classroom observation and learning walks policy...pupil’s make rapid and sustained progress,...

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Classroom Observation and Learning Walks Policy

Date:

Date approved by Management Committee:

March 2019

Signature of Chair of Management Committee

Sue Cain

To be reviewed:

Annually

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This policy gives guidance to the staff on the structure of lesson observations and learning

walks which will be used for appraisal purposes and the continuous improvement of teaching

and learning within Bishopton.

It should be read in conjunction with

Appraisal and Capability Policy

Teachers Standards

Teaching and Learning Policy

Staff Behaviour Policy

Introduction

At Bishopton, our approach is to promoting high quality teaching and learning to ensure our pupil’s make rapid and sustained progress, closing the gaps and allowing future success through academic qualifications. This policy seeks to outline the agreement on the total amount of classroom observation for any purpose to which teachers can be subjected within the academic year and on the procedures to be followed before, during and after such observations. Headteachers have a statutory responsibility to ‘lead, manage and develop the school workforce, including assessing and managing performance’ (para56.8 School Teacher’s Pay and Conditions Document 2010). ‘The Headteacher (or appraisers) will assess qualified teachers against the standards to a level that is consistent with what should be reasonably expected of a teacher in the relevant role and at the relevant stage in their career’. Teachers’ Standards May 2012. Bishopton recognises that visits to classrooms, by the Head teacher/SLT, in order to support teachers or talk to pupils, may be separate from this classroom observation protocol. Any concerns about the implementation of this policy should be raised initially with the Headteacher or SLT by the individual teacher concerned.

Aims and Objectives

The aim of classroom observations, coaching, mentoring, drop ins and learning walks is to ensure improvement of individuals, the whole school and provide evidence for appraisal and self-evaluation, accountability and reflection. These activities form a professional dialogue that builds on individual’s strengths and needs. Targeted training, CPD and support are closely linked to the outcomes with consultation with teachers. Observations, coaching, mentoring, ‘drop ins’ and learning walks by the Head teacher, senior leaders and subject leaders are a vital and effective tool self-improvement tools at Bishopton. We are committed to ensuring that classroom observation is supportive and developmental and that those involved in the process will:

carry out the role with professionalism, integrity and courtesy

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seek to reach agreement in advance on classroom observation to be carried out

evaluate objectively

report accurately and fairly

respect the confidentiality of the information gained

Classroom observation and Learning Walks aim to meet the objectives below.

To encourage and support staff to recognise and evidence their areas of strength

To encourage and support staff to recognise and develop their areas of development

To encourage staff self-reflection on their everyday practice

To provide focused CPD for all staff

To support and develop effective teaching and learning

To maintain a positive learning community and school ethos

To promote a culture of fairness and equality for all

To promote best practice.

To support and promote Bishopton’s values and a culture of recognition.

Application

The Education (School Teachers’ Appraisal) (England) Regulations 2012 revoked the Education (School Teacher Performance Management) Regulations of 2006. This removed the statutory three-hour limit to classroom observations in each performance management cycle for maintained schools, as previously set out in the 2006 regulations.

To ensure good practice the head teacher/SLT/Subject Leaders will:

consult staff on the pattern of classroom observation which teachers can expect annually and seek agreement with the teachers and their recognised organisations on these arrangements (SEF Teaching and Learning Calendar)

make available in good time the termly monitoring and evaluating timetable

ensure that there will be a reasonable amount of time between observations, irrespective of the purpose of those observations

paired or joint observations, coaching or mentoring may be used as part of the development of the observers self-evaluation with agreement from the class teacher

peer coaching or mentoring will be used as part of in-house development with agreement from all parties

ensure that classroom observation will be undertaken solely by persons with qualified teacher status and the appropriate training and professional skills

ensure that as far as possible, the results of observations are used for multiple purposes, in order to restrict the number of observations carried out

the purpose of visits by head teachers/SLT and subject leaders will be made clear before they occur

staff are able to respond and act upon next steps

all members of staff are included in these procedures to ensure all staff are able to develop and progress in their careers

Purposes and Times of observations

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Lesson observations and learning walks are a crucial part of developing professional practice and ensure teaching and learning is quality assured. The purpose of the lesson observations is to;

Know strengths and weakness in subject areas, standards and coverage, teaching, learning and progress;

Gain views on pupils attitudes;

Know strengths and weaknesses of teaching; ensure consistency through the school;

Support and advise colleagues based on first-hand experience;

Have the chance to reflect on own practice and opportunity to develop our teaching skills.

