Community Learning Observation of Teaching and Learning Guidance
1. Rationale for undertaking Community Learning Observation
London Borough of Richmond upon Thames is committed to providing a high quality Community
Learning provision that puts learners’ needs at the heart of teaching and planning of the provision.
Our Community Learning delivery is based on a commissioned model of provision, working with
local providers, community groups, partners and individual tutors to deliver high quality community
learning programmes. To enable us to do this, all of our learning programmes are subject to a
robust quality assurance processes, including observation of teaching and learning.
Observations help the London Borough of Richmond upon Thames to assess the strengths of its
community learning programmes, highlight areas for improvement and provide a framework for
sharing good practice.
2. Observation schedule
All commissioned Community Learning provision will receive an internal observation visit as part of
the contracting/monitoring arrangements within the duration of the commissioned programme. This
will be undertaken by the Community Learning Coordinator.
Each year there will be a small proportion of the commissioned Community Learning provision
observed by an external observer to contribute to the ongoing quality assurance process and
inform future commissioning alongside of the performance information available.
External observation schedule will be prepared by the Community Learning Coordinator in
consultation with the commissioning board.
3. Observation framework
The observation framework focuses on two key areas:
How effective is the learning of all learners
How effective is the teaching in promoting learning to all learners
Criteria used for making judgements for the observation of learning and teaching in community
learning:
How effective is the learning of all learners?
Learners understand the purpose of the session and can reflect on and evaluate their own
learning.
Learners attend regularly and progress at a suitable rate.
Learners are aware and clear about what they can achieve.
Learners show interest in their work and participate well.
Learners are absorbed in their learning activities and make effective use of time.
Learners build on previous knowledge and can make links to their learning and everyday life.
Learners’ skills, knowledge and understanding are developed.
Learners know how well they are doing and what they need to do to improve.
Learners take responsibility for their learning and are confident in seeking help when required.
Learners respond to feedback from the tutor which enables them to progress.
Learners make progress at least appropriate to their capacity and to the aims of the
programme.
Revised 30 October 2013
Learners’ work meets the requirements of their own learning.
Learners’ standard of work is appropriate for adults and children.
Learners report on the impact of learning on their family and their children’s education and the
impact on their relationships.
Learners make appropriate use of learning resources including ICT.
Learners work together sharing their experiences and are sensitive to the needs of others.
Learners demonstrate respect for cultures and backgrounds of other learners in the group.
Learners attend regularly and are punctual.
How effective is the teaching in promoting learning to all learners?
The session is well planned and fits with the scheme of work.
The tutor has clear and appropriate objectives that are explained to learners.
The tutor has thorough subject knowledge and is adequately qualified to meet the needs of
learners.
The tutor uses accommodation, equipment and support staff to best effect and promotes safe
working practice.
The tutor uses high quality resources free of stereotypes.
The tutor uses audio visual aids effectively and relevant to objectives to promote learning.
The tutor ensures that the presentation and content of learning materials positively values the
different cultures and backgrounds of learners.
The tutor sets appropriate objectives for volunteers and support staff.
Learning resources and accommodation enable learners with learning difficulties and
disabilities to participate fully.
The tutor gives information and instructions at an appropriate level and pace.
The tutor uses an appropriate range of learning methods and strategies to meet individual
learning needs.
The tutor uses appropriate teaching methods which stimulate and motivate learners.
The tutor checks learners’ progress regularly and gives prompt and constructive feedback with
learners’ contributions encouraged and acknowledged to help them succeed.
The tutor ensures learners are kept challenged and involved in the learning process.
The tutor has flexibility in responding to individual needs of learners.
The tutor encourages learners to work collaboratively and make good use of opportunities to
work independently.
The tutor sets learners a regular pattern of challenging tasks and activities outside the learning
session.
The tutor makes clear the criteria used for assessing the quality of learners’ work and their
progress.
The tutor promotes good working relationships that motivate learners.
The tutor keeps careful records of learner progress and, with the learners, regularly updates
their individual learning plans.
The tutor uses systems for collecting and recording the wider benefits of community learning.
The tutor plans and manages group sessions well, especially children and adults joint
sessions.
The tutor makes resources available to use at home to continue the learning process.
