Classroom observation

 
Training 
Classroom observations are carried out by members of the Senior Leadership Team, the 
Head of CPDI, Specialism Leaders and other middle leaders identified by their HOS. 
Observers are trained by an external consultant and/or as part of the school’s middle 
management course. Regular refresher courses are provided. In addition, paired 
observation is an important way of maintaining consistent practice and each observer will 
normally participate in at least one paired observation each year.
Observation training forms part of the school’s induction programme and the training 
programme for Supervisory Teaching Assistants. Individual schools may organise refresher 
training as appropriate. Many sessions within the school’s curriculum implementation 
training will relate to the practice which ensures a good or outstanding observation
. 
 
Code of Practice 
All observers are expected to follow the school’s Code of Practice for observation (page 4). 
If the person being observed feels that the observer has fallen short of what is expected 
they should express their concerns to the observer or to an appropriate line manager as 
soon as possible after the observation or feedback.
 

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OFSTED guidance on grading lessons
The overall judgement will be a ‘best fit’ of the grade descriptions in the box, except in the 
case of an unsatisfactory lesson where particular conditions mean that the lesson cannot 
be satisfactory. 
Description 
Characteristics of the lesson 
Outstanding (1) 
The lesson is at least good in all major respects and is exemplary in 
significant elements, as shown by the significant progress made by 
all of the learners. 
Good (2) 
Most learners make good progress because of the good teaching 
they receive. Behaviour overall is good and learners are well 
motivated. 
They work in a safe, secure and friendly environment. 
Teaching is based on secure subject knowledge with a well-
structured range of stimulating tasks that engage the learners while.
The work is well matched to the full range of learners’ needs, so that 
most are suitably challenged. Teaching methods are effectively 
related to the lesson objectives and the needs of learners. Teaching 
assistants and resources are well deployed and good use is made of 
time. Assessment of learners’ work is regular, consistent and 
promotes progress.