Information

  • Document No.

  • Audit Title

  • Client / Site

  • Conducted on

  • Prepared by Michelle Dawes

  • Location
  • Personnel

General Information

  • Observee

  • Faculty

  • School

  • Course Code

  • SSA

  • Type of Observation (graded etc)

  • If developmental give details of area to be improved

  • Type of Session

  • Type of Learner

Teacher Details

  • PNVL

  • New Staff

  • Advanced/Lead Practitioner

Learner Information

  • No of Learners on the Register

  • No of Learners present

  • Attendance (%)

  • Gender Split

Evidence to Support Grade for Teaching, Learning & Assessment

Areas for Development in Teaching, Learning & Assessment (including evidence to support)

Identified Good Practice (to be disseminated at a later date and COMPULSORY for outstanding grades)

What do the Learners say?

Documentation Evidence

  • Planning/Lesson Plan

  • Scheme of Work

  • Learner Profile

  • Tracking/Assessment

  • Register

  • All Students wearing badges

Checklist

Pre-Planning

  • SoW embeds naturally occurring opportunities and linguistic diversity to promote E&D

  • Planned creative use of resources support and promote E&D within the curriculum

  • English and maths is effectively embedded into the lesson

The Basics

  • Lesson started on time

  • Lesson aim and objectives stated

  • Latecomers challenged as appropriate

  • Lesson ran full time and summarised

Learning

  • Opportunities for individual learning

  • Opportunities for group learning

  • Learning is paced and pitched to the needs of the Learners who are kept motivated and challenged

  • Learners take an active part in the lesson

  • Students listen to one another's points

  • The tutor sets high expectations for all students and raises aspirations

  • Feedback is given to individuals that supports development and progression

  • Questioning techniques are used in such a way that ALL Learners are involved

  • Support staff are used effectively to promote learning

  • Materials and resources can be accessed remotely and are available

  • Tutor has active listening skills so each learner feels valued

  • A genuine learning environment is fostered so that Learners feel safe to make mistakes

  • A variety of assessment methods are used to ensure that all Learners are able to reflect and review learning

  • Effective and appropriate use of ILT

  • The tutor links the course content to the appropriate employable skills

Equality & Diversity

  • Room is arranged to ensure maximum involvement of all students including this with physical or sensory impairments and their support workers

  • Teaching and learning activities are used to challenge stereotypes and counter stereotypical assumptions (such as the use of he/she)

  • Students are actively encouraged to be interested in each other's backgrounds and beliefs and explore feelings and beliefs about difference

  • Prejudiced or inappropriate language, views or behaviour are always appropriately challenged to promote understanding and bring about behavioural change

  • E&D strategies are applied to specific group dynamics

  • Materials are available in alternative formats (eg large text)

General Comments (including the embedding of E&D, safeguarding, and Every Child Matters)

Professional Development Recommendations (for use with Annual Progress Review) Do not use for PNVL

  • Grade Awarded (if applicable)

  • Signature of Observee & Observer

The templates available in our Public Library have been created by our customers and employees to help get you started using SafetyCulture's solutions. The templates are intended to be used as hypothetical examples only and should not be used as a substitute for professional advice. You should seek your own professional advice to determine if the use of a template is permissible in your workplace or jurisdiction. You should independently determine whether the template is suitable for your circumstances.