The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Lesson Observation Proforma

School Higham Ferrers Nursery and Lesson time 10.50

Infants
Date 9th March 2011 Year group 1
Observer: name Sarah Brooks Number of student numbers 30
role Teacher M 15 F 15
Trainee teacher Glenn Billingham Student ability Mixed
Subject History Other adults in the room Jane Harwood TA
Focus of observation General as first observation

Time Commentary Evidence to support commentary re learning styles,

resources, differentiation, AfL and assessment
(This could also include points to consider re moving the
trainee forward)
Planning
Followed Class Teacher’s plan adapted to add some own ideas e.g. music
to start lesson.

10.50 Starter
-11.10 Started lesson listening to music this got children engaged and focused. Effective questioning to challenge further thinking e.g. how do
Used a quiz on IWB to recap previous learning. you know that? Resources
Good questioning – how do you know?
How can we check? Link to previous lesson – nonfiction books Could ask able children to read the phrases to keep them
Read statements relating to parts on the event. involved.
Praised good answers and recapped these – used class reward system Possibly use large cards so some children can come up and
(sunshine wall) order event – kinaesthetic learners
Explained steps to success
Got chn back on task if not listening – questioned those about what they Allow chn to use IWB to sequence events – Powerpoint and
need to do to check understanding use IWB pen

Good explanation of steps to success and built on next

lessons – gave bigger picture to chn

11.10 Main activity Good communication with TA

Gave time limit for chn to complete first section – first day of the fire Effective use of classroom management
TA came to room and was given instructions as to what was expected of Effective questioning to focus information
the chn and the support to be given. All chn had the same sheet to complete – consider
 Shaker used effectively to gain attention to give instructions
Questioned chn to get deeper learning – e.g. name of baker
Used echo clapping to gain attention
differentiation e.g HAPs could make own labels for each event
in the
Good use of key words – give expectation for HAPs e.g at
least 4 words per day event.

11.15 Asked chn to read next caption for event and gathered ideas for next Good use of chns ideas – Use thought partners to share ideas
drawing. Wrote key words from chns suggestions on sheet as word bank. prior to sharing with class to allow others to discuss ideas and
Questioning effective to gather details of events. reduce calling out

11.20 Gave chn time limit for completing pictures and making a word bank
Used shaker to gain attention
CT and TA went to support groups with their work questioning to further
understanding
Good classroom management of noise – inside voices.
Use examples of pictures from non-fiction books/internet as
examples of ideas for each event and sequence these
pictures.

11.35 Chn back to carpet. Good behaviour management to get chn not on task Good behaviour management – Good listening and looking =
back with class. Good learning.

Introduced using books to gain more information for own illustrations.

Used talk partners to share ideas about pictures drawn.

Asked chn to read last statements Good use of praise of LA child to attempt reading and made
corrections in a supportive way.
11.40 Back at tables to finish recording supported work

11.50 Gave expectation for end of lesson and chn followed these expectations “I
want to see....”

Plenary Good recap of steps to success

11.55 Recapped learning “what were we doing today” Glenn realised time was short due to wrong clock time in class and easily
adjusted to this
Praised those who showed good learning
Encouraged child to share experiences at London Museum

Learning objectives
To find out about what happened in the Great Fire of London
Success steps: 1. I can explain how the fire started 2. I can describe the main events in the fire 3. I can sequence events correctly.
Learning outcomes (What have the students achieved in this lesson?)
Outstanding
Progress All pupils making considerably
better progress than expected.
Achievement Achievement is very high in
relation to their capability – good
added value.
Lesson observation continuation sheet available
Good
Most pupils make good progress
and achieve well.
Almost all students achieve well
in relation to baseline data.
Satisfactory
Most pupils’ progress is at least
satisfactory.
Students are generally achieving
in line with expectations shown
in baseline data.
Inadequate
Many pupils make little or no
progress.
Most pupils are achieving below
expectations shown in baseline
data.
The East Northamptonshire Initial Teacher Training College: Graduate Teacher
Training Programme

Please refer to the full Standards and ‘OfSTED Characteristic of trainees’ when completing the documentation.

