Lesson Observation Criteria

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2

Pupils are making exceptional progress Teaching is securing good progress and learning Pupils are making progress broadly in line with their capabilities Teaching fails to promote learning, progress or enjoyment Teaching inspires pupils to learn extremely well Teaching ensures that pupils are motivated and engaged Teaching ensures that pupils are generally engaged and little time is wasted Expectations and motivation are inappropriate Resources make a marked contribution to the quality of learning Good and imaginative use is made of resources to enhance learning Adequate use is made of resources to support learning The lack of imaginative use of resources restricts learning Acute awareness of pupils capabilities and prior learning is a basis for planning As a result of good assessment, teachers plan to meet the needs of all pupils Assessment informs planning which generally meets the needs of all pupils A lack of assessment in planning fails to provide for all groups Teachers effectively check pupils work and intervene with striking effect Teachers listen to and observe groups to reshape tasks and improve learning Teachers monitor work and address misconceptions to improve learning Teachers are unaware of progress levels in the lesson and fail to intervene Pupils understand in detail how to improve their work and do so effectively Pupils know how well they are doing and discuss how to improve Pupils are informed about progress and improvement by dialogue with adults Pupils are unaware of their levels of progress and how to improve Marking and support between teachers, pupils and other adults are high quality Marking and support between teachers, give students an opportunity to improve Marking is limited to summative judgement, no reference is made to improvement Marking and support do not give any clear or formative feedback Other adults support is well focused and contributes to effective learning Other adults are aware of pupils progress and support them to improve

3 4 1 2 3 4 1 2 3 4

Other adults are aware of progress and provide limited support Other adults are unaware of progress or targets and fail to support effectively Independent work makes an outstanding contribution to learning for all pupils Pupils work effectively in groups and pairs to ensure progress Pupils are learning to co-operate and take some responsibility for their learning Pupils fail to work effectively unless closely directed by an adult Excellent pupils Teachers pupils Teachers Teachers progress subject knowledge is applied to challenge and inspire generally have strong subject knowledge which enthuses subject knowledge is secure subject knowledge is inadequate and impairs pupils