Adult and Community Learning Service
OTLA Information for Tutors
Introduction
Observation of Teaching, Learning and Assessment (OTLA) provides ACLS with information
on the quality of its provision. It also helps support professional development through
identifying staff development needs and identifying good practice.
OTLAs are usually carried out by either a member of the ACLS lesson observation team or
some providers (FE colleges, community colleges, WEA etc.) use members of their own lesson
observation teams. Where providers carry out their own internal observations, reports,
including grades, are forwarded to ACLS.
Frequency of OTLAs
All tutors who deliver ACLS courses will be observed each academic year. A tutor whose most
recent observation was grade 3 will be observed again within 6 months. If a tutor receives a
grade 4 then a follow up observation will take place within one term
Tutors who are new to teaching, or delivering courses for ACLS, will receive a “Support
Observation” during their first term. This will be carried out in the same way as other
observations but will not be graded and is intended to support the development of that tutor. A
new tutor may receive up to two “Support Observations” during their first year of teaching for
ACLS. Their first graded observation will take place the following year.
Notification of Tutors
Providers and tutors will normally receive a maximum of 2 working days’ notice prior to an
observation. However, individual providers, who carry out their own lesson observations, may
adopt their own procedures regarding notification of tutors prior to observations. Tutors who
are to have a Support Observation may receive a longer period of notice. ACLS will supply the
provider with a blank Observation of Teaching and Learning Report form, a Class Profile form
and this OTLA Information for Tutors document. These should all be passed on to the tutor
who is to be observed.
General Guidelines
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Observations will last at least 45 minutes
Wherever possible the observation will include the start or finish of the session. In some
instances both the start and the finish will be observed
Any notes made about the observation will remain confidential between the tutor, observer,
provider manager and ACLS Development Manager
Tutors should:
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Complete and return a Class Profile form prior to the observation
be familiar with the Observation Report Form and what the observer will be looking for
be aware that the observer may wish to speak to learners and see their work
be prepared to receive initial verbal feedback following the observation
arrange with the observer a mutually convenient time to receive full feedback and discuss
the completed observation report
OTLA Information for tutors
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August 2014
The following should be made available to observers during the observation:
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Course File
Course register
Course Information Sheet (if applicable)
Scheme of Work
Lesson plan
Lesson plans / records of sessions which have already taken place
Individual Learning Plans
Grading
Observers will base their observation on the key questions from the Common Inspection
Framework:
Outcomes for learners
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all learners achieve and make progress relative to their starting points and learning goals
achievement gaps are narrowing between different groups of learners
learners develop personal, social and employability skills
learners progress to courses leading to higher-level qualifications and into jobs that meet
local and national needs.
Quality of teaching, learning and assessment
 learners benefit from high expectations, engagement, care, support and motivation from
staff
 staff use their skills and expertise to plan and deliver teaching, learning and support to
meet each learner’s needs
 staff initially assess learners’ starting points and monitor their progress, set challenging
tasks, and build on and extend learning for all learners
 learners understand how to improve as a result of frequent, detailed and accurate
feedback from staff following assessment of their learning
 teaching and learning develop English, mathematics and functional skills, and support the
achievement of learning goals and career aims
 appropriate and timely information, advice and guidance supports learning effectively
 equality and diversity are promoted through teaching and learning.
Safeguarding and Equality and Diversity are no longer limiting grades during Ofsted
inspections, however observers will look to see how Equality and Diversity and safeguarding of
learners are embedded in to the programme.
Grades:
ACLS observers will use a four point grading system as follows:
Grade 1
Grade 2
Grade 3
Grade 4
Outstanding
Good
Requires improvement
Inadequate
The notes given below on grading indicators give examples of what might be present to meet
the grade descriptors.
OTLA Information for tutors
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Performance
Indicator
Grade
1a)
Achievement
1b)
Development of
knowledge,
understanding
and skills,
1c) Extended
learning/added
value
1d) Enjoyment
2.
Development of
health, safety
and well-being
knowledge,
understanding
and skills
3.
Development of
community and
employment
related skills
Outstanding
Good
Requires improvement
Inadequate
1
Exceptional development of a wide range of
knowledge, understanding and skills of most
learners in relation to their prior attainment,
potential and planned learning.
Achievement of a few learners’ may be
good. All learners demonstrate high level of
satisfaction and enjoyment. Where
appropriate, demonstration of industry
standard level of skills. Learners
demonstrate strong independent study skills.
