruptive; this is not sufficient to cause the progress of most learners to be unsatisfactory. The majority of learners is sufficiently motivated to continue working at an adequate pace throughout the lesson. The tone of the lesson provides a satisfactory basis for the learners continued personal development. Teaching is accurate, based upon a secure knowledge of the curriculum. The work is geared to the needs of most learners, although some might do better if given extra or different tasks. The methods are soundly matched to the objectives, but are not particularly imaginative or engaging. Adequate use is made of teaching assistants and resources, but there are ways in which their deployment could be more effective. Not too much time is lost. Assessment is reasonably regular, but could be more supportive.

Not Adequate (4)

A lesson cannot be adequate if: Most learners, or a significant specific minority of learners, make less than satisfactory progress, whether this is due to unsatisfactory teaching or the impact of bad behaviour. Learners overall behaviour or attitudes is unsatisfactory, and the tone of the lesson is inimical to the development of learners personal qualities. The teaching is unsatisfactory. This will usually cause the learners progress to be unsatisfactory, but occasionally progress will be satisfactory in spite of the teaching due to the good attitudes of the learners. 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 fail to gain the interest and commitment of the learners. Inadequate use of resources, including assistants and the time available. Poor assessment.