LESSON OBSERVATION FORM

LESSON OBSERVATION FORM Date Time of day at start Time at end of observation Number of pupils Practitioner Observer No...
Author: Elfreda Booth
13 downloads 0 Views 690KB Size


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





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



















Quick Notes

Evidence







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



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









Evidence









Quick Notes 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

than mass production



Quick Notes

Evidence







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









Evidence







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









Quick Notes

4



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

















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.









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



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



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