Learner experiences are significantly
enhanced through related enrichment
activities.
2
Good development of wide range
of knowledge, understanding and
skills of most learners in relation
to their prior attainment, potential
and planned learning. A few
learners’ achievement may be
satisfactory. Most learners
demonstrate good level of
satisfaction and enjoyment.
Where appropriate, demonstration
of industry standard level of skills.
Learners demonstrate good
independent study skills.
Learner experiences are
enhanced through enrichment
activities
Health and safety procedures and
practices implemented
confidently. Learners know how
to identify and report well-being
and safety concerns. Learners
understand the importance of
well-being of self and others can
identify benefits in everyday work
and life.
3
Learners develop
knowledge, understanding
and skills in relation to
their prior attainment,
potential and planned
learning. Most learners
are satisfied, enjoy the
course and can identify
the new skills/ knowledge/
understanding learned.
Satisfactory development
of industry standard of
skills.
4
Less than 70% of planned learning
achieved or significant % of learners
underachieve. May be poor
knowledge, understanding and skill
development. Learner starting
points may not be measured.
Learners may be unable to identify
their achievements
Learners undertake tasks
safely, adhering to
appropriate guidance.
Learners can identify
significant hazards. Can
give examples of personal
benefits of the programme
Poor development of safe working
practices requiring frequent
reminders to be given. Learners do
not identify risks.
Good development of skills and
knowledge that benefit
communities, self and/or improve
current of future employment
prospect, including transferable
skills
Satisfactory development
of skills and knowledge
that benefit communities,
self and/or improve
current of future
employment prospect,
including transferable
skills
Opportunities missed to develop
associated skills and knowledge
High levels of competency in implementing
health and safety procedures and practices,
including internet safety. Competency in
identifying and reporting wellbeing and
safety concerns and, where appropriate,
identifying solutions and supporting others.
Learners demonstrate high levels of
understanding of the well-being of self and
others and recognise the benefits in
everyday work and life.
Development of high levels of skills and
knowledge that benefit communities, self
and/or improve current of future employment
prospect, including transferable skills
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4. Standard of
learners’ work
5. Learners’
involvement in
planning and
monitoring
learning
Outstanding standards of work including a
wide range of sources. All learners
demonstrating excellent knowledge and
skills which illustrate working above standard
for level and stage of programme. Learners
take ownership and high levels of pride in
their work. A few learners may demonstrate
work that is good.
Learners demonstrate a comprehensive
understanding of the skills they have
developed and their current and future
learning needs. High levels of involvement
including in the negotiation of appropriate
learning goals, activities and topics.
6a) Attendance
6b) Punctuality
Learners display commitment to learning
through excellent record of attendance and
punctuality (90%+ attendance + exemplary
punctuality)
7. Learner
participation
and response
All learners highly motivated, interested,
actively involved and engaged in a wide
range of relevant challenging activities. Ask
and answer questions well. High levels of cooperation, interaction + learners use/take
initiative in learning and take responsibility
where appropriate
Comprehensive learner responsive scheme
Includes course aims, objectives, innovative
sequenced teaching and learning activities,
methods, resources and planned
assessment. Detailed information which
provides excellent insight into inspirational,
challenging planned learning.
Equality & Diversity, health and safety,
safeguarding, employability and community
skills development imaginatively embedded
and highly relevant
8. Scheme of
Work
OTLA Information for tutors
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Good standards of work. Learners
using good skills working at and
beyond standard for level and
stage of programme
Satisfactory standard of
work. Majority of learners
working appropriately for
standard and stage of
programme
Unsatisfactory or inadequate
standard of work. Level of
knowledge and skills demonstrated
inappropriate for stage and level of
programme
Some learners not likely to achieve
qualification
Learners demonstrate good
understanding of the skills they
have developed and their learning
needs. Learners have good input
in the agreement of appropriate
learning goals and planned
activities and topics.
Good attendance and punctuality
records (85%+ attendance +
all/nearly all learners on time)
Learners can identify skills
and knowledge learned
and their learning needs.
Information provided by
learners is used to
establish learning goals,
activities and topics
Satisfactory attendance
and punctuality (75-85%
attendance + most
learners on time)
Little or no evidence of learner
involvement in the planning of
learning or in the identification of
learner progress. Learners may not
be able to identify what they have
learned.
Good involvement and
engagement of learners. Good
level of interest and
concentration. Good examples of
effective co-operation, interaction
and initiative
Satisfactory involvement
and engagement of
learners. Stay on task for
majority of lesson. Answer
questions; do what has to
be done and nothing more
Good scheme, which clearly
records sequenced teaching and
learning activities, methods,
resources and planned
assessment. Provides a very
clear insight into planned
structure of learning and
progress.
Good inclusion of relevant
activities to promote equality &
diversity, health and safety,
safeguarding, employability and
community skills.
Brief scheme lacking in
some detail, but sufficient
information to gauge
planned outline of
teaching and learning
activities, resources and
assessment
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August 2014
Unsatisfactory attendance and
punctuality (less than 75%
attendance + pattern of low
attendance overall. Unsatisfactory
punctuality – less than two thirds
present at start of lesson)
Insufficient or no involvement or
engagement of learners. Learners
told what to do and when to do it.
Relatively passive. Limited
concentration and interest. Some
learners bored and showing it
Very brief or no scheme of work
available. Little more than a list of
topics
9. Lesson Plan
Highly detailed - timing, structure and
method. Excellent range of challenging and
inspiring and contextualised activities
planned to meet different learning
style/needs. Include a wide range of
learning checks. Excellent links to scheme
and individual learning plans. tutor reflection
on previous lesson plans used well to inform
future planning.
Equality & Diversity, health and safety,
safeguarding, employability and community
skills development imaginatively embedded
and highly relevant
Professional learning environment, wholly
relevant, fit for purpose, accessible and
excellently and safely equipped. Appropriate
adaptations made to environment to facilitate
the learning activities. Risk assessments
available.
Good, clear structure - identifies
resources, and activities linked to
different learning styles/needs.
Clear contextual links to scheme
Good inclusion of relevant
activities to promote equality &
diversity, health and safety,
safeguarding, employability
and/or community skills.
Acceptable outline of
teaching method, student
activity and achievement.
Some links to scheme of
work evident. Some
inclusion of equality &
diversity, health and
safety, safeguarding,
employability and/or
community skills
Sketchy with minimum detail.
Insufficient teaching and learning
activities or little relationship to
scheme
Good accommodation, fit for
purpose, well-laid out and
resourced, accessible and safely
equipped. Risk assessments
reviewed and available.
Satisfactory
accommodation, fairly
basic but safe. Does not
hinder learning. Suitable
risk assessments
available.
Inadequate for learning purposes
and/or unsafe. May be noise,
temperature, interruptions or
insufficiently resourced or
accessible. Hinders or prevents
learning
11.
Introduction,
aims and
objectives
Comprehensive introduction - aims and
challenging, measurable objectives
explained, shared and displayed. Learners
encouraged to identify additional objectives
and demonstrate very clear understanding
about purpose of the lesson. Clear links
made to previous and future learning.
Brief, general introduction.
Learning aims/objectives
basic but provide sufficient
challenge in the lesson.
Learners know what they
will be doing
Little if any introduction. No clear
aims and objectives stated or
shared with learner, or objectives
provide insufficient challenge or are
unrealistic. Learners unsure,
confused or do not know what they
will be doing
12.
Identification
and support of
individual
learning needs
Highly effective identification of individual
learning needs through use of learning style
analyses + initial and diagnostic assessment
techniques
Excellent support provided through
differentiated resources and activities –
extension work, structured group/individual
work and in-class customised support that
meet individual and course goals of all
learners exceptionally well
Clear aims and challenging,
measurable objectives shared
with learners at beginning of
session and learners
understanding is confirmed. Links
made to previous learning.
Learners clear about learning
purpose
Good identification of individual
learning needs through learning
style analyses + initial and
diagnostic assessment
techniques
Good individual support evident
through development and use of
resources, activities and support
in lesson that meet individual and
course goals of most learners
very effectively
Some identification of
individual learning needs
through learning style
analyses + initial and
diagnostic assessment
techniques
Some individual support
evident through
development and use of
resources, activities and
support in lesson
Insufficient or no identification of
individual learning needs. Little
evidence of learning style analyses
or initial and diagnostic assessment
techniques
Insufficient or no support of
individual learning needs in lesson.
Resources and activities
insufficiently developed or amended
to meet different learning needs or
levels and/or insufficient support inclass even though clearly needed
10. Learning
Environment
OTLA Information for tutors
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August 2014
13.
