Classroom Observation and Learning Walks

Policy

Date:

Date approved by Management

Committee: March 2019
Signature of Chair of Management Sue Cain
Committee

To be reviewed: Annually

Page 1 of 33
This policy gives guidance to the staff on the structure of lesson observations and learning
walks which will be used for appraisal purposes and the continuous improvement of teaching
and learning within Bishopton.

It should be read in conjunction with

 Appraisal and Capability Policy

 Teachers Standards
 Teaching and Learning Policy
 Staff Behaviour Policy

Introduction

At Bishopton, our approach is to promoting high quality teaching and learning to ensure our
pupil’s make rapid and sustained progress, closing the gaps and allowing future success
through academic qualifications.

This policy seeks to outline the agreement on the total amount of classroom observation for any
purpose to which teachers can be subjected within the academic year and on the procedures to
be followed before, during and after such observations.

Headteachers have a statutory responsibility to ‘lead, manage and develop the school workforce,
including assessing and managing performance’ (para56.8 School Teacher’s Pay and Conditions
Document 2010).

‘The Headteacher (or appraisers) will assess qualified teachers against the standards to a level
that is consistent with what should be reasonably expected of a teacher in the relevant role and
at the relevant stage in their career’. Teachers’ Standards May 2012.

Bishopton recognises that visits to classrooms, by the Head teacher/SLT, in order to support
teachers or talk to pupils, may be separate from this classroom observation protocol.

Any concerns about the implementation of this policy should be raised initially with the
Headteacher or SLT by the individual teacher concerned.

Aims and Objectives

The aim of classroom observations, coaching, mentoring, drop ins and learning walks is to ensure
improvement of individuals, the whole school and provide evidence for appraisal and self-
evaluation, accountability and reflection. These activities form a professional dialogue that builds
on individual’s strengths and needs. Targeted training, CPD and support are closely linked to the
outcomes with consultation with teachers.

Observations, coaching, mentoring, ‘drop ins’ and learning walks by the Head teacher, senior
leaders and subject leaders are a vital and effective tool self-improvement tools at Bishopton.

We are committed to ensuring that classroom observation is supportive and developmental and
that those involved in the process will:
 carry out the role with professionalism, integrity and courtesy

Page 2 of 33
  seek to reach agreement in advance on classroom observation to be carried out
 evaluate objectively
 report accurately and fairly
 respect the confidentiality of the information gained

Classroom observation and Learning Walks aim to meet the objectives below.

 To encourage and support staff to recognise and evidence their areas of strength
 To encourage and support staff to recognise and develop their areas of development
 To encourage staff self-reflection on their everyday practice
 To provide focused CPD for all staff
 To support and develop effective teaching and learning
 To maintain a positive learning community and school ethos
 To promote a culture of fairness and equality for all
 To promote best practice.
 To support and promote Bishopton’s values and a culture of recognition.

Application

The Education (School Teachers’ Appraisal) (England) Regulations 2012 revoked the Education
(School Teacher Performance Management) Regulations of 2006. This removed the statutory
three-hour limit to classroom observations in each performance management cycle for
maintained schools, as previously set out in the 2006 regulations.

To ensure good practice the head teacher/SLT/Subject Leaders will:

 consult staff on the pattern of classroom observation which teachers can expect annually
and seek agreement with the teachers and their recognised organisations on these
arrangements (SEF Teaching and Learning Calendar)
 make available in good time the termly monitoring and evaluating timetable
 ensure that there will be a reasonable amount of time between observations, irrespective
of the purpose of those observations
 paired or joint observations, coaching or mentoring may be used as part of the
development of the observers self-evaluation with agreement from the class teacher
 peer coaching or mentoring will be used as part of in-house development with agreement
from all parties
 ensure that classroom observation will be undertaken solely by persons with qualified
teacher status and the appropriate training and professional skills
 ensure that as far as possible, the results of observations are used for multiple purposes,
in order to restrict the number of observations carried out
 the purpose of visits by head teachers/SLT and subject leaders will be made clear before
they occur
 staff are able to respond and act upon next steps
 all members of staff are included in these procedures to ensure all staff are able to develop
and progress in their careers

