Proforma for monitoring of teaching and learning ofsted 2012

Revoe Primary School & Children’s Centre Monitoring of Learning and Teaching – Record Sheet Teacher observed –

Observed by –

Date –

Lesson –

Background.

Strengths

Areas for development

Summary

Progress Assessment Marking Checking Basics techniques & skillsTeaching

Outstanding

Good

Satisfactory

Much teaching is outstanding and never less than consistently good. As a result, almost all pupils are making rapid and sustained progress across the curriculum.

As a result of teaching that is good, with some outstanding, most pupils are achieving well over time in all areas of the curriculum.

Teaching results in most pupils making progress that is in line with that of pupils nationally with similar starting points. There is some good teaching and no inadequacies

As a result of poor teaching, pupils or groups of pupils currently in the school are making inadequate progress.

Tasks are based on systematic, accurate assessment of pupils’ prior learning.

Teachers use accurate assessment of learning to plan effectively.

Assessment is not always rigorous enough and may result in lack of challenge.

Learning activities are not sufficiently well matched to the needs of pupils so that they make inadequate progress.

Marking and feedback from teachers and pupils are frequent and of a consistently high quality, enabling pupils to understand how to improve their work.

Teachers assess pupils’ progress regularly and accurately and discuss with them how well they have done and what they need to do to improve.

Pupils are informed about their progress and how to improve further.

Pupils are given little or no feedback on their learning and do not know what to do to improve.

Teachers systematically and effectively check pupils’ understanding throughout lessons, intervening with notable impact on the quality of learning.

Teachers regularly listen astutely to, carefully observe and skilfully question pupils during lessons to reshape tasks and explanations.

Teachers monitor pupils’ work during lessons but changes are not always relevant, slowing learning for some pupils.

Teachers do not monitor pupils’ learning during the lesson and do not adapt their teaching accordingly to meet the needs of the individual.

The teaching of reading, writing, communication and mathematics is exceptional.

The teaching of basic skills is very efficient. They are applied well.

Basic skills may be taught inconsistently across the curriculum.

Pupils cannot communicate, read, write or use mathematics as well as they should.

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Consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks.

Teachers use welljudged and often imaginative teaching strategies that match individual needs.

Time is used very well and every opportunity is taken to develop basic skills in other subjects.

Appropriate and regular homework contributes very well to learning.

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Teachers and other adults generate high levels of enthusiasm.

Teaching promotes high levels of resilience.

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Attitudes

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Teachers have high expectations of all pupils.

Good subject knowledge is used to set challenging tasks.

Effective teaching strategies match most pupils’ individual needs so that they learn well.

Teachers and other adults enthuse and motivate most pupils to participate.

Appropriate and regular homework aids learning well.

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Teaching generally promotes pupils’ resilience, confidence and independence when tackling challenging activities.

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Inadequate

Teachers’ expectations enable most pupils to achieve satisfactorily.

Teaching strategies meet individual needs.

Teachers carefully deploy any available additional support and set appropriate homework.

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Teaching ensures that most pupils want to work hard to improve.

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Teachers do not have sufficiently high expectations.

Teaching over time fails to excite, enthuse, engage or motivate particular groups of pupils, including those with SEND.

Teaching does not inspire most pupils to want to improve.

Relationships

The tone of the lesson provides a satisfactory basis for the learners' continued personal development.

The tone of the lesson is inimical to the development of learners' personal qualities.

Differentiation

Work is sensitively matched to the needs of individuals and high expectations ensure that all learners are challenged and stretched, whatever standard they are working at.

Work is well matched to the needs of learners, so that most are suitably challenged.

Work is geared to the needs of most learners, although some might do better if given extra or different tasks.

Work is badly matched to the pupils’ starting points.

Use of time

No time is wasted.

Good use is made of time.

Not too much time is lost.

Inadequate use of the time available.

Behaviour

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The excellent relationships are most conducive to pupils’ personal development.

Pupils are typically considerate, respectful and courteous to staff.  Pupils demonstrate positive attitudes towards their teacher, their learning and each other.  Their good levels of engagement allow the lesson to flow smoothly so disruption is unusual.  All pupils respond very well to the strategies for managing behaviour, which are applied consistently.  Disruptive incidences seldom occur.

There is a secure and friendly environment in which the learners can thrive.

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Pupils show high levels of engagement, courtesy, collaboration and cooperation.

Pupils have excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption.

There are consistently applied approaches to behaviour management.

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Pupils respond promptly to the teacher’s’ direction and work cooperatively with each other.

Major disruption to learning is uncommon.

The behaviour management procedures are clear and usually applied, but some inconsistencies exist and low-level disruption may occur occasionally.

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Pupils’ lack of engagement and persistent low-level disruption contribute more than occasionally to reduced learning and and/or a disorderly classroom environment.

Signed:

Date:

Class Teacher:

Date: