CLASSROOM OBSERVATION 
                                                    
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
                                              Revised 
                                             January 2010 
                                   Classroom Observation 
             
            Aims 
            Classroom observations are used to support teachers and other classroom staff and to 
            monitor the quality of teaching and learning at Whitefield. Observation contributes to the 
            school’s self-evaluation, to the School Development Plan and to the professional 
            development of classroom staff. It enables us to recognise and reinforce good practice, to 
            identify ways of improving teaching and learning and to highlight practice which ought to be 
            shared more widely. In all these ways it contributes directly to the quality of pupils’ learning 
            and experience in school. 
             
            Organisation 
            Observations are organised by the Head of each School. Every teacher is observed three 
            times, for a maximum of three hours in total, during the academic year (unless they request 
            or agree to further observations for a specific purpose or are the subject of capability 
            procedures). Two observations are structured and graded according to OFSTED criteria. 
            The third scheduled observation is ungraded and may be a peer observation, an advisory 
            observation by a line manager or other colleague with particular expertise or an opportunity 
            for a less experienced colleague to develop professionally by observing practice. The 
            nature of the third observation should reflect the teacher’s development needs. All 
            observations link to a teacher’s performance management and at least one of the two 
            OFSTED style observations should be carried out by the line manager responsible for that 
            teacher’s performance management. 
             
            Some observations each term will be carried out by two observers as a way of moderating 
            judgements and promoting a consistent approach. 
             
            Teachers new to Whitefield have additional informal observations to support them in their 
            development. They will also have the opportunity to observe colleagues informally. Other 
            teachers may request informal observations via their Head of School or the line manager 
            responsible for their performance management. 
             
            Nursery Nurses, Higher Level Teaching Assistants and Supervisory Teaching Assistants 
            will be observed once each year in their roles as group leader in a class which they 
            regularly cover. 
             
            Observations each term focus on a specific theme (e.g. assessment for learning) or subject 
            each term, as agreed by the Senior Leadership Team, and the outcomes are used to 
            evaluate practice in that area of the school’s work. Grades will relate to the lesson as a 
            whole, not to the term’s theme. 
             
            Observations need not be classroom based; indeed, if they are to make an effective 
            contribution to the school’s self-evaluation they should cover a range of contexts inside and 
            outside the classroom. 
             
            Preparation 
            It is the observer’s responsibility to ensure that the person being observed is aware of the 
            purpose of the observation and of any particular focus. This may be discussed informally or 
            in a brief meeting in advance of the observation.  Observers are expected to plan for the 
            observation by reading any paperwork given in advance and familiarising themselves with 
            the class to be observed. 
             
            It is the responsibility of the person being observed to ensure that all relevant paperwork 
            (previous observations, Welcome File, planning for the lesson and pupils’ IEPs) are readily 
            accessible to the observer and that they have advised the observer on any issues which 
            may adversely affect the lesson (for example, it may be unwise for the observer to 
            approach a particular pupil, a key member of staff may be absent and replaced by a less 
            experienced member of the supply team). 
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            Evaluation, grading and recording 
            Specific pro formas are used to record OFSTED style, peer and professional development 
            observations (see pages 6 – 16). 
             
            The pro formas for OFSTED style lessons are based on guidance in the OFSTED 
            handbook and identify key criteria which contribute to the overall judgement. The final 
            grade, however, is not the ‘sum of the boxes ticked’ but a ‘best fit’ of the grade descriptions 
            on page 3.  Observers and those being observed should note the conditions which mean 
            that a lesson cannot be judged as satisfactory, however good other elements of the lesson 
            might be.  
             
            Peer observations and professional development observations are based on the school’s 
            view of good practice. No overall grade is given.  
             
            As the pro formas for observations form part of the evidence for teachers’ performance 
            management, copies are kept in the teacher’s performance management file and their 
            personnel file. A further copy is given to the Head of the Centre for Professional 
            Development and Information who will collate the information across the school for 
            discussion at the Curriculum Monitoring and Development Group.  
             
            Advisory observations need not be formally recorded; the nature of the written record is 
            agreed between the observer and the person being observed. These records are not filed 
            centrally; teachers may use them in their performance management if they wish to do so. 
             
            Feedback 
            Verbal feedback should take place on the same day if possible and always within two 
            working days of the observation. Written feedback should be given to the person observed 
            within five working days and should take account of the comments made by the person 
            being observed. 
             
            Training 
            Classroom observations are carried out by members of the Senior Leadership Team, the 
            Head of CPDI, Specialism Leaders and other middle leaders identified by their HOS. 
             
            Observers are trained by an external consultant and/or as part of the school’s middle 
            management course. Regular refresher courses are provided. In addition, paired 
            observation is an important way of maintaining consistent practice and each observer will 
            normally participate in at least one paired observation each year.  
             
            Observation training forms part of the school’s induction programme and the training 
            programme for Supervisory Teaching Assistants. Individual schools may organise refresher 
            training as appropriate. Many sessions within the school’s curriculum implementation 
            training will relate to the practice which ensures a good or outstanding observation. 
             
            Code of Practice 
            All observers are expected to follow the school’s Code of Practice for observation (page 4). 
            If the person being observed feels that the observer has fallen short of what is expected 
            they should express their concerns to the observer or to an appropriate line manager as 
            soon as possible after the observation or feedback.  
             
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               OFSTED guidance on grading lessons 
                
               The overall judgement will be a ‘best fit’ of the grade descriptions in the box, except in the 
               case of an unsatisfactory lesson where particular conditions mean that the lesson cannot 
               be satisfactory. 
                
                   Description                           Characteristics of the lesson 
               Outstanding (1)        The lesson is at least good in all major respects and is exemplary in 
                                      significant elements, as shown by the significant progress made by 
                                      all of the learners. 
               Good (2)               Most learners make good progress because of the good teaching 
                                      they receive.   Behaviour overall is good and learners are well 
                                      motivated. 
                                       
                                      They work in a safe, secure and friendly environment. 
                                       
                                      Teaching is based on secure subject knowledge with a well-
                                      structured range of stimulating tasks that engage the learners while.  
                                      The work is well matched to the full range of learners’ needs, so that 
                                      most are suitably challenged.  Teaching methods are effectively 
                                      related to the lesson objectives and the needs of learners.  Teaching 
                                      assistants and resources are well deployed and good use is made of 
                                      time.  Assessment of learners’ work is regular, consistent and 
                                      promotes progress. 
                                       
               Satisfactory  (3)      The lesson is inadequate in no major respect, and may be good in 
                                      some respects, as shown by the satisfactory enjoyment and progress 
                                      of the learners. 
                                       
               Inadequate (4)         A lesson cannot be adequate if: 
                                      •  Most learners, or a significant specific minority of learners, make 
                                          less than satisfactory progress 
                                      • Learners’ overall behaviour or attitudes are unsatisfactory, 
                                          spiritual, moral, social and cultural development are neglected, 
                                          and learners’ overall personal development is poor 
                                      •   The health or safety of the learners is endangered 
                                      •   The teaching is unsatisfactory.  Unsatisfactory teaching is likely to 
                                          have one or more of the following: 
                                             o  Weak knowledge of the curriculum leading to inaccurate 
                                                 teaching and low demands on pupils 
                                             o  Work badly matched to the pupils’ starting points 
                                             o  Ineffective classroom management of behaviour 
                                             o Methods which are poorly geared to the learning 
                                                 objectives or which fail to gain the interest and 
                                                 commitment of the learners 
                                             o  Inadequate use of resources, including assistants and the 
                                                 time available 
                                             o Poor assessment 
                                       
                
                
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