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Sense College - Operational Policy

Observation of Teaching and LearningProcedure

OS13 Sense College – Observation of Teaching and Learning Procedure2014/V10/ August2017/OS13

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Outcomes

In order to develop an effective process of observation, the purpose of the observation of

teaching and learning needs to be clear:

To improve the quality of teaching, by providing an accurate assessment of the quality of current provision on which to build;

To improve learner achievement and support from staff, to develop to their full potential;

To evaluate the effectiveness of processes for planning, delivering and recording progress and achievements;

To contribute to the quality assurance framework and the process of self-assessment; To develop a self-critical culture, which is committed to the process of continuous

improvement; To facilitate the sharing of best practice across all areas of the college; To identify skills gaps and the continuous professional development (CPD) of staff; To promote effective team work across the provision and secure shared understanding

about roles and responsibilities in contributing to learning; To enable individuals to think critically about what they do and develop as practitioners; To monitor the promotion of equality and diversity (E&D) and British Values (BV)

through teaching and learning.

For the college observation policy to be effective, it is important that staff are clear about

its purposes and understand the processes, protocols and outcomes of observation; and

above all, perceive it as an effective and supportive mechanism for raising standards.

Staff will monitor the effectiveness of the policy and contribute to its development through

the Teaching, Learning and Assessment Group (TLAG).


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Who is this procedure for?

This procedure is for Sense College staff working with learners funded by the ESFA (Education and Skills Funding Agency), in addition to:

All College Education Staff and Volunteers

The Individuals1 Sense supports

Executive Principal, Head of College and College Senior Management Team

What is this procedure about?

Sense College regards the process of the observation of Teaching and Learning as a key

aspect of our quality assurance cycle. It is a central part of the approach adopted by the

Ofsted Common Inspection Framework and we recognise the value of effective systems

for observing practice as a mechanism for measuring and improving the quality of our

provision.

1 •The individuals that Sense supports: Adults with deafblindness in receipt of an Educational Programme, in this document are referred to simply as ‘learners’.


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Contents

Principles: Underpinning Philosophy

Principles

Practice: Part One: Process

Part Two: Those Involved and Frequency

Part Three: Protocols and Types of Observation

Part Four: Observation Feedback

Part Five: Standards and Judgements

Part Six: Appeals

Part Seven: Practice – Flow Chart

Quality Assurance

Conclusion

Appendices and Annexes


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PrinciplesUnderpinning Philosophy: Sense College is committed to providing an outstanding learning environment which

ensures all our learners receive the best possible learning experience through a learner

centred approach.

Our provision is designed to support learners with sensory impairment and additional

disabilities to develop skills that will be relevant and useful to them in their everyday lives

and match their aspirations.

In order to deliver high quality learning, we need to regularly sample and evaluate the

learners’ everyday experiences, through the use of an effective observation process,

understood and owned by all, drawing on agreed principles of effective practice.

Principles: Our Policy and Procedure is based on the following principles:

The Observation of Teaching and Learning Policy is effective, developmental and

supportive; it will lead to improvements in standards;

Staff should find the process valuable and empowering, rather than threatening;

The focus is on evaluating the quality of the learning experience;

A number of factors, and individuals, can influence the overall quality;

The evaluation of the quality of provision includes sampling what the learners actually

experience – we do not want staff to do something they would not normally do (being

observed is not about putting on a show);

All staff will receive constructive feedback and analysis;

Observations will be used to identify cross-college issues and management/leadership

issues, as well as particular issues relating to specific lessons;

Observations will be used to review the whole ‘process of learning’ rather than being

simply a snapshot of a particular lesson;


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The process of observation will be carefully quality-assured through the use of paired

observations and moderation;

The outcomes of individual observations will be shared with all those contributing to the

lesson, individually or collectively, as appropriate;

Summative feedback will be provided of overall findings to the whole college staff team;

Careful analysis of findings will lead to positive actions to raise standards. This may

include changes to college procedures, in individual groupings, to increased resources

or to specific development activities to support individuals and to share effective

practice.