The tutor has the knowledge to advice learners of other learning opportunities.
Revised 30 October 2013
Observation will draw on the actual lesson observed alongside of wider sources of information
available as appropriate to inform the assessment and overall judgement including:
Lesson plans.
Learner’s need assessment.
Learners’ course work.
Learner’s views/feedback to the observer.
Recording of monitoring and progression.
Quality and use of resources.
Inclusion of information and guidance.
Observation grading/judgement
Each observation will be graded using a four point scale based on the Ofsted inspection criteria:
Grade 1
Outstanding
Grade 2
Good
Grade 3
Requires improvement
Grade 4
Inadequate.
(see Appendix 1).
4. The Process
Before the observation
The observer will send out a notification of observation to the provider attaching the Community
Learning Observation of Teaching and Learning Guidance 2 weeks prior to the observation. The
provider will be responsible for informing the tutor in advance of the observation.
Documentation that the observer would expect to see as part of the visit
Up to date course record book/course file with completed Scheme of Work (with a minimum of
4 weeks forward planning) – this does not apply to short courses.
Lesson plan (preferably typed).
Outcomes of initial assessments.
Progression records.
Learning materials.
A register of attendance.
When will the observer arrive?
Unless you have agreed otherwise, the observer will arrive before the start of the activity to discuss
the lesson plan, the learner group and how the observation will be explained to the participants.
During the observation
The observer does not join in with the lesson. The observer may be taking notes during the
observation to record their findings. The observer may talk to the learners if the opportunity arises
at the end or prior to the lesson. The observer may also ask learners to complete a confidential
learner’s feedback survey if there is not evidence of learner’s feedback available.
Providing feedback/observation grades
The observer, where possible, will give a brief feedback and where possible provisional grade
immediately after the observation. The observer will complete a lesson observation form which will
be forwarded to the provider/tutor who will be invited to complete an action plan in response to
areas identified for development. .
Revised 30 October 2013
Appeals process
If a tutor is unhappy with the observation grading they should submit an appeal in writing within 2
weeks of receiving the observation report. The appeal will be considered and appropriate action
taken. A second observation may be required and this may be undertaken by an external
assessor.
What happens if the observation is graded 3 or 4?
Our paramount commitment is to work with and support our providers’ community to develop and
maintain high quality teaching and learning. However, on a rare occasion if the observation is
graded 3 or 4, action plan will be required to be completed and submitted to remedy the areas of
under performance. Second observation or contract monitoring visit may be arranged to check
progress against the action plan.
Where there is no improvement on agreed actions, Commissioning board will be notified of the
concerns for any ongoing or future commissioned work of the provider and will take appropriate
steps, either extending support to the provider or decommission the provision.
Revised 30 October 2013
Top tips for tutors
When planning teaching and learning sessions it is extremely important that the content and
activities will meet the needs of all learners within the group and the aims and objectives of the
lesson are appropriate to the advertised programme.
Before each session
Check that all the necessary learning materials, resources and equipment are available to
support the session.
Check that the learning environment is safe and adjusted to maximise learning opportunities.
Is the documentation the observer expects to see available?
Remember: a lesson plan is just a plan, and if you have valid reason for changing it as the lesson
progresses, it is perfectly acceptable to do so.
During the session
Start promptly and give the session a clear beginning. Take the register at the start of the
session and note latecomers (avoid accommodating their lateness).
Recap on previous learning, encouraging contributions where possible from the learners, to
consolidate and reinforce learning.
Clearly state the aims and objectives of the session – ideally visually as well as orally.
Deliver information in a logical sequence.
Create opportunities for learner to demonstrate their skills and knowledge and ensure that
learners are given clear information and guidance throughout the lesson.
Use effective, targeted questioning and appropriate assessment activities to regularly review
and check learning, of all learners, throughout the lesson.
Use language and terminology that is understood by all learners and offer explanation if
necessary.
Vary the pace of activities so that it is appropriate for: the subject level, the stage of course,
and individual leaner’s needs.
Cover a variety of teaching and learning strategies and activities to: hold learners’ interest,
meet a range of learning styles and abilities, actively engage learners in the learning process.