Development of
learners’
English, maths
and language
skills
Highly effective identification and support
provided for all learners with language,
literacy and numeracy needs.
High levels of attention to the improvement
of all learners’ LLN skills, including on
marked work. Activities and resources
demonstrate high level of sensitivity to the
needs of learners
Good identification and support is
well provided for all learners with
language, literacy and numeracy
needs.
Good attention to the
improvement of all learners’ LLN
skills, including on marked work.
Activities and resources
demonstrate sensitivity to the
needs of learners
Inclusion of
14a) E&D
14b) H&S
14c)
safeguarding
Excellent use of opportunities that
incorporate these themes into activities,
topics and resources that significantly
enhance and reinforce learner understanding
very well. Excellent reinforcement of esafety
Lively, stimulating, challenging pace that
meets the learning objectives and needs of
the differing levels of all learners
exceptionally well. Pace and structure is
highly responsive to the needs and interests
of all learners. Enjoyable
Good incorporation of these
themes into activities, topics and
resources that enhance and
reinforce learner understanding
very well. Good reinforcement of
e-safety
Well paced session. Most
aspects of the lesson are
challenging and stimulating
meeting the learning objectives
and needs of most learners well.
Some needs only satisfactorily
met. Most activities well-timed
and structured
All teaching and reference
materials support inclusion
through effective use of diverse
examples. Tutor models good
practice through use of inclusive
language, attitudes and
terminology
15. Pace and
structure of
learning
16. Inclusive
learning
strategies
All teaching and reference materials promote
inclusion through highly effective use of
diverse examples. Tutor models best
practice through use of inclusive language,
attitudes and terminology. Excellent attention
to individual learning styles. \Wide variety of
activities and learner roles that maximise
learner involvement well. Effective
challenging of stereotypes.
OTLA Information for tutors
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August 2014
Identification and support
is provided for learners
with language, literacy
and numeracy needs.
Attention to the
improvement of all
learners’ LLN skills,
including on marked work.
Some opportunities
missed. Activities and
resources generally
suitable
Themes incorporated into
activities, topics and
resources to enhance
learner understanding
well, including
reinforcement of e-safety
Generally learning
objectives are met but
aspects of the session
lack pace, challenge and
imagination.
Needs of learners not adequately
identified or supported. Support
provided may not be appropriate in
meeting the needs of learners. Little
or no evidence of improvement of
LLN skills. Little or no consideration
in activities and resources for
learners with LLN needs.
Teaching and reference
materials demonstrate
knowledge of inclusion
through use of some
diverse examples. Tutor
uses appropriate
language and terminology
and demonstrates
appropriate attitudes
Little or no knowledge or awareness
of inclusive learning principles Tutor
uses inappropriate or offensive
language, terminology and attitudes.
Resources use stereotypical,
inaccurate and/or offensive
examples
Little or no relevant or effective
inclusion of these themed into
activities or resources
Activities lack pace/rigour and do
not promote learning. Learners lose
interest and concentration at some
points. Many learners not stretched
or over-challenged or confused or
struggling to understand
17. Learning
Methods
Learner centred approach. Excellent
range/creative approaches used to maximise
learning that meets the needs well of
differing learning abilities, and involves all
learners; highly appropriate for subject
Good range of learning methods
planned and used to encourage
active participation of learners.
Teaching methods appropriate for
the learning needs of the group
and individuals. Most learners
demonstrate independence
Range of learning
methods planned so that
approach varied and
learners involved.
18. Links in the
learning
Excellent reinforcement and checking of
previous knowledge and experience
throughout. Very clear links drawn out to
reinforce/promote learning especially in
relation to linking theory and practice in
vocational areas and everyday life and work
Excellent range of contextualised, high
quality (creative) materials clearly presented,
free from error. All resources used
exceptionally well to promote learning
concepts. Very effective (extensive) use of
learning technologies that widen
experiences, further develop transferable
skills and ICT skills.
Highly effective clearly focused questioning
skills used to check all learners
knowledge/progress throughout. Marking
strategies highly effective in improving
learner understanding. Prompt feedback
including marking of work. Constructive
written and verbal feedback.
Previous experience/ knowledge
referred to & used to introduce
new material in the lesson. Links
between theory and practice
stressed throughout
Some attempt made to
link new material with
previous knowledge or
experience and to link
theory and practice
Good range of materials and
resources + effectively used to
support session content and
promote learning. Effective use of
learning technologies
Satisfactory resources
and learning materials.
