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Presentation on Lesson Observation – for the Algerian Inspectorate

Appendix 5k - OFSTED 2012 Criteria for lesson observations
Inadequate Pupils make inadequate progress
Progress
Assessing  Ineffective use of assessment and questioning in lessons leads to unnecessary repetition of work for pupils and tasks that are unchallenging  Teacher rarely monitors pupils’ work during lessons, leading to misconceptions not being picked up and lesson plans not being adjusted accordingly. Planning  Little or no attention is given to assessment of pupils’ learning and this often leads to tasks being planned and set that do not challenge pupils. Feedback  Pupils are unaware of the progress they are making and have no knowledge of how to improve their work further.

Satisfactory Most pupils are broadly inline with what is expected
Progress
Assessing  Teacher monitor students work, generally identifying misconceptions and reshape what is taught, although this is not always successful so learning slows.  Teacher uses assessment carefully in lessons, but not always rigorously enough, so there is repetition and leads to task that do not always fully challenge pupils. Planning  The lesson is planned with attention given to the careful assessment of pupils’ learning, leading to some tasks being planned and set that do not fully challenge. Feedback  Teachers provide timely and encouraging oral guidance and marking so that pupils know how to improve.

Good Most pupils are making better than expected progress
Progress
Assessing  Teacher regularly listen astutely, carefully observe and skilfully question groups of pupils and individuals during lessons. RESHAPING what is taught so learning is effective  Teacher uses assessment to assess pupils’ progress regularly and accurately and share this with pupils so they are motivated and encouraged. Planning  The lesson is planned with accurate assessment of pupils’ prior skill, knowledge and understanding, leading to appropriately challenging tasks Feedback  Teachers provide good feedback orally and in marked work, so they know how well they have done and what they need to do to improve.  Students know how successful they are and can discus how they need to improve

Outstanding Almost all pupils make well above expected progress
Progress
Assessing  Teacher systematically and effectively checks pupils’ understanding * throughout lessons so that pupils learn very well. *Prior knowledge is ascertained by systematic and accurate assessment  The teacher systematically and effectively uses assessment to anticipate where they may need to intervene and do it with notable impact on the quality of learning. Planning  The lesson is planned with a keen awareness of pupils prior knowledge, skills and understanding, leading to appropriately challenging tasks and continuity of learning Feedback  Marking and constructive feedback is given that engages pupils and they know exactly how to improve  The comments enable pupils to understand how to improve their work and encourage high levels of engagement and interest.

Phil Silvester CBE – p.silvester@hotmail.co.uk

Presentation on Lesson Observation – for the Algerian Inspectorate
Teaching
Methods  Methods Activities are not sufficiently well-matched to the needs of pupils so that they make inadequate progress. Demonstrates secure subject knowledge which usually engages and motivates pupils’.  Uses strategies that mean that the needs of individual pupils are usually met.  Uses appropriate homework and these contribute reasonably well to the quality of learning.  Ensures opportunities to teach reading, writing and maths effectively so that pupils’ skills improve.  Teaching shows no endemic weakness so learning is satisfactory Intervention  Ensures the TA is carefully deployed and results in satisfactory progress.  Intervention usually matches pupils’ needs so that pupils learn what is expected of them.

Teaching
Methods

Teaching
Methods Demonstrates goods subject knowledge, leads to enthused and motivated pupils’.  Uses strategies that are effective so that pupils gain deeper knowledge and understanding and gives them the skills to learn for themselves.  Ensures opportunities to develop a range of skills including reading, writing, communication and mathematics so pupils develop these skills well  Uses appropriate and regular homework contributes well to pupils’ learning Intervention  Uses assessment to appropriately target support.  Ensures that intervention matches most pupils’ individual needs so that gaps between students are narrowed.

Teaching  Demonstrates excellent subject
knowledge, leads to challenged and inspired pupils  Are well judged and often imaginative ensuring rapid progress and continuity of learning  Ensures a rapid pace of learning  Ensures opportunities to successfully develop crucial skills, including literacy, numeracy and SMSC  Uses appropriate and regular homework contributes very well to pupils’ learning. Intervention  Effective assessment has lead to the right work being taught and sharply focused and timely support given to the right pupils.  Ensures that activities used closely matches individual abilities, leading to do-able activities and pupils being challenged.

Intervention  Support staff and not effectively deployed

Phil Silvester CBE – p.silvester@hotmail.co.uk

Presentation on Lesson Observation – for the Algerian Inspectorate
Behaviour
Teacher  Does not demonstrate sufficiently high expectations Does not excite, enthuse, engage or motivate a sizable groups of pupils Has an environment where pupils’ lack of engagement and persistent low-level disruption contribute more than occasionally to reduced learning and/or a disorderly classroom environment

Behaviour
Teacher  Demonstrates expectations that enable most pupils to work hard.  Ensures that low-level disruption only occurs occasionally  Ensures that major disruption to learning is uncommon  Ensures that most pupils are engaged in their learning activities. Learners  Respond promptly to teacher’s direction and work cooperatively with each other  The large majority of pupils are punctual to lessons and work hard in lesson. Teacher

Behaviour
Teacher ALL pupils.

Behaviour
 Demonstrates consistent and high expectations of ALL pupils  Evokes high levels of enthusiasm for, participation in and commitment to learning.  Ensures consistently high behaviour  promotes resilience, confidence and independence of pupils when tackling challenging activities Learners

 Demonstrates high expectations of  Promotes resilience, confidence and
independence of pupils so the vast majority are challenged.  Enthuses and motivates pupils to participate.  Enables, through good behaviour management, good levels of engagement which allows the lesson to flow smoothly throughout so that disruption is unusual Learners  Are typically, considerate, respectful and courteous to staff and each other.  Make a very positive contributions to lessons  The very large majority of pupils are punctual to lessons and concentrate well and preserver with their tasks  Demonstrate positive attitudes towards the teacher, their learning and each other


Learners  a significant minority of pupils show a lack of respect and intolerance for each other or staff and a lack of self-discipline, resulting in poor behaviour

Show very high levels of engagement, courtesy, collaboration and cooperation and are committed to learning  Show excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption  All pupils arrive punctually to lessons  Are highly adept at managing their own behaviour in the classroom

Phil Silvester CBE – p.silvester@hotmail.co.uk