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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