Share good practice and ensure consistency.

Meet CPD requirements.

Inform INSET needs. Whenever possible the school will seek to carry out observations for a range of purposes in order to avoid overburdening teachers. These may include;

Personal development, behaviour and welfare

Social, moral, spiritual and cultural

Displays

Classroom environment

Assessment

Outcomes

Quality of teaching and learning

Feedback and marking

Quality of questioning

Cross curricular learning Where planned observations are taking place in school, they will be identified in the SEF Teaching and Learning Calendar, shared with staff and also saved in the staff shared area of the network for access at any given time. Leaders will also endeavour to send an email reminder and email follow up from any discussions. It is the responsibility of teachers to use this calendar for information regarding when observations and learning walks will occur. Any additional observations and learning walks will be agreed with staff outside of this calendar, for example additional NQT observations.

Appraisal Headteachers are required to ensure that classroom observations arrangements are in place for Appraisal, under an agreed protocol from September 2012 and revised 2015. Bishopton applies the notion that classroom observation for the purposes of Appraisal is a maximum time of 60 minutes per teacher per term; a maximum overall limit of three hours of observation, made up of observations on no more than three occasions. On occasions more observations per teacher, of a maximum of 120 minutes over a year for each Appraisal cycle may be needed. These might include circumstances are where the appraisee chooses to request a further observation, or where concerns have been raised about a teacher’s performance, which require further observation to take place.

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Improvements in teaching and Learning Bishopton is committed to driving up standards in teaching and learning in a developmental, consultative and supportive way. The process of SEF Teaching and Learning Monitoring is based on a clear school priority or subject focus and includes observations, coaching, mentoring, learning walks and scrutinies. There may be occasions when a programme of initiatives either in-house, locally of nationally require observations from an external partner (e.g. School Improvement Advisor) where possible, these will be included in the agreed observation time. The SEF Teaching and Learning Monitoring timetable with focus and purpose for each term is made available to all staff and is available on the school network. Observations for this purpose will be no more than 60 minutes per observation. There may be a shorter drop in or another form of Teaching and Learning Monitoring following the observation to ensure good progress towards development points is being made. Preparations for observations in keeping with our commitment to supportive and developmental classroom observation, the date and time of observations conducted for the purposes of appraisal or for the evaluation of standards of teaching and learning (or for both purposes) will be fixed at least five working days in advance. Every effort will be made for observation to be conducted at an agreed time. Before any appraisal observation is conducted, there will be an opportunity for appraiser and appraisee to meet or information will be passed on in written form, in order that the context of the lesson to be observed can be discussed/shared. The arrangements for classroom observation for appraisal will be included in the planning and review statement and will often include:

Its primary purpose(s)

Any particular aspects of the teacher’s performance which will be assessed

The duration of the observation

When the observation will take place

Who will conduct the observation

Peer Observations Peer observations are developmental and offer first-hand experience and advice. Bishopton fully supports supportive peer observations as part of independent CPD and professional progression. For the support of all staff in the delivery and feedback of peer observations a peer observation template is used (Appendix 4). At Bishopton we value the learning and development which can occur form observing colleagues in a supportive and developmental environment. Staff are encouraged to observe colleagues in our own setting and also with mainstream, special school and PRU partners. Bishopton deems peer observation a practical and powerful way to support teachers’ practice and knowledge about teaching and learning and understand it works best on a voluntary basis.

Learning Walks

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Learning walks take place in order to collect evidence about teaching and learning, evidence of progress and areas for development and to support the practice of teachers through peer coaching. They are intended to be developmental and constructive and are a whole-school improvement activity. A programme of learning walks is clearly outlined on the SEF Teaching and Learning calendar showing the window for learning walks to occur in, the focus of the learning walk and who will be conducting it. The purpose or focus of a ‘learning walk’ will be explained to all relevant staff prior to its commencement and will also be included in the SEF Teaching and Learning calendar. That purpose or focus will not relate to the performance of an individual. ‘Learning walks’ will be conducted with minimum disruption to teachers and pupils and will be

undertaken in a supportive and professional manner. Teachers will be given the opportunity to see any written records which have been made during the ‘learning walk’ (appendix 2).

