Mathematics Observation Feedback
Student Teacher’s Full Name
Year
Group
School / Placement Setting
Date
BA Primary Yr1
BA Primary Yr2
BA Primary Yr3
PG Primary Initial
PG Primary Final
NB: Please consider the descriptors within the context of the different Phases of school experience i.e. in order to achieve an ‘outstanding’ in Phase One of
training, a student could demonstrate ‘outstanding’ on fewer descriptors; partial descriptors; with less consistency; with a group but not a class. However it is
important that to be graded ‘outstanding’ the student is aware of the characteristics that contribute to this grade.
Planning for mathematics (before the lesson - The Lesson Plan)
TS1 TS2 TS3 TS4
Please CIRCLE: For his/her stage of training, this student’s PLANNING …
Meets the standards for planning at an
OUTSTANDING level:
Meets the standards for planning at a
GOOD level:
Requires IMPROVEMENT to be
consistently good
Maths plan demonstrates a high level of awareness
of children’s previous learning and effectively builds
on this; Well considered opportunities for maths
assessment are recorded.
Writes specific maths objectives and success criteria
which are clear, appropriate and sufficiently detailed.
Clearly plans so that ALL children can access the
learning and make good progress - including
opportunities for problem solving / reasoning (high
ceiling low threshold)
Plan includes mathematical questions (open/ closed)
and vocabulary. Effective models/strategies and
resources (representation) are based on conceptual
understanding
Maths plan demonstrates a good level of
awareness of children’s previous learning and
builds on this; records good opportunities for
maths assessment.
Maths objectives mostly well stated and clear,
relevant to ability and link to success criteria
Identifies some areas for differentiation
(access for ALL learners) and aims to meet
the needs of all children.
Maths plan begins to identify children’s
capabilities and attempts to build on these.
Opportunities for maths assessment are not
fully understood.
States maths objectives, though improvements
could be made in appropriateness and detail.
Access for ALL learners is less appropriate or
not clear - not planning well enough to meet the
needs of all children.
This plan includes mathematical questions and
vocabulary. Clear models and some use of
resources will support understanding.
This plan includes some mathematical
questions and vocabulary – some key
information is omitted.
Not all children have access to representation.
TS1 TS3 TS4 TS7 (teaching)
TS2 TS5 TS6 (assessment)
Additional comments on student’s plan:
Teaching and Assessment
In EYFS many of these statements below will be evidenced through the three ‘Characteristics of Effective Learning’ ‘Playing
and exploring’ ‘Active learning’ and ‘Creating and thinking critically’ ( see Development Matters)
Please CIRCLE: For his/her stage of training, this student’s TEACHING and ASSESSMENT …
Meet the standards for teaching at an
OUTSTANDING level:
Meet the standards for teaching at a
GOOD level:
Requires IMPROVEMENT to be
consistently good
The quality of all children’s mathematical learning
and progress is very good; they are clear about
what they are learning in maths. Children are active
participants in their own learning and assessment.
Children’s mathematical learning and their
progress is good; children are mostly clear about
their learning in mathematics. Some self/peer
assessment included within lesson.
Children’s mathematical learning and progress
is sound; not all children are clear about their
learning in mathematics. Lack of opportunities
for children to assess their own learning.
Student makes accurate maths assessments which
accelerate progress; gives effective feedback and
addresses misconceptions; supports and challenges
emerging needs; encourages high quality open
ended maths dialogue to assess and accelerate
learning.
Student takes risks and uses innovative methods.
Includes challenging non-routine problems, openended questions and investigations which enhance
higher order thinking in maths – reasoning,
conjecturing, generalising and convincing.
Strong maths subject knowledge is applied
consistently. When appropriate this focusses on
proficiency in arithmetic and fluency. Makes
connections between areas of maths; real life; cross
curricular (if applicable)
Outstanding pedagogy which focuses on conceptual
understanding, with clear maths models and
resources (representation). Highly appropriate
tasks (with appropriate support) challenge the needs
of ALL children. Pace is very good.
High expectations are used to motivate, engage,
increase confidence and promote positive attitudes
towards maths. Atmosphere is highly conducive to
learning –activities are participatory, fun and
interactive.
Can assess mathematical progress and give
good feedback. Uses children’s responses,
including misconceptions to adapt teaching.
Good opportunities to assess learning i.e.
questioning and dialogue (teacher/child and
child/child)
Student includes some non-routine activities to
promote an investigative approach to learning
which encourages reasoning and some higher
order thinking.
Is more focussed on teaching the content of
lesson. Feedback to children is mostly sound.
Lack of opportunities to assess progress in
maths within the lesson. Usually unable to
adapt teaching and occasionally may create
misconceptions.
Student uses routine exercises to teach
techniques but may not develop conceptual
understanding. Learning may appear to be
more rote.
Good maths subject knowledge is applied during
the lesson. When appropriate this focusses on
good strategies for arithmetic and fluency.
Makes some connections in maths and across
the curriculum (if applicable)
Good pedagogy focussing on conceptual
understanding with maths models and resources
(representation). Appropriate tasks challenge
the needs of ALL children. Pace is good.
Sound subject knowledge throughout lesson,
which is normally accurate. Focusses on
aspects of arithmetic and fluency in maths
when appropriate.
Student demonstrates high expectations and
promotes positive attitudes towards maths.
Teaching is interactive and includes some maths
activities which are participatory.
Some evidence of high expectations. Children
are usually engaged. Some interactive
elements, but children are sometimes ‘put on
the spot’ and so attitudes may be less positive.
Mostly sound pedagogy with limited resources
and models (representation) which support
less able children only. Pace needs further
consideration.
Additional comments: Please include specific examples of impact on children’s learning
After the lesson:
Is able to discuss accurately children who excelled
or had difficulty, and identify effective next steps
Is highly reflective in evaluating their practice, and
using this to inform future teaching
Is able to discuss children who had difficulties or
excelled in lesson and begins to identify next
steps
Is reflective in evaluating their practice and able
to use this to inform teaching
Student’s areas of strength in mathematics
Is able to discuss some individual children’s
progress
Is beginning to reflect on their practice and
identify some ways to make improvements
Student’s areas for development in mathematics
Student to complete: reflection on observation and impact of teaching on pupil progress (TS8)
My targets for future development
How my targets will be achieved:
Student is making sufficient/insufficient progress to be consistently ‘Good’ for this stage of their development (delete as
appropriate). If progress is insufficient, please make sure a Rapid Accelerated Plan (RAP) in place.
Overall Grade:
Please circle
Observer Signature
OUSTANDING (1)
GOOD (2)
RI TO BE CONSISTENTLY GOOD (3)
__________________________ Print Name _________________________ Role
INADEQUATE (4)
____________________
Student Teacher Signature ____________________ Print Name__________________________ Joint Observation YES / NO