Summary
Standards Comment
Please circle Standards achieved
Please tick Standards working towards (This section must be completed)
Subject Knowledge, SK (Professional knowledge)
Q11 Knows the assessment requirements of
subject/curriculum
Q12 Knows a range of approaches to assessment

Q13 Knows how to use local and national data to

teach/monitor students’ progress
Q14 Possesses a secure knowledge/understanding
of subject
Q15 Knows/understands relevant statutory/non
statutory frameworks
Subject Pedagogy, SP (Professional skills)
Q10 Understands and uses teaching, learning,
management and behaviour strategies
Q17 Knows how to use skills in teaching literacy, Use of IWB presentation to engage learners
numeracy and ICT to support their teaching
Q22 Plans for progression across age and ability
ranges
Q23 Plans opportunities for pupils to develop
literacy, numeracy and ICT
Q24 Plans homework to sustain progress/
consolidate learning
Q25 Teaches lessons and sequences across
age/ability range
Q25(a) Use a range of teaching strategies and Good use of questioning and encouraging others to participate (agree)
resources
Q25(b) Build on prior knowledge, enable learners to Introduction using quiz recapped previous knowledge
apply new knowledge and meet learning
objectives
Q25(c) Adapt their language to suit learners, introduce
new ideas and use explanations, questions,
discussions and plenaries effectively
Q25(d) Manage learning and modify their teaching Noticed some chn were asking for pictures for ideas and so adapted
lesson mid way to include use of nonfiction books
Q26(a) Makes effective use of assessment, monitoring
and recording strategies
Q26(b) Assesses learning needs to set challenging
learning objectives
Q27 Offers timely, accurate, constructive feedback
on learners’ progress and development
Q28 Encourages pupils to reflect on their learning
and identify emerging learning needs
Q29 Evaluates impact of teaching on pupils’ learning

Q30 Establishes purposeful, safe learning

environment
Q31 Establishes framework for classroom discipline Good management of noise encouraging listening

Q32 Works effectively as a team member

Q33 Collaborates effectively with colleagues to Effectively instructed TA as to support to be given and lesson objectives
support learning when joining the class.
The East Northamptonshire Initial Teacher Training College: Graduate Teacher
Training Programme

Summary
Standards Comment
Please circle Standards achieved
Please tick Standards working towards (This section must be completed)
Attitudes, AT (Professional attributes)
Q1 Demonstrates appropriate expectations and
commitment
Q2 Demonstrates positive values, attitudes and Encouraged others by highlighting praise – thanking those
behaviour following instructions etc.
Q3 Adopts workplace policies and practices

Q4 Communicates effectively with children and Communicated well with CT and TA prior to and during lesson
other professionals
Q5 Recognises and respects others’ contribution to
raising achievement
Q6 Committed to collaboration/co-operative
working
Q7 Reflects on and improves practice

Q8 Constructively critical, creative and innovative

Q9 Acts on advice and feedback, open to guidance

Pupils’ Development, PD (Knowledge and skills)

Q18 Understands how pupils’ learning is affected by
key factors
Q19 Makes effective personalised provision for all
pupils/SEN/EAL/G&T
Q20 Recognises roles/responsibilities of other
professionals
Q21 Fully aware of legal requirements, national
policies and ECM issues that affect progress
Q16 Passed professional skills tests (literacy,
numeracy, ICT) not relevant for this observation

OfSTED grading Progress being made at the time of the observation

(please tick) (please tick)
Outstanding Trainee making excellent progress
Good Trainee making good progress √
Satisfactory √ Trainee working towards some aspects
Inadequate* Trainee experiencing serious difficulties*
* Copy of observation sent to the ITT Co-ordinator for discussion and action

The lesson evaluation and reflection proforma should be given to the trainee at the end of
the observation for completion prior to feedback.
Feedback should be given within 48 hours.

Signature
Observer Date
Sarah Brooks 9th March 2011
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Lesson observation continuation sheet
Time Commentary Evidence to support commentary re learning styles,
resources, differentiation, AfL and assessment
(This could also include points to consider re moving the
trainee forward)