Notes page
It may help to make a note of what you see in the lesson and any ideas that you would like to
discuss with the teacher and/or students. You may also want to think about the following:
Class Routines, Assessment Strategies, Modelling/Scaffolding, Lesson Outcomes, Teaching Styles, Differentiation Plenaries
1.
2.
3.
4.
Points for discussion with teacher:
Points for discussion with students:
Objectives and Outcomes
Starters and Plenaries
Resources
Questioning
Assessment
Differentiation
Classroom Management
Other
Subject:
Marking
- regular?
- periodic levelling/grading?
- gives guidance how to progress?
Homework set and done?
Assessment
Progress checked during lesson?
- influences lesson activities?
Assessment over time thorough and
demonstrates progress?
Pupils know targets/how to improve?
Self/Peer- evaluation v criteria?
Learning environment/displays?
Teaching of literacy & numeracy?
Promotion of SMSC?
Tasks and class well managed?
Use of behaviour management strategies?
Relationships good? Praise and
encouragement frequent?
Good subject K&U?
Modelled work/guide to levels?
Good use of resources/ICT/staff?
Good pedagogy:
Quality of planning?
Intended outcome clear
Appropriate and differentiated?
Takes account of prior learning?
Variety of activities?
Pace? Pupil participation?
Mutual support encouraged?
Enables all to make progress?
Differentiates in the lesson?
Quality of questioning?
Understand what they’re doing?
Why they’re doing it?
Challenged? All?
Confidence?
Resilience/persistence?
Ability to work independently?
Ability to work together?
Mutual support?
Relationships T:P and P:P
Attendance and punctuality?
Interest and engagement?
Make good use of time?
Off-task pupils, if any?
Extent of disruption, if any?
Progress in literacy and numeracy?
(Quality of written and oral work?)
Extent to which all groups/individuals
progress?
Year Group:
No. of SEN:
DATE:
Student Voice - Observation Form
Pupil achievement over time with this teacher?
Pupil learning/progress in lesson?
Observer:
Teacher:
Learning &
Progress
Attitudes and behaviour
Teaching
Assessment
No. of G & T:
PERIOD:
Teaching
Behaviour and Safety
Pupils
Student Voice - Observation Matrix
Rapid and sustained for almost all.
Learning
Pupils learn exceptionally well.
Attitudes
(Very) high levels of engagement, interest,
resilience, confidence, independence,
courtesy, collaboration and cooperation.
Disruption to
learning
Lesson proceeds without interruption.
Disruption to lesson is ‘unusual’.
Pupils’
response
Pupils ‘make every effort’ to ensure that
others learn and thrive. There is an
atmosphere of respect and dignity.
Pupils respond very well to the teacher’s
behaviour systems. They consistently
meet the teacher’s expectations.
Behaviour
management
Behaviour management is systematic and
consistently applied.
Behaviour management strategies are
applied consistently.
Safety
Pupils understand unsafe situations and are
Pupils understand unsafe situations and
highly aware how to keep themselves and
how to stay safe.
others safe.
Subject K&U
Planning
Use of time
Challenge and
match to needs
Excellent.
‘Astute’.
Time is used very well.
Tasks are challenging; match pupils needs
‘accurately’.
Activities
Well-judged and often imaginative.
Expectations
Consistently high….. of all pupils.
High.
Sharply focused and timely. Match individual
‘Appropriate’. Good impact on learning.
needs accurately. ‘Notable impact’.
Interventions
Assessment
Most pupils, including groups, and pupils
with D&SEN achieve well over time.
Pupils learn well.
Most pupils are motivated to participate.
They are resilient, confident,
independent, considerate, respectful and
courteous.
Progress
Progress is broadly in line with
national from similar starting points.
Pupils’ learning is satisfactory.
Some, or all pupils are making
inadequate progress.
Learning limited; pupils underachieve.
Most pupils want to work hard and to
improve. They work cooperatively.
Pupils, or specific groups (inc D&SEN),
are not excited, enthused or engaged by
the teaching.
Major disruption is uncommon; there
may be occasional low-level
disruption, but it is not endemic.
Pupils respond promptly to the
teacher’s directions. Nearly all
students are engaged in learning.
Clear procedures for managing
behaviour; usually applied, but not
always consistently.
Ps know the main risks they face and
understand how these may threaten
their own/others’ safety.
Persistent low-level disruption occurs
‘more than occasionally’. It hinders
learning. The lesson is disorderly.
Well-developed.
‘Effective’.
Time is used well.
Tasks are challenging; match most
pupils’ needs.
Secure.
Adequate.
Little time is wasted.
‘Effective’.
Mostly appropriate, but do not meet
all needs.
Sufficient for satisfactory progress.
Additional support is deployed
carefully.
Limited.
Planning fails to take a/c of needs.
Time is wasted by some or all pupils.
Challenge is inappropriate for some or all
pupils.
Not sufficiently well matched to pupils’
needs.
Not high enough.
Additional support has little/no impact on
learning; gaps are not narrowing.
Pupils cannot use RWCM skills as well
as they should.
Individual needs are ‘usually’ met.
Some or all pupils are not engaged by
the teaching.
Procedures for managing behaviour are
not clear or are not used consistently.
Pupils do not understand risk and may
endanger themselves or others.
RWCM & other
skills, inc.
SMSC
‘Exceptional’. Every opportunity taken to
develop ‘crucial’ skills, including RWCM.
Very effective. A range of skills, including Some support for skills, but provided
RWCM, is taught.
inconsistently.
Of prior
learning.
Systematic and accurate.
Accurate.
Careful, but may lack rigour. Some
repetition of work/lack of challenge.
Assessment takes too little account of
pupils’ prior learning or understanding.
During the
lesson
Understanding is checked systematically
and effectively, anticipating interventions.
Progress is assessed regularly and
accurately. T. listens astutely to pupils,
observes carefully and questions skilfully
… to reshape tasks… to improve
learning.
Work is monitored in the lesson.
General misconceptions are picked
up. Plans are adapted, but this is not
always timely or relevant.
Assessment is not used effectively to
help pupils improve.
Homework
Appropriate and regular homework
contributes very well to pupils’ learning.
Appropriate and regular homework
contributes well to learning.
Appropriate homework is set. This
contributes reasonably well to
learning, including for D&SEN.
Homework is not set regularly or it does
not contribute to learning.
Feedback and
marking
Marking and feedback are frequent and of a
consistently high quality.
Ps know how to improve their work.
Assessments are discussed with pupils
so that they know how well they have
done and how to improve. Marking is
regular.
Ps are informed about their progress
and how to improve. This is usually
timely and encouraging.
Pupils are rarely, if at all, informed about
progress. Many do not know how to
improve. Marking is minimal.
STUDENT VOICE OBSERVATION RECORD FORM
Date …………………
Observing Student ……………………………..……
Observing Teacher ……………………………………
1. What did you enjoy about the lesson? (Learning strategies / Tasks / Resources / Class atmosphere /
Pace / Progress)
2.
What impact did students have upon Learning? (Student involvement / Differentiation / Contribution /
Barriers to learning)
3. Ideas for future Teaching and Learning.
4. Agreed objectives for future lessons.
Signed teacher …………………………………………
Signed student ……………………………………………