LESSON OBSERVATION FORM

Transcription

1 LESSON OBSERVATION FORM Date Time of day at start Time at end of observation Number of pupils Practitioner Observer No of other adults EAL/SEN Summary Preparation Quality of Learning Unique Child Positive Relationships Learning Journeys PERSONAL AND PROFESSIONAL CONDUCT OVERALL Outstanding Good Satisfactory Inadequate Overall Judgement Strengths Feedback Areas for development 1

2 THE LESSON S FOCUS CONTEXT Preparation Outstanding Good Satisfactory Inadequate Activities are planned and organised beforehand Children s interests are reflected in the planning, activities and displays Clear and consistent boundaries are demonstrated and expectation are reasonable Materials are ready and to hand Children are helped to settle The planned activity is explained to the pupils The planned activity is linked to previous work/themes Quality of Learning Outstanding Good Satisfactory Inadequate There is a good structure to the lesson Children are actively involved in their learning The 7 areas of EYFS learning and development are reflected in the experiences offered Children appear happy, relaxed and confident in their environment All the adults are deployed effectively and with a clear understanding of their roles. A variety of activities and questioning techniques are used The teacher provides a narrative for what they are doing The teacher encourages 2

3 The teacher facilitates and sets challenges Children are assessed for what they can do Children s interests and dispositions are taken into account Linked to previous teaching or learning/ pupil experiences and ideas Children s attainment matches the learning outcomes planned. Instructions and explanations are clear and specific The teacher involves all pupils/differentiates Mistakes and misconceptions are used to facilitate learning Practitioner has a thorough knowledge of child/skill development and subject. Subject material was appropriate Knowledge is made relevant and interesting A good pace is maintained Good use is made of any support staff. There is evidence of good teamwork. There is a consistently high expectations of what each child can achieve, including the most able and the most disadvantaged Teachers, practitioners and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to children Teaching supports children to acquire the skills and capacity to develop and learn effectively, and to be ready for the next stages in their learning The teacher summarises what pupils have learnt Unique Child Outstanding Good Satisfactory Inadequate Children s individual s development is supported Practitioners support children s individual needs (EAL, SEN, G &T, SPLD, PMLD) All children make progress in the session Display shows difference and records individual process rather 3

4 than mass production Positive Relationships Outstanding Good Satisfactory Inadequate Pupils are well managed and high standards of behaviour are insisted upon Children are praised regularly/encouraged All pupils treated fairly Good behaviour management Children respond in a kind and caring manner to each other The behaviour of children demonstrates that positive relationships are embedded within the ethos of the classroom Adults talk with children and support them in extending their speaking and listening skills Adults are skilful at supporting and modelling being a learner Learning Journeys Pupils mark making/writing is assessed regularly Assessment information is gathered from looking at what children already know, understand and can do, and is informed by their parents and previous providers as appropriate. Paperwork is kept up to date. Children understand how to develop as a result of regular interaction and encouragement from staff, and parents understand how their children should progress and how they can contribute to this Information for parents helps them to understand how children are doing in relation to their age and what they need to do to progress; engagement with parents supports their child s learning 4

5 The teacher uses what they have learnt about the pupils ability to learn to plan their next steps in learning Equality of opportunity and recognition of diversity are promoted through teaching and learning There is evidence of assessment that includes the progress of different groups of children: n assessment on entry, including parental contributions n progress checks of two-year-olds (where applicable) n formative assessments, including any parental contributions n the Early Years Foundation Stage Profile (where applicable) or any other summative assessment when children leave Accurate assessment, including through high quality observations, is rigorous and sharply focused and includes all those involved in the child s learning and development. Almost all children in the provision, including disabled children, those who have special educational needs, and the most able, are making substantial and sustained progress. PART TWO: PERSONAL AND PROFESSIONAL CONDUCT Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position o having regard for the need to safeguard pupils well-being, in accordance with statutory provisions o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs o ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their 5

6 professional duties and responsibilities. Reflection and next steps In the case of NQT On the evidence of this lesson is the NQT likely to satisfactorily meet the required standards? Yes No ANY OTHER COMMENTS: If observing an SMT member: Please can you comment on the following characteristics of effective managers: Team leadership Leading by example Modelling good teaching practise The SMT Manager demonstrates that supporting pupils complete development is their priority and that they care about this The SMT manager holds regular team meetings THE SMT manager is driving continuous improvement across their Year Group The SMT Manager demonstrates good communication skills The SMT Manager supports the development of their team s skills 6