Feedback and records

Oral feedback from classroom observation will be given as soon as possible after the observation and no later than the end of the following working day whenever possible. A professional dialogue to ensure both parties are in agreement of the points raised from the observation will take part during this feedback session. Written feedback will be provided within five working days of the observation taking place. The written record of feedback will include the date on which the observation took place, the lesson observed and the length of the observation. There is opportunity for teachers to respond to observations. Teachers will have access to all written accounts of the observation after their lessons. See Appendix 1 for the format used for the lesson observation, appendix 2 for the format used for learning walks and appendix 3 for the format used for scrutinies. These provide the basis of written feedback. It is agreed that the HT/SLT and the class teacher will only have access to the records, unless the teacher wants it/allows it to be shared with subject leads, peers or external partners. Induction Observations are an important part of the statutory induction process for newly qualified teachers. This policy applies to the protocol NQT of observations in accordance to the NQT guidelines.

Governor Visits Governor visits are not statutory and do not fall under this protocol. Individual governors will visit classrooms to become familiar about the school and its developments or aspects of the curriculum. These visits will be planned in advance in consultation with the HT, governor and teacher and will not be counted as observations. Governors will not evaluate teachers unless the

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Governor has QTS and it has been agreed pre-visit. In this case it will be shared with staff and included in their observation time.

Capability Procedures Bishopton continually pursues good or outstanding teaching, the basis of the school’s classroom observation and Learning Walks policy is that: Any lesson observed that is found to be either in need of improvement or inadequate will automatically trigger a follow-up observation within 2 weeks for a judgement of inadequate and 4 weeks for a judgement of requires Improvement (Appendix 5). On these occasions observations will be used as a means of providing evidence of a teacher’s strengths and weaknesses. Drop in observations are vital part of a Headteachers and Senior Leaders responsibilities to ensure the quality judgements of teaching and learning are accurate. Drop ins will be proportionate, not bunched, provide feedback where appropriate and take place in a supportive learning environment. A programme of coaching support will be planned alongside agreed targets for improvement, ensuring teachers feel confident in addressing the development points identified by the observer. Bishopton will only initiate such procedures as a last resort. If practice does not improve, a more detailed plan of support will be implemented and closer monitoring supporting the teacher in making the improvements needed. If an individual teacher is unable to deliver teaching that is good or better, they will then be managed under the school’s procedures for capability. Capability procedures are covered as part of the Appraisal and Capabilities Policy.

Roles and Responsibilities

Governors will:

Ensure the Head teacher is held to account for the details within this policy

Quality assure the data provided by the Head teacher in respect of lesson observations,

learning walks and scrutines and hold the Head teacher to account for the accuracy of

judgements and feedback provided.

Head teacher/SLT/Subject Leaders will:

consult staff on the pattern of classroom observation which teachers can expect annually

and seek agreement with the teachers and their recognised organisations on these

arrangements (SEF Teaching and Learning Calendar);

ensure that there will be a reasonable amount of time between observations, irrespective

of the purpose of those observations;

paired or joint observations, coaching or mentoring may be used as part of the

development of the observers self-evaluation with agreement from the class teacher

ensure that classroom observation will be undertaken solely by persons with qualified

teacher status and the appropriate training and professional skills. Neither pupils nor

governors will undertake observations;

ensure that as far as possible, the results of observations are used for multiple

purposes, in order to restrict the number of observations carried out

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purpose of visits by head teachers/SLT and subject leaders will be made clear before

they occur

time is made available for a professional conversation during feedback and written

feedback is provided from this is a timely fashion

Staff are able to respond and act upon next steps

All members of staff are included in these procedures to ensure all staff are able to

develop and progress in their career

Teachers/ Teaching Assistants and HLTAs will:

Have read and understood the details within this policy

Will be open to lesson observations, learning walks and scrutinies as outlined in the SEF

Teaching and Learning Calendar

Know the purpose of the observation, learning walk, scrutiny and prepare for this

Participate in a professional dialogue regarding the outcome and support in setting

future targets

Allow access to any planning, pupil books/work and school based data

Allow the observer to have an open dialogue surrounding learning with the pupils within

the lesson

Conduct peer observations with colleagues in a supportive and developmental

environment.

Monitoring and Evaluation

The Head teacher and SLT have a duty to report to governors, the local authority, OFSTED and

other external parties the quality of teaching and learning within the school. For this purpose the

data obtained from lesson observations, learning walks and scrutinies will be analysed on a half

termly basis and full report written.

Other than for the purposes of the Head teacher and SLT this data will be anonymised.

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Appendix 1

Lesson Observation form

Information at start of observation:

Teacher:

Observer: Date:

Subject: Key stage and year group:

Number of pupils (including males and females)

No: M: F:

Length of observation and time of observation:

Focus of observation : Purpose of observation (NQT/appraisal/CPD/Interview etc)

Class data provided?

