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LESSON OBSERVATION CHECKLIST

The content of this checklist is taken from Ofsted guidance to inspectors (January 2012) on judging the quality of teaching and the use of assessment to support learning. Observations and judgements should be recorded separately, using examples wherever possible.

Mark boxes with ü or leave blank if no evidence

Quality of learning
Can pupils describe what they are LEARNING as opposed to what they are doing? a few most
Are there any significant differences in the learning of different groups of pupils, or of any individuals? yes no
Are pupils learning something new? a few most
Do pupils know what they are learning and why? a few most
Can pupils make the links between previous/new learning? a few most
Do books show that pupils consistently produce work of a good standard? a few most
Are pupils working independently? a few most
Do pupils make the most of the choices they are given or do they find it difficult to make choices? a few most
Do pupils take responsibility for their own learning? a few most
How well do pupils collaborate with others? Do they ask questions, of each other, of the teacher or other adults, about what they are learning? a few most
Are pupils creative, do they show initiative? a few most
Do pupils follow routines/expectations? a few most
       

 

Enjoyment of learning and attitudes
Are pupils engaged, working hard, making a good effort, applying themselves, concentrating and productive? a few most
Are pupils developing habits of good learning? a few most
Are pupils happy with their work? Are they proud of it? a few most
Are pupils interested in their work and in what they are learning? a few most
Are pupils easily distracted? yes no
How smooth is the transition from teacher input to group work? Do pupils settle to work easily and quickly? yes no

 

Assessment to support learning
Are staff using assessment for learning strategies to enable them to differentiate work effectively? yes no
Do staff use questioning effectively to gauge pupils’ understanding? yes no
How good is the dialogue and oral feedback? Are teachers alert to pupils’ lack of understanding during lessons? yes no
Key questions displayed & used in lesson starts and plenary: What? Why? How? When? yes no
Do pupils have targets and do they understand what they mean/what to do to achieve them? a few most
Are pupils involved in assessing their own learning and progress? a few most
Does marking/feedback identify strengths and diagnose next steps to improvement? yes no

 

Pupils’ progress
Are different groups making the same/different progress? yes no
Are pupils gaining new skills and knowledge? yes no
Are pupils developing ideas and increasing their understanding? a few most
Are pupils making gains at a good rate in lessons and over time as shown in their work and the school’s records? a few most
Are weak/good literacy, numeracy and ICT skills affecting pupils’ progress? yes no
The quality of provision
Are activities pitched at the right level to challenge pupils of different abilities? yes no
Are expectations of behaviour sufficiently high? yes no
Are teachers alert to the social, emotional, and learning, needs of individuals? yes no
Are any support staff having an impact on pupils’ learning? yes no
Are resources sufficient? Are they well matched to needs to support learning? yes no
Are the resources, displays and prompts used as a teaching tool? yes no
Classroom displays, visual prompts and resources support key curricular targets. yes no

 

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