PracticePart One: Process Sense College believes that all those who have contact with the learners contribute to the

learning environment. Therefore it is our intention that all staff who are involved in the

delivery of learning, in all settings, will be involved in the process of observation.

Judgement about both teaching and the quality and impact of learning support will be

made and noted in specific parts of the observation forms and these will be used to

support the professional development of individuals. Where appropriate, these will

contribute to the supervision and appraisal process.

All staff contributing to the learning will receive verbal feedback following the observation.

The summary evaluation and associated background grade will reflect an overall

judgement about the quality of the learners’ experience, rather than an overall judgement

of the skills and competence of the person leading the learning. The expectations,

frequency and formality of observations will be determined by the performance and role

played by the member of staff in question.

All teaching and learning observations will be carried out in line with our Equality &

Diversity Policy and ‘I’ Statements.


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Part Two: Those Involved and FrequencyThe Observation Process is managed by the Head of College.

The College Observation Team (Appendix 1) oversees the moderation of observations

as well conducting paired observations with colleagues. All members of the College

Observation Team will have appropriate experience and expertise. New observers will

undertake at least two training observations with experienced observers (see ‘Paired

Observations’ below) and will receive appropriate support and guidance. It is vital that

those who carry out observations secure the confidence of those they observe (the

observee).

As a general rule of thumb, Education Service Managers (ESMs) will undertake

observations of Education Coordinators (ECs) and Education Support Workers (ESWs).

However, once it is known that an ESM is leaving the centre and/or Sense College, they

will not carry out any further observations. For continuity purposes, observations will be

undertaken by another member of the Observation Team.

Other identified roles may also conduct observations as necessary, such as Deputy ESMs,

Line Managers or the Employability and Accreditation Coordinator, for example. ECs who

act as line mangers for ESWs may also carry out observations of ESWs.

New staff to Sense will be supported during their probationary period by informal

observations to support practice development. These observations will not be graded but

will be recorded and will generate development action plans.

Education Coordinators will be observed once a term. The Autumn and Spring Term

observations will be carried out in blocks, which will be identified in the annual quality

cycle. Peer observations in the Summer term will be agreed between staff to enable

greater flexibility.


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Autumn Term - Observation Block in November, undertaken by ESM or

DESM/Line Manager.

Spring Term - Paired Observation Block in February, undertaken by two

members of the observation team.

Summer Term - Peer Observations Block in May, undertaken by agreed

colleagues.

Education Support Workers will be observed once every academic year in January during

the Spring Term. The observations of ESWs will be carried out by their line manager or

another college manager.

Part Three: Protocols and Types of ObservationProtocols of Observation

Staff will be given notification of the week of observations, but not when they will be

observed within that week. All staff observed will be expected to have available all

relevant paperwork including a lesson plan for the observation on the day; and afterwards,

copies of any recording associated with the lesson observed. It is not expected that staff

should have to produce anything different or additional to their normal planning and

preparation. The purpose of observation is to sample the learners’ normal experience, not

to observe something that has been specially produced for the observation.

The observer will endeavour to be as unobtrusive as possible. It is recognised that some

learners may be disturbed or distracted by the presence of someone new and this will be

taken into account. In order to allow concentration on making effective judgements,

observers will not take an active part in any teaching and learning. Observers may

however, seek opportunities to talk to learners about what they are doing, without

deflecting their attention from learning.


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Observations will last a minimum of 30 minutes. It is possible the observer will not be able

to see the whole lesson, but over time it is expected that observations will be made of the

introduction to the lesson and the review of the lesson. In some cases, an observer may

come in and watch the beginning and then return later to see the conclusion of a lesson.

This would still count as one observation.

During the lesson, the observer may observe a number of staff, for example, will spend

time observing the lead staff but then also may observe the role played by support staff

within the lesson. All staff observed during the lesson will receive some verbal feedback.

In order to have sufficient information on which to reflect and make judgements, observers

will make notes during the lesson.

It is recognised that under certain circumstances it may be necessary to postpone a

planned observation.