Support learning but
ordinary – worksheets etc.
Some use of learning
technologies
Good questioning effectively used
to and check learning of individual
learner; enabling tutor to confirm
that objectives are being met.
Prompt, clear and helpful verbal
and written feedback includes
how to improve
Highly effective review of learning at
intervals throughout lesson +very clear (and
creative) summary linked to learning
aims/objectives and to next lesson. Very
effective techniques for eliciting learner
views on development needs to inform plans
for next lesson
Good review/recap at points in the
lesson + clear summary of
learning progress at end of lesson
with reference to next
Questioning effectively
used to check learning of
individuals and confirm
that most objectives are
being met. Verbal and
written feedback is
encouraging and includes
how to improve
Some review of learning +
brief summary at end of
lesson and brief reference
to next lesson
19. Learning
materials/
resources
20a) Checks
on learning
20b) Feedback
to learners
21.
Review/recap/
summary of
learning
OTLA Information for tutors
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August 2014
Tutor dominated one way, overly
didactic delivery or insufficient range
of activities.
Insufficient variety and involvement
of learners
Learners are passive and
disengaged. Tutor makes little (or
no) attempt to match teaching
methods to subject or learner needs
Little or no attempt made to link new
material with previous knowledge
and/or experience Previous learning
not checked, tested or referred to
and insufficient reference to links
between theory and practice
Insufficient or inadequate resources
to support learning.
Little (or no) use of learning
technologies
No questioning or ineffective in
enabling tutor to confirm whether
objectives are being met. May be
indirect, responses dominated by
few learners. No written or
feedback ineffective in leading to
progress.
Insufficient or no review of learning
and/or insufficient or no summary at
end of lesson + little or no reference
to next lesson
22. Tutor style
and
communication
skills
23.
Management of
learners
Passionate about subject. Outstanding oral
presentation skills which engage learners
and promote sustained motivation and
concentration. Positive verbal/NVC – strong
voice, fluent speech patterns, clear eye
contact, enthusiastic manner and open body
language and expression. Highly adept at
responding to verbal and non-verbal learner
feedback to modify session
Highly effective group/individual
management. Clear directions. Health &
safety, E&D very effectively reinforced
throughout. Behaviour and standards
professionally and vocationally appropriate +
demonstrate high mutual tutor/learner
value/respect
OTLA Information for tutors
Version 6.1
Animated delivery shows a good
level of commitment and energy
and holds learners interests.
Good presentation skills which
promote motivation and
concentration. Tutor
demonstrates effective
verbal/NVC skills
Enthusiastic about
subject. Delivery clear
Oral presentation skills
are satisfactory. Tutor
uses generally appropriate
verbal and NVC skills
Ineffective or unenthusiastic delivery
which does not engage learners
Some of the tutor’s verbal/NVC skills
are ineffective or inappropriate – eye
contact, voice, speech, manner,
attitude, body movements etc
Learners bored, disinterested or
disengaged
Good management of group
activities. Clear instructions +
good emphasis on health and
safety. Relationships in the lesson
reflect vocational/professional
context. Tutor and learners
clearly value and respect each
other
Satisfactory management
of group. Health & safety
appropriate. Instructions
generally clear.
Appropriate working
relationship overall
Ineffective management of
group/individual activities.
Instructions not always clear, tutor
can not impose his/herself,
Inappropriate noise levels, learners
not always listening or responding
and/or ineffective or inadequate
management of health & safety
Some lack of respect or value
evident
August 2014
Feedback and Grading
Where possible verbal feedback will be given to tutors on completion of the observation. This
will consist of a brief summary of the strengths and areas for development that have been
observed, using examples and illustrations from the session.
The observer and tutor should then make arrangements for full feedback to be given. The
observer will complete the Observation Report Form and will only apply a grade to the session
after careful consideration of the evidence. It should be noted that there may be factors outside
the direct control of the tutor that have an impact on the grade given e.g. quality of the venue.
During the full feedback session the tutor and observer will discuss the content of the form and
together will complete the Lesson Observation Action Plan.
Grading Disputes
If a tutor disputes the grade given this should be raised, in the first instance, with the provider.
In turn the provider may discuss the tutor’s concerns with ACLS in an effort to resolve the
disagreement. If the disagreement cannot be resolved satisfactorily then the Observation
Report Form and grade will be reviewed at the next moderation meeting.
OTLA Information for tutors
Version 6.1
August 2014