Purposes and Times of observations

Page 3 of 33
Lesson observations and learning walks are a crucial part of developing professional practice and
ensure teaching and learning is quality assured. The purpose of the lesson observations is to;
 Know strengths and weakness in subject areas, standards and coverage, teaching,
learning and progress;
 Gain views on pupils attitudes;
 Know strengths and weaknesses of teaching; ensure consistency through the school;
 Support and advise colleagues based on first-hand experience;
 Have the chance to reflect on own practice and opportunity to develop our teaching skills.
 Share good practice and ensure consistency.
 Meet CPD requirements.
 Inform INSET needs.

Whenever possible the school will seek to carry out observations for a range of purposes in order
to avoid overburdening teachers. These may include;
 Personal development, behaviour and welfare
 Social, moral, spiritual and cultural
 Displays
 Classroom environment
 Assessment
 Outcomes
 Quality of teaching and learning
 Feedback and marking
 Quality of questioning
 Cross curricular learning

Where planned observations are taking place in school, they will be identified in the SEF Teaching
and Learning Calendar, shared with staff and also saved in the staff shared area of the network
for access at any given time. Leaders will also endeavour to send an email reminder and email
follow up from any discussions.

It is the responsibility of teachers to use this calendar for information regarding when observations
and learning walks will occur.

Any additional observations and learning walks will be agreed with staff outside of this calendar,
for example additional NQT observations.

Appraisal

Headteachers are required to ensure that classroom observations arrangements are in place for
Appraisal, under an agreed protocol from September 2012 and revised 2015.

Bishopton applies the notion that classroom observation for the purposes of Appraisal is a
maximum time of 60 minutes per teacher per term; a maximum overall limit of three hours of
observation, made up of observations on no more than three occasions.

On occasions more observations per teacher, of a maximum of 120 minutes over a year for each
Appraisal cycle may be needed. These might include circumstances are where the appraisee
chooses to request a further observation, or where concerns have been raised about a teacher’s
performance, which require further observation to take place.

Page 4 of 33
Improvements in teaching and Learning

Bishopton is committed to driving up standards in teaching and learning in a developmental,

consultative and supportive way. The process of SEF Teaching and Learning Monitoring is based
on a clear school priority or subject focus and includes observations, coaching, mentoring,
learning walks and scrutinies.

There may be occasions when a programme of initiatives either in-house, locally of nationally
require observations from an external partner (e.g. School Improvement Advisor) where possible,
these will be included in the agreed observation time.

The SEF Teaching and Learning Monitoring timetable with focus and purpose for each term is
made available to all staff and is available on the school network. Observations for this purpose
will be no more than 60 minutes per observation. There may be a shorter drop in or another form
of Teaching and Learning Monitoring following the observation to ensure good progress towards
development points is being made.

Preparations for observations in keeping with our commitment to supportive and developmental
classroom observation, the date and time of observations conducted for the purposes of appraisal
or for the evaluation of standards of teaching and learning (or for both purposes) will be fixed at
least five working days in advance.

Every effort will be made for observation to be conducted at an agreed time. Before any appraisal
observation is conducted, there will be an opportunity for appraiser and appraisee to meet or
information will be passed on in written form, in order that the context of the lesson to be observed
can be discussed/shared.

The arrangements for classroom observation for appraisal will be included in the planning and
review statement and will often include:
 Its primary purpose(s)
 Any particular aspects of the teacher’s performance which will be assessed
 The duration of the observation
 When the observation will take place
 Who will conduct the observation

Peer Observations

Peer observations are developmental and offer first-hand experience and advice. Bishopton fully
supports supportive peer observations as part of independent CPD and professional progression.
For the support of all staff in the delivery and feedback of peer observations a peer observation
template is used (Appendix 4).