Manage different learning needs in the group through extension activities, differentiated
resources, structured group work activities, varied level of support.
Continually check that progression is being made and provide clear feedback – written or
verbal (as appropriate) within in the lesson.
Ensure that all language, resources and learning approaches used, positively generate an
inclusive learning atmosphere based on respect for difference and diversity.
Use appropriate teaching and learning resources effectively and creatively to support and
promote learning (remember, of all the senses, sight has the most impact).
At the end of the session
Summarise the content of the session and review aims/objectives/activities completed.
Check to see if any elements are still outstanding and need to be carried over to the next
session.
Use questions and answers to recap and check understanding.
Provide opportunities for independent study which expand on what has been learnt.
Ensure that any homework set is indicated clearly (with written instructions where appropriate).
End the session with a link to the next lesson so that learners can see the connection and are
motivated to attend.
Bring the session to a clear end.
Make brief notes on group/individual progress made within the session.
Revised 30 October 2013
Prompts for the observer
Planning
clarity of aims/objectives/outcomes
match of planned aims/objectives and outcomes to learners
plans for individual and group learning
 informed by initial assessment

developed by tutors and learners together

reviewed and updated regularly
planning sufficiently detailed to aid effective delivery and learning
variety of delivery and assessment strategies planned
use made of records of progress and achievement to inform future planning
Effectiveness of teaching and learning
tutor’s knowledge/competence contributes to effective delivery and assessment
learners understand objectives
methods and styles used are consistent with programme and aims and learner’s personal
objectives
learners are encouraged to develop the capacity to work independently
learners are acquiring new knowledge, developing ideas and increasing their understanding
learners understand what they are doing, how well they are doing, and how to improve
learners are challenged and inspired
evidence of good working relationship which underpin learning
learners are active, apply effort to succeed, work productively and make effective use of time
tutor presents material in a way which is sensitive to issues of equal opportunities and inclusion
resources promote effective teaching and learning
health and safety is taken into account
Assessment and monitoring of learners’ progress
assessment and recording are suitable for the course and the learner
assessment is fair, accurate and carried out regularly
assessment and feedback ensures that learners know how well they are doing and what they
need to do to improve
Learner response and achievement
learners are expected to attend regularly and be punctual
learners are stimulated and show interest and enthusiasm for learning and achievement
learners are acquiring new knowledge, skills, understanding and developing their ideas
learners are developing skills of critical evaluation, research and analysis
challenging learning goals are achieved
learners make significant progress towards achieving their goals
learners’ achievements are recorded
General evaluation of session
were the objectives/outcomes suitably challenging for the learners and met by them?
were there any difficulties with learning identified?
were these overcome?
Revised 30 October 2013
Community Learning Teaching and Learning Observation Report
Tutor’s name
Date
Observer
Designate
Course title
Number of register
Number present
Date course commenced
Completion date
Provider
Description of session
Planning
Significant strengths
Areas for development
Effectiveness of teaching and learning
Significant strengths
Areas for development
Revised 30 October 2013
Assessment and monitoring of learners progress
Significant strengths
Areas for development
Learner response and achievement
Significant strengths
Areas for development
General evaluation of session
Significant strengths
Areas for development
Judgement on the overall quality of the lesson
Grade
1 = Outstanding
2 = Good
3 = Requires improvement
4 = Inadequate
Appeals – the tutor has the right to appeal against the grade. To do so they must submit an appeal
in writing within 2 weeks of receiving the award of the grade stating the reasons whey they feel the
grade awarded is not valid
Report forwarded to tutor on the
How was the information forwarded to the tutor
Revised 30 October 2013
Tutor’s self-evaluation
Planning: how appropriate do you think your session plan was now that you have delivered the
session? How could you have improved it? In which way did this session fit with your scheme of
work?
Effectiveness of teaching and learning: to what extent do you think the session was successful? If
you could deliver this session again would you make any changes? If you would make changes to
improve its effectiveness, what would they be?
Assessment and monitoring of learners progress: how do you know whether your learners
achieved your objectives for this session? How did you feed this information back to the learners
and record the learner’s progress?
Learners response and achievement: are learners on target for achieving the aims and objectives
of the course? Are there any barriers to learning that need addressing?
