Lesson Observation Criteria Form

Teacher: Observer’s role: Date: Year & Class: Subject:

Observer: HoD SLT AST Other Period Set (eg 2/3 or M): Length of Observation:
1. Inadequate Satisfactory Good Outstanding
Clear structured The lesson has no clear A structured lesson has been Established routines in place Lesson phases are clearly
lesson to promote structure, time is wasted as planned, evidence of established and lesson phases are clearly recognisable and flow from one
learning routines are not followed. routines. recognisable and linked to phase to the next.
lesson planning.
Lesson objectives Lesson objectives unclear. Learning objectives relate to Clear lesson objectives linked to Lesson evaluated to see what
Context of lesson not explained. learning outcomes – they are clear outcomes which are shared extent the objectives have been
shared with learners. with learners and revisited as achieved, some discussion of the
the lesson progresses. proposed content of the next
lesson.
Achievement is Praise is inappropriately used in Praise is used appropriately. Teacher is involved in a dialogue Appropriate, specific, consistent
recognised lessons and learners are not Teacher feeds back. where praise is used and regular dialogue takes place
given feedback. appropriately and consistently with exchange of ideas to build
and targets set. on for future learning.
The learning Learners’ behaviour inhibits Learners work on their own or Learners on task; making a Thoughtful engagement is a
environment progress - it could be low level in small groups that have been strong contribution to good factor in learners’ success.
disruption, lateness, extensive planned. learning in lessons.
off- task chat or lack of respect.
Resources Inadequate use of available Resources are adequately used. Resources are used effectively; The teaching is exciting and
resources. new technologies, if used, are interesting, making use of
used effectively. resources and other adults.
Basics

Learners make Learners make little or no Most learners have made the Most learners make good It is clear that learners have
progress by the end progress by the end of the progress that was expected by progress due to the effective made notable progress by the
of the lesson lesson. the end of the lesson. teaching they receive. end of the lesson.

2. Inadequate Satisfactory Good Outstanding

Assessment Assessment of learners’ work is
poor and oral feedback is not
effective.
Questioning Questioning is inappropriate for
the ability of the learners.
Personalisation
Assessment is helpful to
learners, the use of constructive
comments shows areas for
improvement.
Questioning is appropriate but
does not challenge all learners.
Assessment is thorough,
accurate and regular and
promotes progress.
Questioning encourages
students to take risks and is
Appropriate assessment to test
the level of understanding and
thus the progress.
Expert use of questioning probes
understanding and teases out

sensitively targeted according to misconceptions.

Assessment/

ability.
Learners evaluate Opportunities to engage learners Learners know their current Learners are guided to assess Learners are trained to be
their own and in self or peer assessment are level, know what is required of their work themselves against confident and critical in
others progress missed. them and have targets to clear criteria and to set targets assessing their own and others’
improve. to improve. work, and to set meaningful
targets for improvement.
3. Inadequate
Teacher develops The lesson is not put into
learners basic and context
other cross
curricular skills
Differentiation Work is poorly matched to
learners’ starting points.
Challenge Low demand is made on
learners.
Communication The language of the subject is
not sufficiently explained to
allow access to learning.
Independent Learners are passive in the
learning lesson and lack confidence.
Equal access for all Lesson does not accommodate
different learner experiences and
needs.
Learners are Learners do not provide support
supportive of each for one another.
other
Social and Planning and practice does not
emotional aspects make allowance for learners’
of learning (SEAL) social and emotional needs.
Satisfactory
Some effort is made to put the
lesson into context.
Teaching is matched to learners’
needs; regard for those needs
and individual learning plans are
considered.
Activities planned to challenge
are in place.
Learners are given the
opportunity to develop
vocabulary but limited chances
to explore uses.
All learners are involved in the
lesson and make contributions.
Learners can see exemplars of
expected outcomes.
Teaching shows awareness of the
range of experiences in the class.
Learners work successfully as a
group/team.
The teacher demonstrates
empathy and challenges
behaviour that creates barriers
to learning.
Good
Teaching methods are well
matched to the content and to
the learners.
The teaching is well matched to
the learners’ needs; most are
stretched by teaching.
Most learners suitably
challenged with imaginative
tasks.
Language includes learners and
allows use of new vocabulary.
Learners are independent
interested, attentive and
motivated. Teacher models the
activities where appropriate.
The lesson shows the teacher
acknowledges that students
bring previous experiences,
expectations and styles to their
learning.
Groupings and pairings are used
successfully to achieve the
learning objective.
The lesson encourages learners
to build self esteem and develop
respect for diversity.
Outstanding
The teacher develops learners’
basic skills and other cross
curricular skills.
All learners are challenged and
make good progress, especially
those at the ends of the ability
range and those who lack
confidence.
All learners are challenged,
especially those at the ends of
ability range, and no learner is
left behind.
Clear explanations using
language that is accessible to
learners whilst developing
vocabulary appropriately.
Independent learning is
facilitated and includes
individual/peer evaluation and
support.
Teacher draws on learners’
previous experience and
knowledge in the context of the
lesson.
Learners go out of their way to
support each other.
The lesson encourages learners
to develop socially and
emotionally.

4. Inadequate Satisfactory Good Outstanding

Subject expertise Weak knowledge of the Teacher knows the subject and Subject knowledge, strategies The teacher knows his/her
Engage and Achieve

and flair on the part curriculum discourages most learners understand course and different methods are used subject and strategies for
of the teacher teaching. requirements. to develop and enthuse learners. teaching it well; the teaching
methods used are appropriate
for the content.
Learners are Learners are not involved and Learners are involved in the Learners are engaged and enjoy All learners are enthusiastic
involved in the frequently off task. lesson and contribute in some the lesson. They are willing to about the work and can see
lesson form. answer difficult questions and to where to move to next.
tackle complex issues with
confidence.
 Working with TAs not involved in the lesson
colleagues to and given little or no direction.
support learning Learners disengaged.
Pace Ineffective use of time.
Behaviour - overall Time is wasted with persistent
low-level disruption or
deliberate poor behaviour.
Respect and Incidents of direct challenge to
support adults and/or of bullying incl.
sexism and racism are not
addressed.
Purposeful learning Learners are not sufficiently
environment is engaged, different groups are
maintained not encouraged to learn.
TAs are involved in aspects of
the lesson.
Prompt start to lesson with
sufficient pace to lesson
activities.
Behaviour is acceptable and does
not interfere with learning.
The teacher outlines the
expectations; however the school
policy is not consistently
enforced.
The classroom is a friendly and
safe place.
TAs are well deployed to support
learning.
Learners remain engaged
through the lesson stages and
adapt well to the lesson phases.
Behaviour overall is good and
makes a contribution to
learning.
Students show respect towards
each other (SEAL).
The classroom is an interesting
and lively place where learners
engage with and enjoy the work.
TAs involved in planning. Good
communication between teacher
and TA is evident.
Learners are able to work
outside the lesson stages to
extend their learning and
experience.
Behaviour is an outstanding
feature of the successful learning
taking place.
Learners are supportive of each
other and demonstrate
consideration towards each
other’s interests (SEAL).
Learners behave well and lose no
time to behavioural issues and
are encouraged to extend their
learning.

N.B A lesson is inadequate if most learners or a significant specific minority of learners, make less than satisfactory progress.
Teacher’s Name: Observer’s Name:
Strengths
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2.
3.
Areas for Development
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2.
3.
Professional Development Needs
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2.
3.

Overall this lesson was graded as:

(please circle)
1= Outstanding 2= Good 3= Satisfactory 4= Inadequate