Reviewing the Learner Journey

In preparing for observations, observers may ask to see a range of additional documents

in advance of the observation itself. The range of documents will be determined by the

learning activity. Documents that may be requested include:

Lesson outlines Lesson plans and associated recording Individual Learner Plans (ILPs) / Study Programmes Specialist and/or sensory assessments Risk assessments Communication profiles Learner assessment documents Care plans Where appropriate, guidance for staff written for individual learners


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Types of Observation

Sense College is committed to monitoring the quality of all teaching and learning activities

that support the individual learners’ programme of study.

Formal Learning Observations include formal lessons, tutorials, EHCP meetings,

therapy sessions and work experience placements.

The Observation Form (Form 1) will be used to record observations of ECs.

The Support Observation Form (Form 2) will be used to record observations of ESWs.

Programmes around lunch and personal care routines may also provide valuable evidence

of learning taking place.

Although it is the college’s intention that formal observation will sample every day practice,

they will always be planned in advance and staff will have some advance notice.

Paired Observations follow the process of a Formal Learning Observation but are

undertaken by two observers. Each observer will undertake at least one annual paired

observation with a member of the College Observation Team. The process will focus on

ensuring that there is shared understanding about what constitutes effective practice, the

key judgements about the lesson observed and that grading judgements are consistent in

terms of standards and approaches across all centres.

This process also supports the college in ensuring that observers are undertaking the

process to a good standard. The Paired Observation Form (Form 3) is used and any

variation in grading between the observers will be identified and raised at moderation.

Peer Observations are encouraged by the college and recognised as a way of sharing

good practice and ensuring staff access, and benefit from, the experience, knowledge and

skills of their colleagues. Peer Observations are seen as a central component of

continuous professional development. They are not graded but staff will receive feedback

and guidance as appropriate. The Peer Observation Form (Form 4) is used to document

these type of observations.


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Learning Walks are a much more informal observation of practice. Whilst the ESMs or

members of the College SMT might plan for them in their diaries, they may also happen in

a more ad-hoc fashion, at any time of the day, week, term or year. The focus will not be

on an individual lesson, but rather to simply spend time observing generally what is

happening around the centre. The ESM or member of SMT will make general

observations around the learners’ experience in terms of communication, promotion of

independence and the learning environment, noting any actions. Centre ESMs will carry

out a minimum of one Learning Walk a month. The Learning Walk Form (Form 5) is

used to document this type of observation.

Focused Observations are used by the college to support quality assurance and self-

assessment where a need has been identified.

Focused Observations may happen at any time during the year and will focus on themes

such as:

Promotion of Independence Care and Health Fundamental British Values Equality and Diversity Health and Safety Learning Resources Learning Support

The Focused Observation Form (Form 6) is used to record these types of observation.

Part Four: Observation FeedbackFeedback is a key part of the observation process.

Initial Feedback will be given provided immediately after the lesson wherever possible

and should always be completed on the same day. The observer will feedback strengths

and areas for development, and there will be an opportunity for discussion as well as for


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clarifying any areas of concern. The observer will endeavour to provide verbal feedback to

all those involved in contributing to the lesson. This may be done jointly or individually, as

appropriate and practicable.

A date for further discussion and development action planning will be set, not more than

one week after the observation.

After the observation, the observee should complete the Self-Evaluation Form (Form 7) and take it to the meeting one week later. This will inform the development action planning

process.

Formal Feedback will be provided to the key staff involved in delivering the lesson within

one week of the observation at a meeting agreed in advance. The observee will be

provided with a moderated written copy of the Observation Form prior to the meeting. The

meeting may be undertaken jointly or individually as appropriate.

Where support staff are involved in the lesson and observed as part of it, but only play a

relatively minor role (perhaps because they accompany a learner out to an activity not

observed) they will have access to the written record relating to learner support, and may

receive initial verbal feedback but will not necessarily have a formal meeting.

Part Five: Standards and Judgements Sense College recognises that an effective system of observation must have clarity about

what constitutes effective practice in relation to national frameworks, including the Ofsted

Common Inspection Framework (CIF) and also in respect of learners with sensory

impairment and associated disabilities. Further information can be found in the college’s

Definitions of Effective Practice (Appendix 2) document.


