Professional Documents
Culture Documents
The children need regular With regular reminders, the Children only need occasional reminders A very positive, purposeful atmosphere
Positive,
reminders to keep on –task; children work purposefully and regarding staying on-task pervades all aspects of learning and behaviour
purposeful
some do not keep on-task, productively within the class
atmosphere
despite reminders
Planning for the lesson is Teachers planning folder is Planning for the lesson is precise and is All planning is thorough and detailed; subject
not available present and a suitable lesson clearly adapted to the needs of the and cross-curricular links are clear;
Planning in place plan is in place children; adjustments, based on previous assessment opportunities are identified and
and available learning are clear; previous plans are annotated accordingly; links to S&L, ICT,
annotated, including references to Homework ensure integrated approach
assessment through lesson
Environmental Habits
Key vocabulary is not There is evidence of lists or The key vocabulary on display in the The use of key vocabulary forms a key
Key vocabulary displayed groups of key vocabulary in rooms is referred to and used by the component in the teaching and learning of the
displayed and the classroom that children teacher, LSAs and children in the course children; routines are evident and the
used can, if they choose, make use of their work vocabulary is impacting on the learning
of
Elements of resources are All resources are prepared All resources are well-prepared and Full range of classroom resources and specific
Well-prepared
not prepared sufficiently in ready for the beginning of the routines are in place for them to be lesson resources are effectively prepared,
resources in
advance lesson effectively distributed through the course available and distributed; routines lead to
place
of the lesson minimal disruption
Displays, where present, to A mixture of displays are used A wide range of different displays include A wide range of well-thought out, high quality,
Effective use of not reflect or impact on the in the class, some with children’s work, work in progress and stimulating displays are used to support the
display work being carried out in examples of children’s work; items to stimulate interest work in class; there are examples of 3D work,
the class interactive displays, examples of best work
LSAs have little or no LSAs work alongside groups LSAs are deployed strategically by the LSAs are deployed strategically, engage
LSAs effectively impact on learning of children or individuals to class teacher and work effectively to actively with the groups or individuals they are
deployed ensure they are on task support groups of children and working with and ensure above average
individuals progress for those they work with
ICT used ICT is not used where it ICT is used, principally by the ICT is used by both the teacher and the ICT is used in interesting ways to add
effectively, where could have been used to class teacher children to enhance the learning significantly to the learning
appropriate enhance the learning
Learning Objectives are not Appropriate Learning A clear routine for sharing Learning The Learning Objectives permeate all aspects
shared or to not accurately Objectives are shared at the Objectives is present; Learning of the lesson; effective routine for sharing,
Learning reflect the teacher’s beginning of the lesson and Objectives are referred to through the reflecting and assessing the Learning
Objectives intention reviewed at the end; lesson and they form the basis of the Objectives are in place
Plenary; Learning Objectives are
distinguished from context
Examples of successful At least one example of a Two pieces of work are compared and Carefully chosen pieces of work, one of which
Quality examples work are not used completed piece of work is used to help develop the Success that demonstrates high achievement, are used
of work referred to in the introduction Criteria to stimulate and exemplify Success
to the task
Success Criteria are not Success Criteria have been Clear Success Criteria are both planned Children are actively involved in developing
shared, and children are prepared beforehand and are and then developed before task effective Success Criteria before task
Success Criteria not given clear indications shared; Success Criteria are commences; examples of success are commences; Success Criteria are referred to
of what constitutes success mentioned during lesson as a shared through lesson and are used in throughout whole lesson and used for
general guide. Plenary group/peer/self-evaluation
References to previous Previous learning is referred Clear links are draw between previous There is a shared and understood link
Recall of learning are not made to in the introduction, but only learning and how the lesson builds on between previous learning and the lesson;
Learning Habits
previous learning incidentally built upon this preparation is made to link learning to next
lesson
Tasks are not clearly Task is differentiated Tasks are carefully designed to meet the Tasks are carefully designed, chosen and
differentiated principally by outcome or learning needs of all three main groups adapted to meet the full range of learners
Differentiation expected quantity of work of learners (Core, Support, Extension), needs; a range of effective strategies is
including some provision for SEN and employed
G&T
The Plenary, if present, The lesson ends with a The Plenary effectively summarises the Building on ‘mini-plenaries’ through the lesson,
refers only to what has summary; reference is made learning; examples of work that the Learning Objectives are extended; children
been done and does not to the Learning Objectives exemplify the Learning Objectives and articulate and communicate their learning;
Effective plenary
provide an opportunity to and Success Criteria Success Criteria are shared; children are wider implications and links are clarified; links
reflect on the learning actively involved, including made to future learning
group/peer/self-evaluation
Success is only celebrated Success is recognised and Learning Objectives and Success Evident culture of success being celebrated
in general term, without praised; some links to Criteria form the basis for praise; based on specific aspects of Learning
Success
specific links to learning Learning Objectives and reasons for success are articulated and Objectives and Success Criteria; children
celebrated
Success Criteria explained know that their success will be recognised and
celebrated
Cross-curricular Reference is not made to Examples of links to other Reference is made to how the lesson Specific links are made to how skills,
links identified cross-curricular links subject areas are referred to links to other lessons and subjects knowledge and understanding can and will be
and promoted used in other areas
Some children do not make All children make some All children make progress against their All children engage fully with the learning and
Pupils make progress progress in their learning, but previous learning and most fully meet or demonstrate that good progress has been
good progress not all make as much exceed the expectations of the lesson made in their learning
progress as planned
1
Inadequate Satisfactory Good Outstanding