The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Lesson Observation Proforma

School HFNIS Lesson time

Date 8.11.10 Year group Reception
Observer: name Karen Draper Number of student numbers 29
role Mentor M F
Trainee teacher Glenn Billingham Student ability
Subject KUW Other adults in the room TA & Class Teacher (me)
Focus of observation Carpet session

Time Commentary Evidence to support commentary re learning styles,

resources, differentiation, AfL and assessment
(This could also include points to consider re moving the
trainee forward)
Planning • You controlled the class well and went through the daily
Glenn used the planning that I provided for this session- time out of the routines. (register, counting.)
setting last week for Glenn(secondary school visit & Training day)& half • Voice control is hard- consider using different tones for
term the week before prevented us from planning together. different situations.
He…annotated the plans to suit himself…?

Starter – • Good use of no hands up!

Good introduction of the lesson, used fingers on noses for children to
share their ideas.
You told the children what they were going to do in the carpet session
Good use of questioning to draw out knowledge form IS :O)
Good intro of 5 senses- you gave the children the chance to think, then you
demonstrated and drew out the answers from the children.
You organised the children into a circle effectively & quickly.
You modelled how to pass the pumpkin around the circle.
You used the book of destiny to record the children’s thoughts on the
pumpkin
You drew out answers from children who weren’t so keen to respond.
• Reminding everyone of expected behaviour is a
positive way of reinforcing your expectations (which
you did), don’t be afraid to repeat this; it will grab
attention of the few that aren’t concentrating.
• Good use of counting down from 10 to get children
ready & good praising of the children when they were
ready
• What was the TA doing? How could they have helped
you? (I know this was my plan, but never be afraid to
annotate it and change things before you start
teaching- discussed )
 Main activity
You worked with groups of children. They were given the opportunity to feel
the pumpkin, and through your questioning they were able to tell you what
they could sense & in some cases which sense they were using.
You also related the pumpkin feeling/smelling etc to what they had been
doing at home recently.
• How would you do this differently next time?
(children to use hands more, instead of spoons? Leave the
pumpkin whole and let them get in there and pull the seeds
& bits out? Have more than one pumpkin if they are small
ones next time?
• It’s tricky so early on in your teaching role- but what
would you do about the rest of the class next time?
(introduce rest of learning opportunities around the
classroom, monitor them even though you are working
with a group?) this is something for us to agree on before your
next lesson delivery, as I know if I’m in the room it makes sense
for me to be doing that- time to shift the responsibility a bit ;o)

Plenary We have discussed using mini plenaries throughout the morning to bring
the children back to the learning around the classroom- show the children
what your focus group is doing & what they have achieved- this way you
reinforce expectations & refresh purpose of lesson to whole class. This is
N/A something we will plan in for next time.

Learning objectives

Learning outcomes (What have the students achieved in this lesson?) Satisfactory with some elements of good.

Outstanding Good Satisfactory Inadequate

Progress All pupils making considerably
better progress than expected.
Achievement Achievement is very high in
relation to their capability – good
added value.
Most pupils make good progress
and achieve well.
Almost all students achieve well
in relation to baseline data.
Most pupils’ progress is at least
satisfactory.
Students are generally achieving
in line with expectations shown
in baseline data.
Many pupils make little or no
progress.
Most pupils are achieving below
expectations shown in baseline
data.
Lesson observation continuation sheet available
The East Northamptonshire Initial Teacher Training College: Graduate Teacher
Training Programme

Please refer to the full Standards and ‘OfSTED Characteristic of trainees’ when completing the documentation.

Summary
Standards Comment
Please colour red Standards achieved
Please tick Standards working towards (This section must be completed)
Subject Knowledge, SK (Professional knowledge)
Q11 Knows the assessment requirements of Took notes of what the children were saying- this has been
subject/curriculum transferred to their individual files.

Q12 Knows a range of approaches to assessment
Q13 Knows how to use local and national data to
teach/monitor students’ progress
Need to consider taking photos to go with the observations. Consider
use of TA in observing the children. Consider how you will use the
assessment box on the lesson plan next time.