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In order to make judgements about the quality of teaching and learning, observers will also

want to consider the quality of the planning, the effectiveness of the delivery and the

outcomes for the learners in terms of progress and how these are used to plan future

learning. Observers will also want to consider how the environment impacts on the

learning and what use is made of resources along with the quality and appropriateness.

To be effective, observations should involve more than just a ‘snapshot’ of an individual’s

teaching and should be based on the wider context of learning over time. This will involve

not only making judgements about progress within the lesson, but also considering how

much long term progress learners have made over time.

Observations will also draw on evidence gleaned as part of the related quality review of

documents supporting the learner journey, which will involve reference to initial and

baseline assessment information, Education Health and Care Plans, ILPs, study

programmes and information about progress contained within various reports.

Judgements therefore will take into account learner’s progress relative to their starting

point and the outcome of their baseline assessment; i.e. What do they now know and

understand and what can they now do that they couldn’t do when they started?

The college has taken the decision not to share observation grades with staff as they can

distract from the process of professional development as outlined in the individual

Development Action Plans. However, it is recognised that individual grades provide

valuable data for the college to allow benchmarking performance.

The college continues to use the grading system adopted by Ofsted as a background

function. Accordingly grades will be awarded on a four-point scale as follows:

Grade 1 = Outstanding Grade 2 = Good Grade 3 = Requires Improvement


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Grade 4 = Inadequate

The Observation Grading Criteria Guidance (Appendix 3) document provides

supportive information and examples across all performance indicators and grades.

When observed teaching and learning are Outstanding or Good a jointly agreed

Development Action Plan will be produced to enable the staff member to maintain

strengths and work on areas requiring improvement. The strengths of a good or

outstanding lesson will be utilised to improve the performance and professional practice of

others and will be shared across the college through a range of supportive processes.

When observed teaching and learning Require Improvement the areas identified and

noted on the Development Action Plan during the feedback meeting should be actioned

with sufficient ownership by the observee. In some cases it may be something that can be

addressed easily, or something that is done already but not observed during the

observation. A follow up observation will take place within four weeks, which may be a

Paired Observation.

When observed teaching and learning is deemed Inadequate a thorough analysis of

the lesson will be undertaken to ascertain the reasons. This analysis will focus on the role

of the teacher, support staff, resources, environment and any other factors.

Inadequate lessons may be directly linked to the quality of teaching provided. Where a

grade is adversely influenced by the quality of input by a particular member of staff, this

will be made clear in the recording and appropriate support will be identified and agreed in

the Development Action Plan. This might involve additional support from a Line Manager,

mentoring, shadowing and/or access to other professionals in the college; as well as

external support and training to address the areas for development identified.

An individual follow up observation will be arranged within two weeks in order to evaluate

the impact of support and to provide an opportunity to demonstrate improvement. During


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this two week period, additional support will be allocated to ensure learners are not

disadvantaged by the quality of teaching.

If no improvement is observed at the follow up observations, Sense’s Capability Policy and

Procedures will be used to support the individual to improve their performance. The

Capability Policy and Procedures process may commence at the first formal stage of the

procedure, dependent on the circumstances.

Part Six: AppealsAny member of staff who is unhappy about the feedback they received during the

observation process can appeal against the feedback or about the management of the

process.

To do so, the member of staff must submit a written statement indicating their reasons for

appeal and evidence in support of their complaint within 5 working days of the formal

feedback meeting.

Appeals are to be made to the Head of College.


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Part Seven: Practice Flow Chart


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Summer Term

Formal Feedback Meeting with Peer/Colleague

Spring Term

Formal Feedback Meeting with Observation Team

Autumn Term

Formal Feedback Meeting with ESM/Line Manager

Forms submitted to Head of College

For moderation

Summer Term Observation

(Peer/Colleague)

Spring Term Observation

(Paired with Observation Team)

Autumn Term Observation

(ESM/Line Manager)

Development Action Plans in

progress


progress

Observation Blocks moderated by Head of College

Reports submitted to SMT and GB

Moderation Exercises

At ESM and TLAG Meetings


progress

Quality AssuranceThe Observation Process follows various elements of quality assurance to ensure

consistency, fairness, accuracy, sharing of good practice and overall development and

college improvement.

