Lesson observation assessment sheet based on Ofsted’s old ‘satisfactory’ criteria
Outstanding (1)All learners are making rapid and sustained progress throughout the lesson owing to the quality of teaching.
The teacher has consistently high expectations of all pupils.
The lesson is planned in such a way that all pupils learn exceptionally well.
The teacher systematically and effectively checks pupils’ understanding throughout the lesson. The teacher anticipates where he/she may need to intervene and does so with notable impact on pupils’ learning.
Good links are made to English, maths and communication, regardless of the subject.
The good teamwork by the teachers and other adults generates high levels of engagement and commitment to learning.
Throughout the lesson constructive feedback ensures that pupils make rapid gains.
The teaching strategies are well judged and often inspirational so that learners are captivated and engaged.
Sharply focused and timely support and intervention match individual needs accurately.
When homework is set it is appropriate to the learning that takes place in the lesson.
Good (2)
Learners make good progress throughout the lesson. Those who have special educational needs or disabilities make good progress from their starting points.
The teacher has high expectations of every pupil.
The lesson is planned so that it deepens pupils’ knowledge and understanding, and enables them to develop appropriate skills.
The teacher listens to, carefully observes and skillfully questions learners in order to reshape tasks and explanations to improve learning.
Cross-curricularlinks with reading, writing, communication and mathematics are made effectively.
The teacher and other adults create a positive climate for learning in the lesson and pupils are interested and engaged.
The teacher assesses learners’ progress in the lesson regularly and accurately. Learners know how well they have done and what they need to do to improve.
Appropriately targeted support and intervention are well matched to most pupils’ individual needs, including those most and least able, so that pupils learn well.
When homework is set it supports learning effectively.
Requires improvement (3)
Teaching is sufficient in that it results in most individuals and groups of learners making at least average progress in the lesson.
The teacher’s expectations enable most learners to work hard and achieve satisfactorily, and encourage them to make progress.
Due attention is given to the careful assessment of learning but it might not be rigorous enough and result in some unnecessary repetition of work for learners and tasks being set that do not fully challenge.
The teacher monitors pupils’ work during lessons, picking up any general misconceptions, and adjusts his/her plans accordingly to support learning.
Teaching strategies ensure that the individual needs of learners are generally met.
Cross-curricular links are made with reading, writing, mathematics and communication skills.
Other adults are carefully deployed and contribute to the progress of learners, including learners who have special educational needs.
Learners are informed about the progress they are making andhow to improve further.
Any homework that is set is suited to the lesson.
Inadequate (4)
Teaching is likely to be inadequate where any of the following apply:
Learners are making inadequate progress in the lesson as a result of weak teaching.
The teacher does not have sufficiently high expectations and fails to engage or interest learners.
Particular groups of learners, including those who have special educational needs or disabilities, are disengaged and do not make progress.
Learning activities are not sufficiently well matched to the needs of pupils.