Class: Y5 Teacher: Miss Abbey Briggs Other adult(s): Current targets:

Date: 14/3/2019 Time: 9:30am (set as the result of previous monitoring & evalua on)
Lesson: English
Focus: None as this is the teacher’s rst month at the
school.

Observed by: Robert Leach and Rehana Ali

Quality of learning The teacher re-capped the story using key ques ons, randomly
• What are groups and individuals actually
learning as opposed to doing? targe ng individuals to answer. The children answered ques ons
• Consolida ng previous skills & knowledge or successfully and were posi vely encouraged by yourself to explain
learning something new? ‘how do you know’ and encouraging them to use evidence from the
• Can all pupils make links between previous/
new learning? text to support their opinions. The children clearly knew the text
• Can pupils talk about what they are learning, very well and were enthusias c and engaged.
not simply describe what they are doing?
• Work of a good standard?
• Are pupils working independently? Are they The children were asked to predict what was going to happen in the
self-reliant – do they make the most of choices next chapter and were asked to discuss this in pairs. Children were
given or do they nd it di cult to make
choices? To what extent do pupils take
responsive and the talk was purposeful. Some of the children made
responsibility for their own learning? their own connec ons to the meaning of the words (Friend or Foe)
• How well do pupils collaborate with others? making connec on to the world and again making inferences using
Do they ask ques ons, of each other, of the
teacher or other adults, about what they are the evidence from the text. The children were given me and space
learning? to formulate and answer ques ons.
• Are pupils crea ve? Do they show ini a ve?
• How well do pupils follow rou nes/
expecta ons? The children have a strong rapport with you and were con dent to
par cipate and share their answer with rest of the class without fear
Enjoyment of learning and a tudes
•
or embarrassment. The children listened well to peers and there was
Engaged, working hard, making a good e ort,
applying themselves, concentra ng and a was a calm relaxed atmosphere with mutual respect between pupil
produc ve? to pupil and pupil to adult.
• Are pupils developing habits of good learning?
• Are pupils happy and proud of their work?
• Are pupils interested in their work and in what The children then took part in role play and worked collabora vely.
they are learning? Or are they easily The pace of the session was good. The children debated and came
distracted?
• How smooth is the transi on from teacher up with ideas for and against- again all very purposeful and linked
input to group work? Do pupils se le to work clearly back to the text.
easily?

Pupils’ progress
• Are di erent groups making same/di erent Clear explana on of what the children had to do. The work was
progress?
•
clearly di eren ated (this was spot on) (reading chapter 6 Note
What new skills, knowledge are pupils
gaining? taking, wri ng a diary entry independently and BA con nued to do
• How well are pupils developing ideas and debate this was clearly modelled and supported at the front) Good
increasing their understanding?
• Are pupils making gains at a good rate in
rou nes in place and smooth transi on to independent work.
lessons and over me as shown in their work
and the school’s records? All children were on task including the E.A.L. pupil new to country,
• How are weak/good literacy, numeracy and
informa on and communica on technology who had speci c work to help him develop his language knowledge.
(ICT) skills a ec ng pupils’ progress?

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 The quality of provision

• Are sta using assessment for learning
strategies to enable them to di eren ate The children worked own pace and were clear about what they had
e ec vely?
• Are ac vi es pitched at the right level to to do. You were available to support and intervene to help and
challenge pupils of di erent abili es? support children.
• How well does marking iden fy strengths and
diagnose next steps to improvement?
• How good is the dialogue and oral feedback?
Are teachers alert to pupils’ lack of
understanding during lessons?
• How e ec vely do sta use ques oning to
gauge pupils’ understanding? Are expecta ons
of behaviour su ciently high?
• Are teachers alert to the social, emo onal and
learning needs of individuals?
• What impact are any support sta having?
• Are resources su cient? Are they well
matched to needs to support learning?

Class: Year 5 Teacher: Miss Abbey Other adult(s):

Date: 14/3/2019 Time: 9:30am
Lesson: English

Focus:

Achievement • Development of R, W, Ma, communica on skills

• Support from other adults
A tudes to learning • Pupil knowledge of what they are learning/how to improve/ targets/next
Enthusiasm, mo va on, par cipa on, resilience, con dence, independence steps
Teaching • Match to pupil needs
• Expecta ons of all pupils • Assessment, ques oning, observa on
• Subject knowledge • Homework
• Level of challenge Pupils’ Behaviour
• Teaching strategies

Strengths (elements of lesson which contributed to e ec ve teaching and learning)

• The pace of the lesson was good
• Calm and suppor ve atmosphere for learning
• Good rapport with the children
• Posi ve praise/ dogo points give out to reinforce
• Work di eren ated e ec vely
• Established rou ne and behaviours for learning.
• Opportuni es to read and write independently.
Areas for development

• Work to be acknowledged and marked on a regular basis

• Next step to improve learning and evidence of progress.

Signed: Abbey Briggs (teacher) Robert Leach and Rehana Ali (adults monitoring)

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