1. July 2013 ANALYSIS OF TEACHING & LEARNING

2. Week One CTM informed within 24 hours Feedback given to the teacher within 3 working days and AP allocated AP meets with the teacher to discuss - targets and actions agreed Week Two AP observes the teacher and gives feedback AP monitors targets and actions Week Three Teacher observes the AP and gives feedback AP monitors targets and actions Week Four CTM observes teacher and grades Feedback given to teacher within 3 working days IF GRADE 2 Teacher is fully observed by CTM on two more occasions during the academic year to demonstrate the grade 2 can be maintained. If grade 2 cannot be maintained formal intervention will commence AP support is formally removed IF GRADE 3 The grade 3 support process is repeated (once) At the end of the repeated process if there is no evidence of progress, formal intervention will commence Grade 3 support process

3. Week One CTM informed within 24 hours Feedback given to the teacher within 3 working days and AP allocated AP meets with the teacher to discuss - targets and sctions agreed Week Two AP observes teacher and gives feedback AP monitors targets and actions Week Three Teacher observes the AP and gives feedback AP monitors targets and actions Week Four CTM observes teacher and grades Feedback given to teacher within 3 working days IF GRADE 2 Teacher is fully observed by CTM on two occasions during the academic year to demonstrate the grade 2 can be maintained. If grade 2 cannot be maintained formal intervention will commence. AP support is formally removed IF GRADE 3 The grade 3 lesson observation support process will commence (once) IF GRADE 4 Formal intervention will commence Grade 4 support process

4. Lesson Obs Case Study No.1 Lesson graded inadequate sighting weaknesses in lesson including; stretch and challenge, subject knowledge and delivering objectives. Variable consistency of behaviour management also observed. Working with AP to develop this. Rebserve in 6 weeks Still weaknesses found in displaying the aims and objectives of lessons to students. Student engagement, promotion of ILT and differentiation of learners, all seen as areas which require improvement. These will be worked on with AP. Inadequate stretch and challenge with learner engagement and displaying objectives still requiring improvement. Good clear subject knowledge, facilitating of class activities and use of LSA sighted as areas of good practice. Work with AP and CTM to devise 3 activities which enable students to apply meaningful learning. 6 Drop ins with no follow up required. Bright colourful room with good work produced by students. Innovations sighted include; Individual tablets for students where they write their own objectives for the day. Effective classroom management and enthusiastic supportive delivery to students is becoming a key feature of good teaching Good use of ILT and very good use of classroom management observed. Learners making vey good progress and the learning is connected very well throughout the lesson. Aims and objectives clearly identified. Start of process: Grade 4 Re-Observation Grade 3 Re-Observation Grade 3 6 Drop Ins later Re-Observation Grade 2 Outcome (grade 2 )

5. Lesson Obs Case Study No.2 Lesson deemed inadequate for: Being overly teacher centred, ineffective questioning techniques, no recap of previous lesson and missed opportunities for student led activities. Meet with AP and CTM weekly. Standard of lesson requires improvement due to: ESOW lacking detail, poor use of E&D in classroom and no challenging of lateness. Working with AP to develop lesson plans and introduction of late slips to be implemented Positive feedback is collated from drop ins. All students enjoying cooking, emphasising a real buzz in the kitchen. Good links to numeracy and enterprise. Great rapport with students who clearly enjoy their learning Very good use of lesson planning which promoted independent learning. These are two areas which have been heavily focussed on during the support process which are paying dividend. Superb realistic links to industry, and excellent participation by learners. Good use of questioning techniques, pace and integrating literacy, numeracy and enterprise Start of process: Grade 4 Re-Observed Grade 3 Following yr observation: Grade 2 Re-Observed: Grade 2 6 Drop Ins later Outcome (grade 2 )

9. Planning & evidence28% Passion & enthusiasm23% ILT16% Pace14% Rapport with students12% Verification of learning7%

10. Aims & objectives24% ESOW22% E&D19% Planning & evidence15% Verification of learning10% Student profiles5% Pace3% Differentiation2%