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Supporting lesson observations

The priority when observing a trainee is to evaluate the impact of teaching on pupils’ learning and guide the trainee as to how this can be further improved. When completing the Lesson Feedback Record mentors may wish to comment on the following prompts, divided into the five strands as recognised by the ITT CCF.

1. Quality of classroom environment and classroom expectations, including behaviour (S1 and S7)

  • Is the environment conducive to learning with high expectations for all? (S1)
  • Are appropriate strategies used to create a positive and purposeful atmosphere? (S7)
  • Is the making mistakes and learning from them and the need for effort and perseverance evident? (S1)
  • Is the learning environment created appropriate for the children’s stage of learning and development? (S7)
  • Do pupils display positive attitudes? (S1)
  • Are good relationships evident? (S7)
  • Are pupils expected to behave well and achieve their best? (S7)
  • Are sanctions and rewards used in line with school policy to positive effect? (S7)
  • Are all pupils stretched and challenged? (S1)

2. Quality of pupil progress, teaching and adaptive teaching (S2, S4 and S5)

  • Are the planned objectives clear and appropriate? (S4)
  • Is the lesson content designed appropriately to meet the objectives? (S4)
  • Is the trainee enthusiastic about the subject? (S4)
  • Are the pupils captivated by the activities? (S4)
  • Is the time used well to maximise learning? (S4)
  • Is learning scaffolded to support progress? (S2)
  • Are pupils’ capabilities and prior knowledge used to plan lessons? (S2)
  • Are questions and discussion used to assess and promote learning? (S2)
  • Are various strategies for inclusion and adapted teaching evident? (S5)
  • Is the trainee aware of pupils’ individual needs and uses teaching approaches to engage and support all pupils’ learning e.g. those with SEN; high ability; disabilities; EAL (S5)

3. Quality of subject knowledge (S3)

  • Does the trainee demonstrate high levels of subject knowledge and expertise? (S3)
  • Are misconceptions anticipated and addressed confidently? (S3)
  • Is the trainee enthusiastic about the subject and seeks to critically engage pupils with subject matter? (S3)
  • Are any opportunities to promote Literacy and Numeracy seized (S3)
  • Does the trainee themselves demonstrate high standards of literacy, articulacy and correct use of standard English? (S3)

4. Quality of assessment of and for learning (S6)

  • Does the trainee systematically check the pupils’ learning? (S6)
  • Does the trainee adapt the lesson in response to assessing learning and/or children’s questions? (S6)
  • Do the pupils know how well they are doing and how to improve? (S6)
  • How well are questioning and discussion used to assess and promote learning? (S6)
  • Do questions tease out pupils’ understanding of their knowledge and develop it further? (S6)
  • Are activities well matched to pupils’ prior learning and understanding? Is learning reviewed with the pupils in order to set future targets? (S6)

5. Professional behaviours (S8)

  • Does the trainee make a positive contribution to the wider life and ethos of the school? (S8)
  • Are effective professional relationships evident? (S8)
  • Does the trainee reflect on progress made and recognise strengths and weaknesses and identifying next steps for further improvement? (S8)
  • Does the trainee act upon advice and feedback? (S8)
  • Are other adults used effectively? (S8)