Swanmore College of Technology

Subject Leaders

QA/ SE Handbook and Portfolio of Evidence

Subject Leader QA Handbook/ Portfolio 1

2009/10
 Swanmore College of Technology

Introduction to the QA/ SEF Portfolio

According to the Ofsted Inspection Framework:

The quality of Leadership and Management is very closely linked to the school’s capacity to
improve.

It must surely follow that the quality of leadership and management at departmental level is
very closely linked to the department’s capacity to improve. It is important that our Subject
leaders use the capacity within their teams to bring about positive, meaningful and
sustainable departmental progress. The Subject leader must therefore work closely with his/
her team/s to ensure that all colleagues are clear about:

What constitutes a good lesson

How to scrutinise pupils’ work

How to lead on pupil voice activities

How to interpret data to enhance planning for individuals

Departmental teams ought to be driving these four key activities forward collectively, thus
contributing to departmental development and progression. It is imperatcive that Subject
leaders remain in overall control of the process and use time in departmental meetings to:

Disseminate QA Findings

Encourage team reflection and action as result of QA processes

Co-ordinate the sharing of best practice from QA processes by encouraging colleagues
to share their skills, knowledge, ideas and resources through the sharing good practice
item that should feature in every meeting agenda.

The framework that follows consists of a series of profomas for Subject Leaders to use each half term
to ensure QA/ SEF processes are fully and routinely embedded in each department. There is an
expectation that each half term Subject Leaders in their leadership time should undertake the
following:

Lesson Observations

Book looks

Learning Walkthroughs

Pupil interviews

Data interpretation

These will provide an agenda for discussion in meetings with your LM to enable an informed
discussion and strategic curriculum planning. All copies of evidence should be shared with your LM and
ART/ HAN as appropriate ASAP after completion.

Subject Leader QA Handbook/ Portfolio 2

2009/10
 Swanmore College of Technology

Departmental Evidence Folder Checklist

Sections
1 Review of annual results and action
plan
2 Positional statements for Yr 10 and
11
3 DIP
3 Lesson Observations
4 Book looks
5 Learning walkthroughs
6 Pupil interviews
7 Evidence of data interpretation
8 Moderation examples
9 Examples of any peer observations
as part of QA
10 Intervention information
11 Registers for boosters
12 Action notes of meetings

Subject Leader QA Handbook/ Portfolio 3

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 Swanmore College of Technology

Protocol for Classroom Observation

Aims - Why we observe

• To ensure Quality Assurance for pupil progress and provision
• To inform Continuing Professional Learning (CPL) process
• To enable teachers to set, monitor and evaluate meaningful targets for
Performance Management (PM)
• To share and increase good practice
• To inform college self evaluation and improvement
• To inform the needs of training
• To enable college self evaluation of the variety, standards and
appropriateness of curriculum delivery
• To facilitate professional dialogue on teaching and learning

Introduction

All staff should have the opportunity to observe and be observed.

Lesson observation may be carried out for three distinct purposes:

Quality Assurance – to support college self evaluation. Will not form part of the
formal PM process, and may be unannounced.

CPL – to serve a specific targeted need requested by the teacher.

A teacher can choose to use evidence from either type of observation as part of their
PM review

Performance Management - where lesson observations are for PM purposes, they

are restricted to a maximum of 3 hours per academic year. Two of these should be
planned in advance as part of the Professional Development Plan, with a third
agreed during the year prior to the PM review. This third observation can be graded
in agreement with the observed teacher. Note this three hour limit does not include
day to day monitoring of the quality of learning in the college (such as LQA) and also
excludes OFSTED observations and Local Authority observations (using their
statutory powers of intervention) A teacher can request any number of observations
for CPL purposes.

All observations must be carried out by a professional with QTS status.

