Observation form against new OFSTED criteria for Education Inspection Framework to be used by senior leaders when observing teaching staff in KS1 and KS2. Includes descriptors taken directly from framework for compiling evidence used in lesson observation. Should not be used to give an overall lesson judgement, but instead used alongside other evidence such as work scrutiny, pupil questionnaires and/or assessment data. Also includes a summary sheet to be given to member of staff being observed and space for a coaching discussion should questions arise as a result of the observation. Users can add or delete rows as necessary. Finally, an appendix of common OFSTED questions is included that may be used as ‘stock’ questions post-observation.

Appraisal (Performance Management) is a necessary part of school. These simple documents allow senior leaders to support the development of teachers across school. They are different from other appraisal documents as they are used as an ongoing record of information that are updated whenever monitoring takes place. This way, all of the information that senior leaders gather on teacher performance are centralised on one document - the teacher’s performance management documentation. The pack contains: Appraisal / Performance Management Documentation Wellbeing Audit Guidance (on how to use the documents) These are particularly effective when used alongside other monitoring documents such as: Lesson Observation Forms https://www.tes.com/teaching-resource/resource-12234555 Book Monitoring / Scrutiny / Look Forms https://www.tes.com/teaching-resource/resource-12962218

Whether you call it a ‘book look’, ‘book scrutiny’ or something completely different, the fact is, they are an important management strategy for understanding children’s progress over time! This collection of monitoring forms can be used by subject and senior leaders to check children’s progress and monitor the effectiveness of teaching and learning for each individual subject. The monitoring forms are available for the following subjects: Reading Writing Maths Science Foundation Subjects (history, geography, art, etc.) They are also available in two formats: Individual: completed for each individual in your school to support appraisal, or; Whole-School: a whole-school version to show a summary of teaching effectiveness on one page. There is also a WAGOLL of these versions to show you what they might look like when they are completed. They are provided in a word document so that you can edit these however you would like.

Cognitive Learning Strategies Display Cognitive learning strategies are different ways that we can teach children in the classroom to retain new information and draw on information that they already know. They are a vital tool in ensuring that children become lifelong learners inside and outside of the classroom. Teaching children these strategies will make sure that they are able to take on board new information and retain it, while selecting the best methods to store that information for a later date. These cognitive learning strategies cards can be printed, cut and displayed in your classroom as they are taught to children and used as an aide-memoire to support them in identifying the most suitable method for drawing on, and retaining, information. The following learning strategies identified are: repeat, repeat, repeat make a list summarise it in your own words connect to something you know write it down make a rhyme or story test it with yourself or a friend say it in order physically do it teach it to someone elaborate in more detail give it space (come back to it later) draw a picture or diagram dual code with text and pictures learning something else alongside it (interleave) can do, can’t do… yet make a mnemonic or acronym group or pair

Deep Dive Pack to support primary schools monitoring the intent, implementation and impact of their own curriculum using OFSTED-style methodology. The pack has been put together based upon recent OFSTED inspections across the country. It enables senior leaders to monitor their a curriculum or aspect of their curriculum by: conducting subject leader interviews, with questions taken from OFSTED inspections. using books to determine the impact and implementation of subject leader’s work. conducting pupil interviews across school to determine the impact of teaching. conducting staff interviews to ascertain their understanding of the subject against the OFSTED framework and the impact of any CPD relating to the subject.