At Bishopton we value the learning and development which can occur form observing colleagues
in a supportive and developmental environment. Staff are encouraged to observe colleagues in
our own setting and also with mainstream, special school and PRU partners.

Bishopton deems peer observation a practical and powerful way to support teachers’ practice and
knowledge about teaching and learning and understand it works best on a voluntary basis.

Learning Walks

Page 5 of 33
Learning walks take place in order to collect evidence about teaching and learning, evidence of
progress and areas for development and to support the practice of teachers through peer
coaching.

They are intended to be developmental and constructive and are a whole-school improvement
activity.

A programme of learning walks is clearly outlined on the SEF Teaching and Learning calendar
showing the window for learning walks to occur in, the focus of the learning walk and who will be
conducting it.

The purpose or focus of a ‘learning walk’ will be explained to all relevant staff prior to its
commencement and will also be included in the SEF Teaching and Learning calendar. That
purpose or focus will not relate to the performance of an individual.

‘Learning walks’ will be conducted with minimum disruption to teachers and pupils and will be
undertaken in a supportive and professional manner.

Teachers will be given the opportunity to see any written records which have been made during
the ‘learning walk’ (appendix 2).

Feedback and records

Oral feedback from classroom observation will be given as soon as possible after the observation
and no later than the end of the following working day whenever possible. A professional dialogue
to ensure both parties are in agreement of the points raised from the observation will take part
during this feedback session.

Written feedback will be provided within five working days of the observation taking place. The
written record of feedback will include the date on which the observation took place, the lesson
observed and the length of the observation. There is opportunity for teachers to respond to
observations. Teachers will have access to all written accounts of the observation after their
lessons. See Appendix 1 for the format used for the lesson observation, appendix 2 for the format
used for learning walks and appendix 3 for the format used for scrutinies. These provide the basis
of written feedback.

It is agreed that the HT/SLT and the class teacher will only have access to the records, unless
the teacher wants it/allows it to be shared with subject leads, peers or external partners.

Induction Observations are an important part of the statutory induction process for newly qualified
teachers. This policy applies to the protocol NQT of observations in accordance to the NQT
guidelines.

Governor Visits

Governor visits are not statutory and do not fall under this protocol. Individual governors will visit
classrooms to become familiar about the school and its developments or aspects of the
curriculum. These visits will be planned in advance in consultation with the HT, governor and
teacher and will not be counted as observations. Governors will not evaluate teachers unless the

Page 6 of 33
Governor has QTS and it has been agreed pre-visit. In this case it will be shared with staff and
included in their observation time.

Capability Procedures

Bishopton continually pursues good or outstanding teaching, the basis of the school’s classroom
observation and Learning Walks policy is that: Any lesson observed that is found to be either in
need of improvement or inadequate will automatically trigger a follow-up observation within 2
weeks for a judgement of inadequate and 4 weeks for a judgement of requires Improvement
(Appendix 5). On these occasions observations will be used as a means of providing evidence of
a teacher’s strengths and weaknesses. Drop in observations are vital part of a Headteachers and
Senior Leaders responsibilities to ensure the quality judgements of teaching and learning are
accurate. Drop ins will be proportionate, not bunched, provide feedback where appropriate and
take place in a supportive learning environment.

A programme of coaching support will be planned alongside agreed targets for improvement,
ensuring teachers feel confident in addressing the development points identified by the observer.
Bishopton will only initiate such procedures as a last resort.

If practice does not improve, a more detailed plan of support will be implemented and closer
monitoring supporting the teacher in making the improvements needed. If an individual teacher is
unable to deliver teaching that is good or better, they will then be managed under the school’s
procedures for capability. Capability procedures are covered as part of the Appraisal and
Capabilities Policy.

Roles and Responsibilities

Governors will:

 Ensure the Head teacher is held to account for the details within this policy
 Quality assure the data provided by the Head teacher in respect of lesson observations,
learning walks and scrutines and hold the Head teacher to account for the accuracy of
judgements and feedback provided.