Subject Leader QA Handbook/ Portfolio 4

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 Swanmore College of Technology

Using the College Lesson Observation Form

1. Planning the Observation

• The focus for the observation should be agreed with the observer before the
observation. This may arise from a teacher’s PM objectives, College or
Departmental Improvement priorities, general Quality Assurance needs, or a
combination of these.
• The observer should be provided with a lesson plan. This should include
information on significant groups of pupils within the class (e.g. G & T, SEN,
Travellers, Looked after children etc)
• The observer and teacher should negotiate the level of interaction that will
take place between pupils and the observer during the lesson.
• A time and place for debrief should be agreed. Ideally this should be the
same day and certainly no more than 2 working days after the lesson.
However there should be enough time between the observation and debrief
to allow reflection for the teacher and time to clarify judgments for the
observer. The venue should be somewhere private with no interruption.
• Some aspects of this planning will not be possible where an observation is
unannounced.

2. Conducting the observation

• The observer must arrive promptly

• The form may be filled in during the observation, or retrospectively, based on
notes made during the observation. The attached prompts show what should
be commented on.
• In evaluating learning it is essential to talk to pupils during the lesson. The
observer will not be able to speak to a large number of pupils during the
lesson so the evidence must be gathered from a range of pupils (different
areas of the room, different gender, different responses to the lesson). It is
important to emphasise that this evidence is pupil perception and must not
be used in isolation. The observer could use the following questions with
pupils to gather evidence:
How stimulating the lesson is
Tell me something interesting you have found out in this lesson
What do you like about this lesson?

How well they understand the learning objectives and their place in SoW

What are you doing?

Why are you doing this task?
What are you going to do next?
How well do you think you are doing? How do you know?

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 Swanmore College of Technology

What do you need to do to improve? How do you know?

What should you be able to do by the end of this lesson?
How is this work connected to last lesson?

How this lesson compares to other lessons with this teacher

Have you done this type of task before?
What do you already know about this topic?
Is this lesson more or less interesting than other lessons in this subject?

• Evidence may also be gathered by looking at pupil work and questioning

them about this. Again, it is important that any sample is representative.
• At the end of the observation it is good practice for the observer to make a
brief comment on the lesson to the teacher. Brief discussion may be possible,
but it is important that neither teacher nor observer makes themselves late
for a following lesson. Detailed discussion must be reserved for the debrief.
• Where a judgment of the lesson is needed the Ofsted grades should be used
(i.e. 1 = Outstanding, 2 = Good, 3 = Satisfactory, 4 = Inadequate). Use the
OFSTED criteria for ‘The quality of teaching and assessment to support
learning: grade descriptors’). The overall judgement will be a ‘best fit’ of the
grade criteria except in the case of an inadequate lesson where particular
conditions mean that the lesson cannot be satisfactory.
• Lessons can only be graded by staff who have completed the accredited
‘Effective Classroom Observation’ training.
• No lesson will fit perfectly into one category and this must be represented in
the summary evaluation showing where strengths and weaknesses exist.

3. Debriefing

• A debrief should typically last no more than 30 minutes.

• The debrief must be a dialogue, not just a report back by the observer. It is
vital that the teacher has an opportunity to give their perception of the
lesson.
• All discussions should be put clearly into the context of the lesson observed,
and clearly supported with evidence.
• Areas for development should arise from the debrief and be recorded on the
form. These must be clear and specific. Ideally these will relate to the
teacher’s PM objectives, and must do so if used for PM purposes.
• If an observation is being carried out as part of the PM process, written
feedback on the observation (i.e. the completed form) must be given within 5
days.
• Where areas of good practice are observed it should be identified how this
will be disseminated. This could be as simple as making a resource or
technique available to the whole department or may involve a presentation
at a department or whole college meeting.
• The teacher should receive a copy of the observation form. The master copy
must be given to the headteacher’s PA for whole college monitoring. The

Subject Leader QA Handbook/ Portfolio 6

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 Swanmore College of Technology

observer may also retain a copy. Other people connected to the teacher’s PM
objectives may also need to be given a copy.

