OFSTED Observations Focus: Teaching and Learning
At the start of the lesson thinks about a hook, something to grab their attention. – Not about going through learning objectives, outcomes, assessment criteria etc……..uninspiring……pupils switch off.
Trial carried out to test the validity of Ofsted Observations
The Most Useful Indicators
Analysis of the trial results showed that there were a reduced number of indicators with a high level of reliability overall. Those with low reliability were mainly because they are aspects of a lesson which are hard to assess with a secure level of consistency. There were some differences between primary and secondary schools and particularly colleges.
Overall, the following eight were those identified as having higher levels of reliability and these will be those prioritised by Ofsted in developing further pilot visits before final agreement and inclusion within the EIF. The reduction would also mitigate against cognitive overload.
The core eight are:
- Teachers use their subject expertise to provide effective learning opportunities.
- The lesson content is appropriate to the age group and does not lower expectations.
- There is a logical sequence to the lesson.
- Teachers demonstrate good communication skills.
- Teachers possess good questioning skills.
- Teachers give explicit, detailed and constructive feedback in class.
- Teachers create supportive classrooms focused on learning.
- Pupils’ behaviour contributes to the focus on learning.
Find out more about our Ofsted Observations INSET: How to make lesson Observations more meaningful