Observation Forms and Development Action Plans should be sent to the Head of College

immediately after the observation/Initial Feedback, where they will be reviewed and

moderated by the Head of College prior to the Formal Feedback meeting.

Observation Forms, Development Action Plans and any associated reports/documentation

are collated by the Head of College, which are then moderated at an Observation Team

Meeting. These moderation exercises usually take place after each round of Observation

Blocks to ensure consistency and objectivity. The use of the Observation Blocks for

moderation facilitates the organisation of effective quality procedures, including Paired

Observations (which ensure standards of the Observation Team), moderation exercises,

cross-college reviews and overall quality assurance.

Following the moderation exercise, which can occur at ESM meetings, further moderation

also takes place at the Teaching Learning and Assessment Group (TLAG) meetings where

the TLAG Quality Review Form (Form 8) will be completed.

In addition to the moderating observations, the moderation process will summarise the key

messages arising from observations and use this to further develop practice. A report will

be produced by The Head of College following each Observation Block, which will

summarise the key findings, and will be submitted to the College SMT and Board of

Governors.

The outcomes of the observations will be used to inform staff training, both individually and

in relation to the college as a whole. Sense College also recognises that whilst the

outcomes of the observation are chiefly about teaching and learning, the process may also


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identify other issues, such as resource related issues or environments, which nonetheless

have an impact on the quality of the learners’ experience. These will be reported and

action taken as appropriate.

ConclusionSense College believes that an effective system of observation can significantly enhance

the quality of provision by raising standards, increasing learner achievements and

supporting staff to develop their practice.

In summary:

Termly observations of ECs will take place, carried out by ESMs, Line Managers, Peers

and members of the Observation Team.

Once it is known that an ESM is leaving the centre and/or Sense College, they will not

carry out any further observations. For continuity purposes, observations will be

undertaken by another member of the Observation Team.

ESWs will be observed once every academic year, carried out by ECs, Line Managers,

ESMs and/or members of the Observation Team.

All staff involved in delivering learning to learners on the Education Programme (EFSA)

will be observed as appropriate.

Observation of formal lessons will occur wherever they take place.

Arrangements will be made to observe any member of staff absent during the

Observation Block week at another time.

All staff will receive brief verbal feedback as soon as possible after the observed lesson

to which they contributed. This may be done jointly or individually and will, wherever

possible, be provided on the same day. Individual staff will also have access to the

relevant section of the written Observation Report, following moderation.

The Observation Team will undertake a quality review of documentation associated

with the lesson in order to review the whole learner journey.


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The Observation Team will undertake moderation exercises to ensure consistency,

fairness, accuracy, sharing of good practice and overall development and college

improvement.

To be effective the observation process needs to be owned by all. Accordingly the college

will ensure that this process is introduced and managed effectively in a climate of support.

Staff should understand the reason for observation and see it as an aid to professional

development and part of the continuous improvement of the college.

Appendices and Annexes

OS13 Appendix 1: Sense College Observation Team v2017

OS13 Appendix 2: Definitions of Effective Practice V04

OS13 Appendix 3: Observation Grading Criteria Guidance V02

OS13 Form 1: Observation Form (ECs) V06

OS13 Form 2: Support Observation Form (ESWs) V02

OS13 Form 3: Paired Observation Form V04

OS13 Form 4: Peer Observation Form V04

OS13 Form 5: Learning Walk Form V05

OS13 Form 6: Focused Observation Form V02

OS13 Form 7: Self-Evaluation Form V04

OS13 Form 8: TLAG Quality Review Form V02

For Quality Assurance Use only:

Policy/Procedure: OS13 Sense College Observation of Teaching and Learning Procedure V10Author: Gary Hyndman, Head of CollegeQuality Control: Lynne Kendall, Head of Performance Management and College ImprovementDate Live: 25th August 2017Review Due: August 2019


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