College Lesson Observation Form

Teacher Observer
Date / Period Length of obs Class
Subject
Observation Focus:
Context / Objectives:

Observations

Summary Evaluation

Judgment on the overall quality of the lesson (where appropriate)

1= Outstanding, 2 = Good, 3 = Satisfactory, 4 = Inadequate

Areas for Development agreed at Debrief

Subject Leader QA Handbook/ Portfolio 7

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 Swanmore College of Technology

College Lesson Observation Form Prompts

Context / Objectives
Describe the lesson in outline. Indicate how many pupils have SEN or EAL, the stage they
are at and how they are supported
Observations
Record judgments based on the areas below with corresponding evidence of teaching
along with their impact on learning. Could link with an arrow. Draw on the Swanmore
Seven (but you do not have to refer to all of them). Comment on the teaching and learning
of different groups of pupils. Try also to comment on the five ECM outcomes (Being
Healthy, Staying Safe, Enjoying and Achieving, Making a positive contribution, achieving
economic well-being)
Learning – how well pupils:
• acquire knowledge, develop their understanding, learn and practise skills and are
developing their competence as learners
• enjoy their learning as shown by their interest, enthusiasm and engagement
• make progress relative to their starting points, including whether there is any significant
variation between groups of pupils (for example, minority ethnic groups, groups with
different prior attainment, gender groups, gifted and talented groups, pupils speaking
English as an additional language), making clear whether there is any underachievement
generally or among particular groups who could be doing better
• with special educational needs and/or disabilities make progress relative to their starting
points.

Teaching - the extent to which:

• teachers and other adults have high expectations of all pupils and ensure that effective
support is given to accelerate the progress of any pupil who is falling behind their peers
• the range of teaching styles and activities sustains pupils’ concentration, motivation and
application
• subject knowledge is used to inspire pupils and build their understanding
• time is used effectively
• appropriate use of new technology maximises learning
• resources, including other adults, contribute to the quality of learning
• lesson planning is linked to a current assessment of pupils’ prior learning and is
differentiated, so that it consolidates, builds upon and extends learning for all pupils
• teachers and adults ensure that pupils know how well they are doing and are provided
with clear detailed steps for improvement
• effective questioning is used to gauge pupils’ understanding and reshape explanations
and tasks where this is needed
• teachers and adults assess pupils’ progress accurately and are alert to pupils’ lack of
understanding during the lesson so that they can move swiftly to put it right.

Summary Evaluation
Conclude with a brief summary of your judgement of the lesson and main reasons why it was
effective or ineffective. Summarise the strengths and areas for development (which you are going
to feedback to the teacher). Where accredited to grade, use OFSTED ‘The quality of teaching and
the use of assessment to support learning’ grade descriptors.

Subject Leader QA Handbook/ Portfolio 8

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 Swanmore College of Technology

College Lesson Observation Form Example

Teacher Observer
Date / Period Length of Obs Class Year 8
Subject
Observation Focus Swanmore 7
Context / Objectives

New Unit – writing to inform

Observations

• Well ordered, sharp – settled well – pupils ready to progress. Could there have been
something to engage them more actively?
• Recap of targets – pupils knew how to progress, engaged.
• Questioning skilfully managed to ensure pupils fully involved – good range of strategies to
encourage less confident eg ‘ask a friend’. (ECM being healthy)
• Repeated reinforcement of key targets, spelling/writing and pupils knew what to do/how to
progress plus ensured all groups engaged
• Questioning continued to be used to focus pupils on objectives, explanations reshaped to
ensure progress
• High standard of speaking, focus on structure by pupils, used to evaluate each others answers
eg order of sentences, structuring advice – good progress here. Good collaborative learning
(ECM economic well being)
• Engagement of some beginning to drift in second half – what could be planned to develop more
independence and active learning. Most still able to make good progress. Writing shared to
briefly assess progress.
• LSA gave good one to one support. Briefed at start of lesson, worked actively with rest of
group at times – well focussed and contributed to quality of learning.
Summary Evaluation

