The Primary Coordinator and OFSTED Re-Inspection by Gadsby Phil;Harrison Mike;Harrison Mr Mike;Harrison Mike;

Author:Gadsby, Phil;Harrison, Mike;Harrison, Mr Mike;Harrison, Mike; [Harrison, Phil and Gadsby, Phil]
Language: eng
Format: epub
ISBN: 1138311
Publisher: Taylor & Francis Group

OBSERVATION FORM

FIG 5.2

Lesson observation form

Judgments on attainment are made with reference to what pupils know, understand and can do in relation to national expectations, which will be rooted in the Programmes of Study, Attainment Targets and Level Descriptions of the National Curriculum or the Desirable Outcomes of Learning for under fives. Reference will be made, where relevant, to the attainment of pupils with special educational needs and to any differences between the attainment of different groups, for example boys and girls or ethnic groups. Gradings are made in relation to the proportion of pupils achieving above, at or below the national standards for pupils of their age.

Progress is concerned with discernible gains in skills, knowledge and understanding and evidence of what pupils learned as a result of teaching. Relevant reference will again be made to different groups of pupils, for example those with individual education plans, and the perceived ability of pupils will form the basis of judgments of the extent to which they are making the progress that might be expected of them. This will certainly include any pupils regarded as particularly able and the extent to which they are challenged and extended by the teaching.

Direct observation will also be used to gather evidence on, and come to conclusions about, the extent to which learning of the key skills in literacy, numeracy, information technology and speaking and listening are being developed and used through the different subjects. How any support staff are used, how particular lessons and activities relate to whole-school plans and how lessons contribute or are contributed to by other subjects will also be noted. It is particularly important that any support staff in the lesson, including parental volunteers, are well-briefed and clear about their roles. The situation encountered by us, where a parent was teaching phonics to a group of children in an entirely different way from the teacher (and that described in the school policy), needs to be avoided!

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