Q14 Possesses a secure

knowledge/understanding of subject

Q15 Knows/understands relevant statutory/non

statutory frameworks
Once you start planning your own lessons you will find this easier to
achieve.
Subject Pedagogy, SP (Professional skills)
Q10 Understands and uses teaching, learning,
management and behaviour strategies

Q17 Knows how to use skills in teaching literacy,

numeracy and ICT to support their teaching

Q22 Plans for progression across age and ability

ranges

Q23 Plans opportunities for pupils to develop

literacy, numeracy and ICT

Q24 Plans homework to sustain progress/

consolidate learning
Q25 Teaches lessons and sequences across Taught while class, mixed ability & differentiated your questioning to
age/ability range suit & extend.

Q25(a)  Use a range of teaching strategies and

resources

Q25(b)  Build on prior knowledge, enable learners to

apply new knowledge and meet learning
objectives
Q25(c)  Adapt their language to suit learners,
introduce new ideas and use explanations,
Adapted your language very well

questions, discussions and plenaries

effectively
Q25(d)  Manage learning and modify their teaching

Q26(a)  Makes effective use of assessment,

monitoring and recording strategies
It was good to see you taking notes of what the children said when
they were feeling the pumpkin in the whole class session- do you
think you could have done more(observations) while working with
smaller groups? Think about how you will use the assessment box on
the plans next time- it’s fine to record higher & lower achievers only if
majority are in the same place.
Q26(b)  Assesses learning needs to set challenging
learning objectives

Q27 Offers timely, accurate, constructive feedback

on learners’ progress and development

Q28 Encourages pupils to reflect on their learning

and identify emerging learning needs

Q29 Evaluates impact of teaching on pupils’

learning

Q30 Establishes purposeful, safe learning

environment
The East Northamptonshire Initial Teacher Training College: Graduate Teacher
Training Programme
Q31  Establishes framework for classroom
discipline

Q32  Works effectively as a team member

Q33  Collaborates effectively with colleagues to

support learning

Summary
Standards Comment
Please circle Standards achieved
Please tick Standards working towards (This section must be completed)
Attitudes, AT (Professional attributes)
Q1 Demonstrates appropriate expectations and
commitment

Q2 Demonstrates positive values, attitudes and

behaviour

Q3 Adopts workplace policies and practices

Q4 Communicates effectively with children and

other professionals
Glenn is very good at talking to the children & adapting staff.

Q5 Recognises and respects others’ contribution to

raising achievement

Q6 Committed to collaboration/co-operative

working

Q7 Reflects on and improves practice Glenn remains very receptive to advice and ideas.

Q8 Constructively critical, creative and innovative

Q9 Acts on advice and feedback, open to guidance Always

Pupils’ Development, PD (Knowledge and skills)

Q18  Understands how pupils’ learning is affected by
key factors
He is aware of this, perhaps we need to see some annotations on
lesson plans to tick this one off?

Q19  Makes effective personalised provision for all

pupils/SEN/EAL/G&T
N/A on this occasion as the plan was given to Glenn- he is planning
his next session.

Q20  Recognises roles/responsibilities of other

professionals

Q21  Fully aware of legal requirements, national

policies and ECM issues that affect progress

Q16  Passed professional skills tests (literacy,

numeracy, ICT) not relevant for this observation

OfSTED grading Progress being made at the time of the observation

(please tick) (please tick)
Outstanding Trainee making excellent progress
Good Trainee making good progress 
Satisfactory  Trainee working towards some aspects
Inadequate* Trainee experiencing serious difficulties*
* Copy of observation sent to the ITT Co-ordinator for discussion and action

The lesson evaluation and reflection proforma should be given to the trainee at the end of
the observation for completion prior to feedback.
Feedback should be given within 48 hours.
The East Northamptonshire Initial Teacher Training College: Graduate Teacher
Training Programme

Signature
Observer Date
10/11/10
K Draper
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Lesson observation continuation sheet
Time Commentary Evidence to support commentary re learning styles,
resources, differentiation, AfL and assessment
(This could also include points to consider re moving the
trainee forward)