Quality of Teaching, Self-Evaluation Refer to the School Inspection Handbook (July 2014) pages 57 to 62 Evaluation of the quality of teaching should include judgements about the overall quality of teaching over time (notably in core subjects), not just what is seen during planned observations. Whilst inspectors will not give judgements on individual lessons, self-evaluation may choose to do so. Evidence needs to be sufficient to judge the impact of teaching on pupils’ progress over time from lesson observations, scrutiny of pupils’ work and from tracking data. Comment, for example, on: How well teachers’ expectations (differentiation) are based on frequent and accurate assessments pupils’ engagement and enthusiasm how teachers evaluate the effectiveness of their teaching and adapt their planning the quality and impact of on-going assessment during lessons how well teaching develops skills in reading, writing, communication and mathematics as demonstrated by their responses how well pupils are prepared for the next key stage in their education how teachers routinely give the necessary attention to the most able and the disadvantaged, as they do to low-attaining pupils or those who struggle at school the match of teaching styles to pupils’ learning styles and how well teaching engages all pupils the effectiveness of intervention in accelerating learning to close any underachievement gap the quality of marking and feedback and the impact this makes upon pupil progress with learning pupils’ understanding of how well they are doing and what they need to do next in order to improve the quality of questioning the pace of lessons teachers’ subject knowledge and the clarity of their explanations the quality of teaching and support for pupils with SEND the use of homework, paired and work and other strategies to improve pupils’ independence the impact teaching support staff has upon learning Evidence arising from observations of lessons carried out by school leaders The of pupils, parents and staff Comment where provision varies for different groups of pupils. Self-evaluation Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?) judgement Last updated:
Quality of Teaching, Self-Evaluation Refer to the School Inspection Handbook (July 2014) pages 57 to 62 Evaluation of the quality of teaching should include judgements about the overall quality of teaching over time (notably in core subjects), not just what is seen during planned observations. Whilst inspectors will not give judgements on individual lessons, self-evaluation may choose to do so. Evidence needs to be sufficient to judge the impact of teaching on pupils’ progress over time from lesson observations, scrutiny of pupils’ work and from tracking data. Comment, for example, on: How well teachers’ expectations (differentiation) are based on frequent and accurate assessments pupils’ engagement and enthusiasm how teachers evaluate the effectiveness of their teaching and adapt their planning the quality and impact of on-going assessment during lessons how well teaching develops skills in reading, writing, communication and mathematics as demonstrated by their responses how well pupils are prepared for the next key stage in their education how teachers routinely give the necessary attention to the most able and the disadvantaged, as they do to low-attaining pupils or those who struggle at school the match of teaching styles to pupils’ learning styles and how well teaching engages all pupils the effectiveness of intervention in accelerating learning to close any underachievement gap the quality of marking and feedback and the impact this makes upon pupil progress with learning pupils’ understanding of how well they are doing and what they need to do next in order to improve the quality of questioning the pace of lessons teachers’ subject knowledge and the clarity of their explanations the quality of teaching and support for pupils with SEND the use of homework, paired and work and other strategies to improve pupils’ independence the impact teaching support staff has upon learning Evidence arising from observations of lessons carried out by school leaders The of pupils, parents and staff Comment where provision varies for different groups of pupils. Self-evaluation judgement Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?) Last updated:
SelfEvaluationandRaisingAchievemtPlan.docx