Head teacher/SLT/Subject Leaders will:

 consult staff on the pattern of classroom observation which teachers can expect annually
and seek agreement with the teachers and their recognised organisations on these
arrangements (SEF Teaching and Learning Calendar);
 ensure that there will be a reasonable amount of time between observations, irrespective
of the purpose of those observations;
 paired or joint observations, coaching or mentoring may be used as part of the
development of the observers self-evaluation with agreement from the class teacher
 ensure that classroom observation will be undertaken solely by persons with qualified
teacher status and the appropriate training and professional skills. Neither pupils nor
governors will undertake observations; 
 ensure that as far as possible, the results of observations are used for multiple
purposes, in order to restrict the number of observations carried out

Page 7 of 33
  purpose of visits by head teachers/SLT and subject leaders will be made clear before
they occur
 time is made available for a professional conversation during feedback and written
feedback is provided from this is a timely fashion
 Staff are able to respond and act upon next steps
 All members of staff are included in these procedures to ensure all staff are able to
develop and progress in their career

Teachers/ Teaching Assistants and HLTAs will:

 Have read and understood the details within this policy

 Will be open to lesson observations, learning walks and scrutinies as outlined in the SEF
Teaching and Learning Calendar
 Know the purpose of the observation, learning walk, scrutiny and prepare for this
 Participate in a professional dialogue regarding the outcome and support in setting
future targets
 Allow access to any planning, pupil books/work and school based data
 Allow the observer to have an open dialogue surrounding learning with the pupils within
the lesson
 Conduct peer observations with colleagues in a supportive and developmental
environment.

Monitoring and Evaluation

The Head teacher and SLT have a duty to report to governors, the local authority, OFSTED and
other external parties the quality of teaching and learning within the school. For this purpose the
data obtained from lesson observations, learning walks and scrutinies will be analysed on a half
termly basis and full report written.

Other than for the purposes of the Head teacher and SLT this data will be anonymised.

Page 8 of 33
Appendix 1
Lesson Observation form
Information at start of observation:

Teacher: Observer: Date:

Subject: Key stage and year group: Number of pupils (including males and
females)
No:
M: F:

Length of observation and time of Focus of observation : Purpose of observation

observation: (NQT/appraisal/CPD/Interview etc)

Class data provided? SEN support plans/IEPs provided? Number of pupils with SEN?

Planning provided? Lesson objective(s): Resources available?

Target from last observation:

Page 9 of 33
Page 10 of 33
Page 11 of 33
Page 12 of 33
Pupil feedback

During the lesson, the observer will ask a range of students the following questions:

1. What are the lesson objectives?

2. Why are you doing this?

3. What does success look like?

4. How do you know?

5. What is your teacher looking for?

6. Can you tell me any keywords for this lesson?

7. How often is your own book marked?

8. Do you receive feedback? Give me an example…

9. Are you allowed time to improve (re-draft) your work?

10. Do you enjoy the lesson? Why?

Page 13 of 33
Page 14 of 33
Pupil feedback

During the lesson, the observer will ask a range of students the following questions:

11. What are the lesson objectives?

12. Why are you doing this?

13. What does success look like?

14. How do you know?

15. What is your teacher looking for?

16. Can you tell me any keywords for this lesson?

17. How often is your own book marked?

18. Do you receive feedback? Give me an example…

19. Are you allowed time to improve (re-draft) your work?

20. Do you enjoy the lesson? Why?

Page 15 of 33
Page 16 of 33
Appendix 2 – Learning Walks

Learning walk: Evaluating the school

environment

Date Observer(s) Focus of walk Key questions

Quality of school and Quality of State of repair Health and

classroom environment displays safety
(e.g. does the classroom (e.g. is there
look as if it will support (e.g. are they up any graffiti (e.g. is there
effective learning?) to date? Do they inside or any litter?)
include pupil outside the
work?) school
building?)

