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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? Is the learning put into context?

Are there a variety of strategies used to accommodate different learners and different learning styles?

Are a range of questions used to reinforce & extend thinking?

Are the tasks differentiated to meet the learning needs of the learners?

Are pupil/teacher relationships appropriate to aid learning?

Are resources, including IT, being used to effectively aid learning?

How is the TA being used to enhance pupil learning during different parts of the lesson?

Are learners focused and on task?

Are pupils interested and enthusiastic about their learning?

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

Are pupils able to work independently and show resilience when tackling challenging activities?

What opportunities are used to assess pupils’ understanding throughout the lesson? How is this assessment used to adapt practice during the lesson?

At the end of the lesson, do pupils know what they’ve learnt? How does the teacher know?

Have the pupils made progress? How does the teacher know?

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

What opportunities are there for pupils to develop whole school targets/focused skills?

Informal Guidance on Where to Pitch Judgements about the Quality of Teaching and Learning The highlighted statements must be evident in order to achieve a grading at that level as well as a ‘best fit’ of the other grade descriptions.

Description Outstanding (1)

Characteristics of the Lesson
 Almost all learners make outstanding progress, as a result of the very good teaching. Learners behave very well and are engrossed in their work. Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. Pupils show resilience when tackling challenging activities. 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. 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.  Pupils seek to produce their best work and are usually interested and enthusiastic about their learning. 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.  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. Pupils occasionally show high levels of enthusiasm and interest.  Most pupils work effectively and are provided with appropriate tasks and guidance but lack confidence in improving the quality of their work.  Teaching is accurate, based upon a secure knowledge of the curriculum.  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.  Assessment is reasonably regular, but could be more supportive. 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.  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.  Too many pupils fail to work effectively unless closely directed by an adult and give up easily.  Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks.  Poor assessment.

Good (2)

Satisfactory (3)

Inadequate (4)

Ofsted grading: Outstanding (1)

Good (2)

Satisfactory (3) Teacher signed:

Inadequate (4)