General evaluation: are they any additional comments you would like to make?
Do you feel the grading is appropriate?
Training: is there any specific training/support you would like to receive to enhance your teaching?
Tutor’s signature
Date:
Revised 30 October 2013
APPENDIX 1
Characteristics of a Grade 1 (outstanding) lesson
Teaching
Teaching and training are consistently challenging for learners and activities
are matched exceptionally closely to learners’ needs.
Teaching enables the development of high level independent research and
critical / evaluative thinking capability.
Teachers promote exceptional working relationships that inspire highly
interactive learning.
Teachers use materials, activities and language extremely successfully to
promote positive values of diversity.
Teachers and trainers have very high levels of subject and vocational
expertise and communicate this with outstanding clarity and passion.
Teachers use questioning extremely effectively to stimulate learners’
thinking, engage them in learning activities, and check understanding and
progress.
Teachers are inspiring and create an exciting learning environment.
Teachers use learning resources such as ICT in a highly innovative and
creative way to promote effective learning.
Assessment activities are extremely rigorous and very well organised.
Session planning and execution demonstrates highly effective use of the
outcomes of previous assessment activities, to enhance learning.
Teachers make extremely clear and constructive comments on learners’
written work so that learners know exactly how well they are doing and what
they need to do to improve their work / gain higher grades.
Teachers make highly effective use of differentiation (objectives, methods,
and materials) that enables comprehensive and very thorough learning.
Session planning and execution demonstrates a comprehensive
understanding of, and positive response to learners’ learning needs
(including additional support needs), and personal (ethnicity, age, gender,
domicile issues) circumstances.
Teachers employ extremely effective discipline strategies that create a highly
positive and productive learning environment.
Teaching creates highly effective opportunities for learners to develop key or
basic skills.
Learning
Learners respond extremely well to the challenges set for, or agreed with
them.
Learners’ progress is significantly better than expected.
Learning resources, such as ICT, are used with great confidence and
competence by learners to enhance their learning.
Learners work in a highly productive manner and make very effective use of
their time.
Learners are exceptionally confident to work independently and monitor their
own progress.
Learners have a highly developed understanding of how well they are doing
and are motivated to improve their work.
Learners working collaboratively do so in an extremely productive way and
there is very good evidence of peer learning.
Learners demonstrate exceptionally well developed critical / evaluative
thinking capability.
Learners are highly confident in making contributions to class discussions
because they feel valued and respected.
Learners make extremely effective use of opportunities to improve their key
or basic skills capability.
Learners’ responses to one another and to the teacher demonstrate very
high levels of respect.
Revised 30 October 2013
Characteristics of a GRADE 2 (good lesson)
Teaching
Teaching and training are generally challenging and activities are matched
closely to learners’ needs.
Teaching encourages independent research and critical thinking.
Teachers promote good working relationships that inspire interactive
learning.
Teachers use materials, activities and language well to promote positive
values of diversity.
Teachers and trainers have good levels of subject and vocational expertise
and communicate this with clarity and enthusiasm.
Teachers use questioning effectively, to stimulate learners’ thinking, engage
them in learning activities and check understanding and progress.
Teachers create an exciting learning environment.
Teachers use learning resources such as ICT effectively to promote learning.
Assessment is well organised.
Session planning and execution demonstrates effective use of the outcomes
of previous assessment activities, to enhance learning.
Teachers make clear and constructive comments on learners’ written work
so that learners know how well they are doing, and what they need to do to
improve their work / gain higher grades.
Teachers make good use of differentiation (objectives, methods, and
materials) that enables effective learning.
Session planning and execution demonstrates a good understanding of, and
response to learners’ learning needs (including additional support needs),
and personal (ethnicity, age, gender, domicile issues) circumstances.
Teachers employ effective discipline strategies that create a positive and
productive learning environment.
Teaching creates effective opportunities for learners to develop key or basic
skills.
Learning
Learners respond well to the challenges set for them.
Learners’ progress is better than might be expected.
Learning resources, such as ICT, are used well by learners to enhance
effective learning.
Learners work productively and make good use of their time.
Learners are able to work independently and monitor their own progress.
