APPENDIX 9
Observation Criteria
These grade descriptors are adapted from the Ofsted evaluation schedule and are to be used to grade the quality of teaching in an individual lesson. They should be used to guide your
judgement for an overall lesson observation grade. For example to achieve ‘Outstanding’ a trainee needs to demonstrate a range but not all of the aspects listed
Grade 1
The trainee teacher has consistently high expectations of all
pupils.
Drawing on excellent subject knowledge, the trainee
teacher plans astutely and sets challenging tasks based on
systematic, accurate assessment of pupils’ prior skills,
knowledge and understanding.
They use well judged and often imaginative teaching
strategies that, together with sharply focused and timely
support and intervention, match individual needs
accurately. Consequently, pupils learn exceptionally well.
The trainee teacher generates high levels of enthusiasm for,
participation in and commitment to learning. Teaching
promotes pupils’ high levels of resilience, confidence and
independence when they tackle challenging activities.
The trainee teacher systematically and effectively checks
pupils’ understanding throughout the lesson, anticipating
where they may need to intervene and doing so with
notable impact on the quality of learning.
Time is used very well and the opportunity is taken to
successfully develop and extend crucial skills, (including
pupils being able to use their literacy and numeracy skills
where relevant in the lesson ).
Appropriate homework (where applicable to the lesson)
contributes very well to pupils’ learning.
There is evidence of marking and constructive feedback
Grade 2
The trainee teacher has high expectations of all pupils.
The trainee teacher uses their well developed subject
knowledge and their accurate assessment of pupils’ prior
skills, knowledge and understanding to plan effectively and
set appropriately challenging tasks.
They use effective teaching strategies that, together with
appropriately targeted support and intervention, match
most pupils’ individual needs so that pupils learn well.
The trainee teacher enthuses and motivates most pupils to
participate. Teaching generally promotes pupils’ resilience,
confidence and independence when tackling challenging
activities.
The trainee teacher regularly listens astutely to, carefully
observes and skilfully questions groups of pupils and
individuals during the lesson in order to reshape tasks and
explanations to improve learning.
Teaching consistently deepens pupils’ knowledge and
understanding and teaches them a range of skills. The
opportunity is taken to develop crucial skills, (including
pupils being able to use their literacy and numeracy skills
where relevant in the lesson)
Appropriate homework (where applicable to the lesson)
contributes well to pupils’ learning.
There is evidence of regular, accurate assessment of
pupils’ progress so that pupils know how well they have
Grade 3: Requires improvement to meet Good (Grade 2)
The trainee teacher’s expectations enable most pupils to
work hard and achieve satisfactorily and encourage them
to make progress.
The trainee teacher’s subject knowledge is secure.
Attention is given to the careful prior assessment of pupils’
learning but there is evidence that this is not rigorous
enough resulting either in some unnecessary repetition of
work for pupils or tasks being planned and set that do not
fully challenge, or are too difficult, leading to pupils
becoming frustrated & demotivated.
Teaching strategies ensure that pupils are fully engaged
and their individual needs are usually met.
The trainee teacher demonstrates clear thinking in setting
lesson objectives and expectations, conveying these and all
associated teaching in a manner which makes them
accessible to all pupils.
The trainee teacher monitors pupils’ work during the
lesson, picking up any general misconceptions and adjusts
their plans accordingly to support learning. These
adaptations are usually successful but occasionally are not
timely or relevant and this slows learning for some pupils..
The opportunity to develop crucial skills, (including pupils
being able to use their literacy and numeracy skills where
relevant in the lesson) may not be taken consistently.
The trainee teacher carefully deploys and liaises with any
available additional support and sets appropriate
homework; these contribute reasonably well to the quality
of learning for pupils, including those with special
educational needs.
from the trainee teacher which enables pupils to
understand how to improve their work, encouraging high
levels of engagement and interest.
Grade 4
Inadequate
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done and what they need to do to improve.
There is evidence that pupils are informed about the
progress they are making and how to improve further
through marking and dialogue that is usually timely and
encouraging. This approach ensures that most pupils want
to work hard and improve.
Teaching is likely to be inadequate where any of the following apply:
As a result of poor teaching, or classroom management pupils or groups of pupils in the lesson are making inadequate progress.
Subject knowledge is inadequate
The trainee teacher does not have or convey sufficiently high expectations and teaching fails to excite, enthuse, engage or motivate particular groups of pupils, including
those with special educational needs and/or disabilities.
Learning activities are not sufficiently well matched to the needs of pupils so that they make inadequate progress.