• Skilful questioning ensured objectives were constantly focussed on and reinforced. Use of
pupils to evaluate each others responses ensured this led to good progress.
• Sensitive handling of group lead to confidence and desire to develop and share ideas: diverse
needs of group well catered for in structure, resources and deployment of LSA.
• As a result of above pupils generally motivated and engaged. Pace and engagement began to
drift in second half – what could be adjusted in planning to deal with this?
• Personalised targets for pupils and use of peer review ensured pupils knew how well they had
done and what was needed to sustain progress.
• Outstanding feature – Questioning.

Judgment on the overall quality of the lesson (where appropriate) 2

1= Outstanding, 2 = Good, 3 = Satisfactory, 4 = Inadequate

Areas for Development agreed at Debrief

• Feed ideas on questioning and targeting writing with this group into other classes / subjects
(through department meeting initially)
• Plan opportunities for activities for mid-point of lesson to keep engagement levels high eg
Smartboard activities as discussed. Make this focus of next lesson obs with SL (by end of
month)

Subject Leader QA Handbook/ Portfolio 9

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 Swanmore College of Technology

At Swanmore College the purpose of scrutinising

pupils’ work is to:

Identify pupil progression i.e.

- How far our pupils have progressed
- The ways our pupils are making progress

Identify effective teaching and learning i.e.

- Whether our pupils are engaged in focussed and sufficiently challenging activities
- Whether pupils’ work reflects a variety of learning opportunities

Identify regular Assessment for Learning i.e.

- Whether our pupils are involved in the assessment for learning process through self
review, peer review and are helping to raise standards
- Whether there is evidence of diagnostic marking/ target setting

Identify regular summative assessment i.e.

- Whether our pupils’ marks/ levels are in line with the appropriate assessment
criteria
- To what extend the particular learning and teaching strategies are impacting upon
pupil progress

Please note that where possible when doing a book look the books
should be from a range of pupils encompassing different pupil groups
and abilities.

Subject Leader QA Handbook/ Portfolio 10

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 Swanmore College of Technology

Pupil Interview Questions

Ask a range of questions and adapt questions to lesson. Ask to see books whilst
talking with pupil if helps.

Assessment for Learning

Do you know what level/grade you are working at? How do you know?

Do you know what kinds of things you need to do to improve your level/grade?
Examples?

Do you understand why you are learning what you are being taught?

How does the teacher make it clear what you are supposed to be learning each
lesson?

What kind of things do you do in lessons to improve your work or your learning?

Do you think you have made progress in <subject> since the start of the year? How
do you know? What has helped you to make progress?

Structure to independent learning

What do you think being an ‘independent learner’ means?

Do you think that your <subject> lessons are easy to follow?

Do you think that the things you have to learn are made clear enough for you?

Is homework set regularly? May I look at your planner? What happens if homework
is not done?

Subject Leader QA Handbook/ Portfolio 11

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 Swanmore College of Technology

Department: Subject: Class:

Teacher:

Current level/ grade

Curricular targets
Presentation

Comment on evidence of progress (subject or

generic) Comment on frequency of hw set and marked

Book 1
Book 2
Book 3
Book 4
Book 5
Book 6
Book 7
Book 8
Book look grading Outstanding Good Satisfactory Significant room for
improvement

1 2 3 4

Allocate an overall grading for the

book look

Ref: Curricular target should be a formative comment on how to progress

Completed by :
Date of booklook:

Subject Leader QA Handbook/ Portfolio 12

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 Swanmore College of Technology

Date Period
Quality Assurance Staff Observing
Walkthrough QA Focus

Subject Teacher Follow up (Good practice observed /

Observations relating to QA focus
/ Room / Class developments needed),
needed), by whom, when

Subject Leader QA Handbook/ Portfolio 13

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 Swanmore College of Technology

Subject Leader QA Handbook/ Portfolio 14

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