Time:

Location:

Conclusions:

Page 17 of 33
Time:

Location:

Conclusions:

Time:

Location:

Conclusions:

Summary of conclusions of learning walk (related to focus/ key questions, plus other points
arising):

Page 18 of 33
Areas of strength:

Areas to develop:

Page 19 of 33
 Learning walk: classroom displays
Display Learning Walk monitoring form

Location of display: Key Stage: Display topic:

Date of monitoring: Monitoring carried out by: Focus:

Previous area for development: Target met?

Presentation of display Evident?

A clear title

Eye catching lettering

Clear, understandable font at an appropriate size

Backing paper used with a border

3D element to bring ‘learning to life’ e.g. books, artefacts linked

to the topic
Pictures

Year group/Key Stage label

Page 20 of 33
Work on display Evident?

Synopsis of the display/work

Work is backed

Key vocabulary and key questions

Success Criteria

Differentiated, quality examples of work

Work that has been marked (by staff and learners)

Different stages of work e.g. planning, drafting, final piece

Evidence of extended writing

Cross curricular links

Extras Evident?

Photographs of children completing the work/activity

Names of children

Challenges so that learners interact with the display

Learning prompts/facts linked to the display topic

Quotes from learners

Overall impressions and positive points

Areas for development and future targets: (teacher, subject or school)

Page 21 of 33
Page 22 of 33
Bishopton Learning Walk: Ofsted criteria
Date Observer(s) Focus of walk / key questions

Outcomes – identify
Engagement, Assessment,
the extent to which
behaviour and including How well pupils
pupils are working
attitudes of pupils marking, and how are learning, the
at age-related
and how these effectively this is progress they are
expectations and
The are supporting being used to making and how
outcomes for
impact of their learning. promote pupils’ well their work is
different groups of
teaching Identify impact of learning, for improving.
pupils, such as
on: any spiritual, example, use of Identify learning
those with special
moral, social and questions, and progress in
educational needs,
cultural learning literacy and
disadvantaged
development objectives and numeracy
pupils and the most
opportunities success criteria
able

Time /
period:

Class /
year
group:

Time /
period:

Class /
year
group:

Page 23 of 33
Time /
period:

Class /
year
group:

Time /
period:

Class /
year
group:

Time /
period:

Class /
year
group:

Time /
period:

Class /
year
group:

Time /
period:

Class /
year
group:

Page 24 of 33
Emerging patterns from the learning walk:

Key strengths: Areas for development:

Page 25 of 33
Appendix 3 – Scrutinies

Planning

Planning scrutiny form

Planning scrutiny monitoring form

Subject: Year group: Type of planning

(long/medium/short):

Date of monitoring: Monitoring carried out by: Teacher:

Area of focus: E SE LE NE Comments

Are learning objectives clear and
concise?

Are success criteria clear and support

achievement of the learning objective?
Are learning outcomes clearly defined?

Are key questions clearly indicated?

Are the planned activities purposeful

and support the learning objective?
Is there clear progression across the
teaching sequence?
Are independent tasks suitably
differentiated to support and extend
learning?
Is teacher guided group work
indicated? (with whom and what?)
Are other adults (TA/HLTA etc) roles
clearly identified? (with whom and
what?)
Is there evidence of quality AfL?

Is there effective summative

assessment?
Are literacy opportunities, including
reading across the curriculum, planned
for and indicated?

Page 26 of 33
Are extended writing opportunities
planned for?

Are numeracy opportunities planned for

and indicated?
Is there evidence of SMSC?

Is there evidence of British values?

Are there links to different areas of the

curriculum?

Strengths of planning:

Areas for development:

E evidence

SE Some evidence

LE little evidence

NE No evidence

Page 27 of 33
Work

Pupil work scrutiny

Work scrutiny monitoring form

Subject and year:

Class teacher:

Samples of work
looked at e.g.
HA/MA/LA?

Scrutiny carried out

by:

Role:

Date:

Focus questions Evidence Aspects of practice

Examples of good or requiring
outstanding practice improvement/developm
ent
E SE LE NE
Is there evidence of
progress since the
beginning of the
academic year?
Is there a wide
variety of learning
activities?
Are children involved
in blocks of work that
allow for continuity
and progression?