SEN support plans/IEPs provided? Number of pupils with SEN?

Planning provided? Lesson objective(s): Resources available?

Target from last observation:

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Pupil feedback

During the lesson, the observer will ask a range of students the following questions:

1. What are the lesson objectives?

2. Why are you doing this?

3. What does success look like?

4. How do you know?

5. What is your teacher looking for?

6. Can you tell me any keywords for this lesson?

7. How often is your own book marked?

8. Do you receive feedback? Give me an example…

9. Are you allowed time to improve (re-draft) your work?

10. Do you enjoy the lesson? Why?

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Pupil feedback

During the lesson, the observer will ask a range of students the following questions:

11. What are the lesson objectives?

12. Why are you doing this?

13. What does success look like?

14. How do you know?

15. What is your teacher looking for?

16. Can you tell me any keywords for this lesson?

17. How often is your own book marked?

18. Do you receive feedback? Give me an example…

19. Are you allowed time to improve (re-draft) your work?

20. Do you enjoy the lesson? Why?

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Appendix 2 – Learning Walks

Learning walk: Evaluating the school

environment

Date Observer(s) Focus of walk Key questions

#

Quality of school and

classroom environment

(e.g. does the classroom

look as if it will support

effective learning?)

Quality of

displays

(e.g. are they up

to date? Do they

include pupil

work?)

State of repair

(e.g. is there

any graffiti

inside or

outside the

school

building?)

Health and

safety

(e.g. is there

any litter?)

Time:

Location:

Conclusions:

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Time:

Location:

Conclusions:

Time:

Location:

Conclusions:

Summary of conclusions of learning walk (related to focus/ key questions, plus other points

arising):

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Areas of strength:

Areas to develop:

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Learning walk: classroom displays

Display Learning Walk monitoring form

Location of display:

Key Stage:

Display topic:

Date of monitoring:

Monitoring carried out by:

Focus:

Previous area for development:

Target met?

Presentation of display Evident?

A clear title

Eye catching lettering

Clear, understandable font at an appropriate size

Backing paper used with a border

3D element to bring ‘learning to life’ e.g. books, artefacts linked to the topic

Pictures

Year group/Key Stage label

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Work on display Evident?

Synopsis of the display/work

Work is backed

Key vocabulary and key questions

Success Criteria

Differentiated, quality examples of work

Work that has been marked (by staff and learners)

Different stages of work e.g. planning, drafting, final piece

Evidence of extended writing

Cross curricular links

Extras Evident?

Photographs of children completing the work/activity

Names of children

Challenges so that learners interact with the display

Learning prompts/facts linked to the display topic

Quotes from learners

Overall impressions and positive points

Areas for development and future targets: (teacher, subject or school)

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Bishopton Learning Walk: Ofsted criteria

Date Observer(s) Focus of walk / key questions

The impact of teaching

on:

Engagement, behaviour and

attitudes of pupils and how these are supporting their learning.

Identify impact of any spiritual,

moral, social and cultural

development opportunities

Assessment, including

marking, and how effectively this is

being used to promote pupils’

learning, for example, use of

questions, learning

objectives and success criteria

How well pupils are learning, the

progress they are making and how well their work is

improving. Identify learning and progress in

literacy and numeracy

Outcomes – identify the extent to which pupils are working

at age-related expectations and

outcomes for different groups of

pupils, such as those with special educational needs,

disadvantaged pupils and the most

able

Time / period: Class / year group:


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Emerging patterns from the learning walk:

Key strengths:

Areas for development:

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Appendix 3 – Scrutinies Planning

Planning scrutiny form

Planning scrutiny monitoring form

Subject:

Year group:

Type of planning (long/medium/short):

Date of monitoring:

Monitoring carried out by:

Teacher:

Area of focus: E SE LE NE Comments Are learning objectives clear and concise?

Are success criteria clear and support achievement of the learning objective?

Are learning outcomes clearly defined?

Are key questions clearly indicated?

Are the planned activities purposeful and support the learning objective?

Is there clear progression across the teaching sequence?

Are independent tasks suitably differentiated to support and extend learning?

Is teacher guided group work indicated? (with whom and what?)

Are other adults (TA/HLTA etc) roles clearly identified? (with whom and what?)

Is there evidence of quality AfL?

Is there effective summative assessment?

Are literacy opportunities, including reading across the curriculum, planned for and indicated?

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Are extended writing opportunities planned for?

Are numeracy opportunities planned for and indicated?