Learners know how well they are doing and take responsibility for improving
their work.
Learners working collaboratively do so in a productive way and there is good
evidence of peer learning.
Learners demonstrate good critical / evaluative thinking capability.
Learners are confident in making contributions to class discussions because
they feel valued and respected.
Learners make good use of opportunities to improve their key or basic skills
capability.
Learners’ responses to one another and to the teacher demonstrate good levels
of respect.
Revised 30 October 2013
Characteristics of a GRADE 3 (requires improvement) lesson
Teaching
Teaching and training offer some degree of challenge and activities are
matched to most learners’ needs.
Teachers take steps to encourage learners to work effectively on their own.
Teachers promote appropriate working relationships that encourage
learning.
Teachers use materials, activities and language to promote positive values
of diversity.
Teachers and trainers have adequate levels of subject and vocational
expertise and communicate this purposefully.
Teachers use questioning adequately, to stimulate learners’ thinking, engage
them in learning activities and check understanding and progress.
Teachers create an exciting purposeful working environment.
Teachers use learning resources such as ICT adequately to promote
learning.
Assessment is adequate for teachers and trainers to monitor learners’
progress and plan their lessons.
Session planning and execution demonstrates some use of the outcomes of
previous assessment activities, to enhance learning.
Teachers mark work regularly and thoroughly, and written comments help
learners to understand where they have gone wrong.
Teachers make some use of differentiation (objectives, methods, and
materials) to enable learning.
Session planning and execution demonstrates an adequate understanding
of, and response to learners’ learning needs (including additional support
needs), and personal (ethnicity, age, gender, domicile issues)
circumstances.
Teachers employ discipline strategies which help maintain an adequate
learning environment.
Teaching creates some opportunities for learners to develop key or basic
skills.
Learning
The level of challenge is just sufficient for all groups of learners.
Learners understand the objectives for the lesson.
Most learners make the progress that should be expected of them.
Learners use resources, such as ICT, adequately to enhance learning.
A few learners remain too dependent on the teacher.
Learners know what to do to improve.
Learners respond positively and purposefully in lessons, willingly answering
questions and participating in discussions.
Learners collaborate and there is adequate evidence of peer learning.
Learners make some use of opportunities to improve their key or basic skills
capability.
Learners’ responses to one another and to the teacher demonstrate adequate
levels of respect.
Revised 30 October 2013
Characteristics of a GRADE 4 (inadequate) lesson
Teaching
Much teaching and training fails to capture learners’ interest.
Activities are not sufficiently well matched to learners’ needs to provide a
suitable level of challenge.
Teachers and trainers fail to encourage independent learning.
Teachers are unaware of the need to promote positive values of diversity.
Teacher’s command of the subject is inadequate for the level demanded by
the course.
Questioning techniques elicit evidence of superficial learning only.
Structure for lessons is too loose with little variety of activity.
Teachers miss opportunities to use, or use learning resources such as ICT
poorly to promote learning.
Assessment is inadequate and many learners do not know how to improve.
Teachers fail to set clear aims and objectives for lessons.
Teachers mark work irregularly and written comments do not provide
appropriate help learners.
Teachers make little or ineffective use of differentiation (objectives, methods,
and materials) to enable learning.
Session planning and execution demonstrates little understanding of, and
response to learners’ learning needs (including additional support needs),
and personal (ethnicity, age, gender, domicile issues) circumstances.
Teachers employ ineffective discipline strategies creating an unsuitable
learning environment.
Teaching creates little or no opportunities for learners to develop key or
basic skills.
Learning
Learners do not understand the objectives of the lesson.
The level of challenge is insufficient for learners in the group.
A significant proportion of learners do not progress well enough because
teaching and training is ineffective.
Learning resources, such as ICT, are used inadequately by learners to
enable learning.
Few learners have the confidence to work independently.
Learners show little interest and are not engaged in learning.
Learners do not know how to improve due to poor assessment and
feedback.
Learners make little use of opportunities to improve their key or basic skills
capability.
Learners’ responses to one another and to the teacher demonstrate
inadequate levels of respect
From: Excellent to Poor Teaching - Excellence in Learning 2007-12 (ECN 138.1084)
Revised 30 October 2013