1. OTLA Report Writing Training
Lorraine Hounsell & Kevin May
Hampshire Futures

3. Aim: To be confident in writing a full observation report
Objectives:
Identify essential features of what good teaching and learning looks like
Be able to state the conduct and process of undertaking an OTLA
Using the grading descriptors; be able to identify clear judgements using evaluative language and award appropriate grade
State the requirements of RARPA
State the mandatory areas to be reported on

4. Why do we observe?
To establish and continually improve standards by evaluating classroom activity – focusing on outcomes for learners and the quality of teaching, learning and assessment
Observations provide evidence of accountability Inspection
Performance Management – complying with all aspects of HF policy and procedures
Development for tutors
Identifying CPD and any additional coaching for peers

5. Types of observations:
Four types of lesson observations are covered within this policy:
formal/graded observation (graded)
developmental observation (ungraded)
learning walks (ungraded)
peer observation (ungraded).
All observers are to attend annual training and have a quality assurance observation ensuring that they comply with classroom protocol (appendix 5 Policy and Procedure document)
Attend standardisation – a minimum of one a year

6. QD25

8. Learning and assessment section: observer to record the learners’ learning NOT what the tutor is teaching.
Activity: Identify 10 examples of what you would look for to establish if learning was taking place?
RARPA – effective use
Grading descriptors – supports evaluative language and robust judgements

9. 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

10. Learner and tutor comment boxes –
- observer to question learners (specific questions to ask)
- can record any comment made by the tutor when giving feedback
Strengths and Areas requiring improvement – to be extracted from the body of the report

11. Compliance- when can this impact on Teaching, Learning and Assessment?
Planning Documentation teaching, learning and assessment have not been planned and recorded to show effective learning
RARPA – Evidence of Recognising and Recording Learners Progress and Achievement and the observer’s findings will form part of the summary judgements, and these judgements have the ability to be reflected in the grade awarded
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 and PREVENT Most learners do not have sufficient awareness of British values and the dangers of extremism and radicalisation.
Health and Safety and Safeguarding if learners health and safety and their well being is placed at risk and impacts on their learning?

12. Observers should send their completed observation report within three working days of visiting the class, via
All reports are subject to moderation which is carried out on a fortnightly basis. Moderation feedback will be given to the observer where recommended actions and comments are provided. Grades may change and a final report issued.

13. Any questions ?

14. 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.

15. 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.

16. 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.

17. What are you looking for?
Focus on the students not the tutor.
Look at the lesson objective/outcomes and find evidence of learners 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?

18. 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.

19. 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

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

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