Is there evidence of SMSC?

Is there evidence of British values?

Are there links to different areas of the curriculum?

Strengths of planning:

Areas for development:

E evidence

SE Some evidence

LE little evidence

NE No evidence

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Work

Pupil work scrutiny

Work scrutiny monitoring form

Subject and year:

Class teacher:

Samples of work

looked at e.g.

HA/MA/LA?

Scrutiny carried out

by:

Role:

Date:

Focus questions Evidence Examples of good or outstanding practice

Aspects of practice requiring

improvement/development

E SE LE NE Is there evidence of progress since the beginning of the academic year?

Is there a wide variety of learning activities?

Are children involved in blocks of work that allow for continuity and progression?

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Are there clear learning objectives and success criteria?

Are there big picture overviews that are shared with learners?

Are there links to different aspects of the curriculum?

Is there evidence of numeracy opportunities?

Is there evidence of extended writing and literacy opportunities?

Is there evidence of SMSC and British values?

Is there photographic evidence?

Is there evidence of effective differentiation?

Is pupils’ work marked regularly?

Are children responding to marking and acting on improvements?

Have pupils been given opportunities to revisit/correct aspects of work they misunderstood?

Have pupils conducted self-assessment?

Have pupils conducted peer-assessment?

Does the child’s presentation show care and attention, and high expectations?

Are individual targets clearly given?

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Areas for development and future targets: (teacher, subject or school)

Date of next check: ________________________________________________________________

Signed by moderater: ______________________________________________________________

Signed by: ___________________________________________

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Appendix 4 – Peer Observations Procedure Peer observations are voluntary for all parties involved and are not part of the lesson observation cycle. This should be taken into account when requesting a peer observation. As a school, it has been decided that staff who volunteer to be part of a peer observation should do 1 per half term, totally a maximum of 6 over an academic year. Requesting a peer observation An informal conversation between both colleagues should occur requesting the observation with at least one weeks’ notice. Once the observation has been agreed by all parties involved then an email of confirmation should be sent outlining the focus, date and time and length of the observation and a mutually convenient time for feedback by the person requesting the observation to the person being observed. Copied into the email must be any additional adults who would be involved in the observation, the Head Teacher, the Deputy Head Teacher and the Assistant Head Teacher. Focus The focus should be outlined from the initial request. This will be decided by the observer and will be agreed at the conversation stage with the observee. The focus should be linked to the observer’s performance management targets, targets from SLT observations or an area they have identified for which they need to improve. The focus should be included in the email of confirmation as stated previously. Feedback Feedback should be supportive and development and follow a coaching style. Verbal feedback should be given as soon as possible after the session but no later than 48hour after the observed session. The time for verbal feedback should have been agreed and finalised within the initial request and confirmation email. Written feedback should be provided within 3 working days. Initially, this should be shared only with the observee with a 24hour period in which both parties can make any necessary amendments to the written feedback. These must be agreed by both parties. After 4 working days, the written feedback should be sent as an email attachment to the observee, any additional adults who were involved in the observation, the Head Teacher, the Deputy Head Teacher and the Assistant Head Teacher.

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Appendix 4 – Peer Observations

Peer Observation form

Observer:

Observee: Date:

Agreed Focus :

Subject: Key stage and group:

Number of pupils (including males and females)

No: M: F:

Time of observation: Length of observation: Additional adults:

Strengths linked to agreed focus:

Developments linked to agreed focus:

Additional comments regarding the lesson observed:

Agreed target:

Signed Observer_____________________________ Date _______________________

Observee _____________________________ Date ______________________

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Appendix 5 – Lesson Observation Process

Lesson Observations to be completed each term

Ensure coverage of all staff/ subjects

Ensure coverage of year groups/ sites

Ensure coverage of pupil groups

Outstanding Good Requires

Improvement Inadequate

Inadequate

Agreed further

observation

within 2 weeks

Support

Plan

Requires

Improvement

Requires

Improvement

Support

Plan

Monitor Monitor

Develop

coaching links

CPD Opportunities to develop further

Teacher of Excellence

NPQML

Network Meetings

Teacher of Excellence

Network Meetings

Peer coaching

SLE support

Network Meetings

Peer coaching

SLE support

Network Meetings

Peer coaching

Whole School CPD

Agreed further

observation

within 2 weeks

Agreed further

observation

within 4 weeks

Agreed further

observation

within 4 weeks

Agreed further

observation

within 4 weeks

classroom observation and learning walks policy...pupil’s make rapid and sustained progress,...

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