Page 28 of 33
Are there clear
learning objectives
and success criteria?
Are there big picture
overviews that are
shared with
learners?
Are there links to
different aspects of
the curriculum?
Is there evidence of
numeracy
opportunities?

Is there evidence of
extended writing and
literacy
opportunities?
Is there evidence of
SMSC and British
values?
Is there photographic
evidence?
Is there evidence of
effective
differentiation?
Is pupils’ work
marked regularly?
Are children
responding to
marking and acting
on improvements?
Have pupils been
given opportunities to
revisit/correct
aspects of work they
misunderstood?
Have pupils
conducted self-
assessment?
Have pupils
conducted peer-
assessment?
Does the child’s
presentation show
care and attention,
and high
expectations?
Are individual targets
clearly given?

Page 29 of 33
 Areas for development and future targets: (teacher, subject or school)

Date of next check: ________________________________________________________________

Signed by moderater: ______________________________________________________________

Signed by: ___________________________________________

Page 30 of 33
Appendix 4 – Peer Observations

Procedure

Peer observations are voluntary for all parties involved and are not part of the lesson
observation cycle. This should be taken into account when requesting a peer observation.
As a school, it has been decided that staff who volunteer to be part of a peer observation
should do 1 per half term, totally a maximum of 6 over an academic year.

Requesting a peer observation

An informal conversation between both colleagues should occur requesting the

observation with at least one weeks’ notice. Once the observation has been agreed by all
parties involved then an email of confirmation should be sent outlining the focus, date and
time and length of the observation and a mutually convenient time for feedback by the
person requesting the observation to the person being observed. Copied into the email
must be any additional adults who would be involved in the observation, the Head
Teacher, the Deputy Head Teacher and the Assistant Head Teacher.

Focus

The focus should be outlined from the initial request. This will be decided by the observer
and will be agreed at the conversation stage with the observee. The focus should be
linked to the observer’s performance management targets, targets from SLT observations
or an area they have identified for which they need to improve. The focus should be
included in the email of confirmation as stated previously.

Feedback

Feedback should be supportive and development and follow a coaching style. Verbal
feedback should be given as soon as possible after the session but no later than 48hour
after the observed session. The time for verbal feedback should have been agreed and
finalised within the initial request and confirmation email.
Written feedback should be provided within 3 working days. Initially, this should be shared
only with the observee with a 24hour period in which both parties can make any necessary
amendments to the written feedback. These must be agreed by both parties.
After 4 working days, the written feedback should be sent as an email attachment to the
observee, any additional adults who were involved in the observation, the Head Teacher,
the Deputy Head Teacher and the Assistant Head Teacher.

Page 31 of 33
Appendix 4 – Peer Observations

Peer Observation form

Observer: Observee: Date:

Agreed Focus :

Subject: Key stage and group: Number of pupils (including

males and females)
No:
M: F:
Time of observation: Length of observation: Additional adults:

Strengths linked to agreed focus:

Developments linked to agreed focus:

Additional comments regarding the lesson observed:

Agreed target:

Signed Observer_____________________________ Date _______________________

Observee _____________________________ Date ______________________

Page 32 of 33
 Appendix 5 – Lesson Observation Process

Lesson Observations to be completed each term

Ensure coverage of all staff/ subjects

Ensure coverage of year groups/ sites
Ensure coverage of pupil groups

Develop
coaching links
Requires
Outstanding Good Inadequate
Improvement

Agreed further Agreed further

observation observation
within 4 weeks within 2 weeks

Monitor Monitor Requires Inadequate

Improvement

Agreed further Agreed further

observation observation
within 4 weeks within 2 weeks

Requires
Support
Improvement
Plan
Agreed further
observation
within 4 weeks

Support
Plan

CPD Opportunities to develop further

Teacher of Excellence Teacher of Excellence SLE support SLE support

NPQML Network Meetings Network Meetings Network Meetings

Network Meetings Peer coaching Peer coaching Peer coaching

Whole School CPD

Page 33 of 33