Effective classroom observation can improve teaching and learning
Estyn visited recently-inspected, successful and improving schools as part of the survey, entitled ‘Effective classroom observation in primary and secondary schools’. In these schools, inspectors found that classroom observation is used to enable teachers to share ideas and to support them in developing the way they teach. During observations there was a strong focus on how well pupils responded to the strategies used by the teacher and how much they learnt.
Ann Keane, Chief Inspector, says,
“Some have questioned whether classroom observation is helpful in improving the quality of teaching. The visits we made to successful and improving schools confirm that effective observation can both improve teaching and raise levels of attainment.
“Classroom observation, underpinned by a well-established culture of improvement, is at its most effective when combined with other types of evaluation that involve scrutinising the work of learners and listening to the learner voice. In this context, observation can contribute to building up a rounded picture of teaching and learning, rather than being just a snap-shot of one lesson.
“I encourage all schools to review the use they make of classroom observation as part of self-evaluation in support of teachers’ professional development. Schools should develop a clear policy for classroom observation with the aim of raising standards of teaching in schools”.
Where classroom observation is successful leaders also encourage other kinds of professional learning, development and team work. For example, senior leaders in Cefn Hengoed Community School, Swansea, have a clear vision for teaching and learning that is shared with staff and pupils through a “Teaching and Learning Policy Statement”. The statement sets clear expectations and staff are clear about their roles in achieving high-quality teaching.
The report identifies the practical arrangements that are likely to lead to successful lesson observation and contains case studies to exemplify these arrangements. It also contains recommendations for schools, local authorities and for the Welsh Government. Schools should arrange professional development opportunities for staff based on a range of factors which include the outcomes of classroom observations. Local authorities and the Welsh Government should support schools that have good processes and protocols to share their practice.
Notes to Editors
About the report
This report is published in response to a request for advice about effective classroom observation from the Welsh Government in the Minister’s annual remit letter to Estyn 2013-2014. The report is intended for the Welsh Government, headteachers, staff in schools, local authorities and regional consortia. It may also be of interest to parents and staff in other sectors and agencies who work with schools to improve the quality of teaching and learning. The report is available in full here.
Case studies
- Ysgol Corn Hir, Anglesey
- Mary Immaculate High School, Cardiff
- Ysgol Gynradd Hafodwenog, Carmarthenshire
- Sandycroft County Primary School, Flintshire
- Ysgol Dyffryn Ogwen, Gwynedd
- Deri View Primary School, Monmouthshire
- Sandfields Comprehensive School, Neath Port Talbot
- Cefn Hengoed Community School, Swansea
About Estyn
Estyn is the Education and Training Inspectorate for Wales. Our aim is to achieve excellence for all in learning in Wales. We do this by providing an independent, high-quality inspection and advice service.
Our vision is to be recognised through the expertise of our staff as an authoritative voice on learning in Wales.
We are independent from, but funded by the Welsh Assembly Government (under Section 104 of the Government of Wales Act 1998).
For further information please visit our website www.estyn.gov.uk