OTLA Report Writing Training Lorraine Hounsell & Kevin May Hampshire Futures

Aim: To be confident in writing an observation report using evaluative language Objectives: Identify essential features of what good teaching and learning looks like Identify the relationship between teaching , learning and assessment when observing Write clear judgements using evaluative language informing strengths and areas for improvement within the report

The changes in documentation Proformas Why have they changed? Support guidance Spotlight on attendance information

Why do we observe? Accountability and Inspection Performance Management CPD and coaching peers Setting Improvement

Compliance- when can this impact on Teaching, Learning and Assessment? ILP’s Tutors do not ensure that learners’ targets identify clearly what they need to do to improve, and this slows their progress Class Profile indicates the tutor has recorded an overview of each of the learners needs, if this is not present how has teaching and learning been adapted to meet these needs? Planning Documentation teaching, learning and assessment have not been planned and recorded to show effective learning Initial Assessment If no assessment has taken place or is poorly documented how can the tutor identify the learners’ starting point, measure progress and inform individual targets? Some tutors set the same tasks for learners of all abilities Embedding English and maths Tutors have not given sufficient priority to the development of their learners’ English and mathematical skills. British Values Most learners do not have sufficient awareness of British values and the dangers of extremism and radicalisation. Health and Safety if learners health and safety and their well being is placed at risk and impacts on their learning?

What does effective learning look like? Essential features might be Skills Understanding Knowledge Productivity Collaboration

What are the features of effective teaching? Good planning (series of lessons) Subject knowledge Range of methods and resources Encouragement and engagement High expectations Use of support staff High challenge Use of time Behaviour management

There is a strong relationship between teaching and learning If the students are not learning, then tutors are not teaching. Teaching should ensure students are making good progress and reach appropriate outcomes. When observing you are often making judgements about effectiveness of teaching and learning but your main focus should be to look at the impact the teaching is having on developing the students’ learning.

What does evaluative language look like when writing reports ? Work in three’s to sort through the statements and decide which ones are good examples and which ones could be sharpened up or improved. Some of the statements are good practice examples and you will get a set to take away with you.

What are you looking for? Focus on the students not the tutor. Look at the lesson objective/outcomes and find evidence of their progression towards those outcomes. Focus on groups(male/female/ethnic minority/disadvantaged/most able etc) and make a judgement about how different groups are progressing. How well is the tutor input facilitating the learning of all those groups? Is there engagement/focus/enjoyment?

Watch the video: Year 12 Accountancy lesson We will watch about 15 to 20 mins Note the main points using evaluative language rather than description. Make sure you have sufficient evidence so that you can feedback. Complete feedback on the three sections of the observation form- Teaching, Learning and Assessment. Also think about your summary for the areas of strength and areas requiring improvement. You will have 20 minutes afterwards to write your commentary in detail individually.

Group activity In your group agree at least two areas of strength and two areas that requires improvement using evaluative language You will be sharing your ideas at the end of this task

Any questions ? Please complete the evaluation sheets before leaving.

Ofsted- This is a provider that requires improvement Too few learners are successful on courses that lead to qualifications. The methods managers use to improve the quality of teaching, learning and assessment have not been effective in maintaining a good quality of provision. Tutors do not ensure that learners’ targets identify clearly what they need to do to improve, and this slows their progress and reduces their potential to achieve well. Managers have not given sufficient priority to the development of learners’ English and mathematical skills. Too many tutors do not challenge learners to make good progress from their starting points because they set the same tasks for learners of all abilities. Most learners do not have sufficient awareness of British values and the dangers of extremism and radicalisation. Learners’ attendance at lessons is not high enough on many courses.

Good (2) Ofsted criteria Most learners enjoy their learning across the provision. Teaching challenges them and enables them to develop, consolidate and deepen their knowledge, understanding and skills well. Most learners want to know how to improve their learning and act on feedback to help them to improve. Staff listen to, carefully observe and skilfully question learners during learning sessions. They reshape tasks and explanations and provide feedback to tackle misconceptions and build on learners’ strengths. This has a positive impact on learning. Staff give learners feedback that details what they need to do to improve; many learners act on this to make improvements. This consolidates and deepens learners’ knowledge, understanding and skills and prepares them very well for their future. Staff assess learners’ knowledge and understanding frequently to ensure that they are making at least the expected progress throughout their time with the provider, including the time spent at work or on work experience. Staff use this information well to plan activities in which learners undertake demanding work that helps them to make strong progress. They identify and support effectively those learners who start to fall behind. Staff set work that builds on previous learning, extends learners’ knowledge and understanding and develops their skills to ensure that they are prepared for their future. Where appropriate, parents and/or employers are informed about learners’ progress in relation to the standards expected. Staff challenge stereotypes and the use of derogatory language, including at work. Staff promote equality of opportunity and diversity in teaching and learning. Staff develop, where appropriate, learners’ English, mathematics, ICT and employability skills to prepare them for their future progression.