This document summarizes the strengths and areas for development observed in teaching and learning at the school between September and November 2015. It notes that strengths included engaging tasks, students reflecting on feedback, high expectations, cooperative learning, and clear explanations. Areas for development included some students opting out of responses, setting clear expectations for work, ensuring cooperative activities have structure and participation, and connecting cooperative and individual learning.

1. Teaching and Learning 2015/16
Something to consider…
The balance
Mini-whiteboards
Cooperative learning
Student input
Student response
Exercise Books
Independent Learning
Teacher input
Teacher feedback

3. Summary of learning walks and lesson observations Sept-Nov 2015
Strengths Areas for development
 Engaging differentiated tasks (examples shared
by SJE- using seating plan/ targeting questions-
whole-staff briefing 8/10)
 Students reflecting on feedback- depth of
responses
 High expectations reinforced
 Use of pink highlighter to identify strengths
 Cooperative learning tasks- well planned and
executed- good links to next activity- (whole-
staff meeting DJO revisited structures 18/9)
 Clear explanations and instructions-
whiteboards and students use to reinforce.
 Whole-class questioning – pose,pause,
pounce, bounce
 Learning outcomes well explained and clearly
displayed
 Students confidently articulating progress
 Use of keywords by teacher and students
 Presentation in books
 Plan for periods of quiet/silent work
 Some students opting out of responses
 Set clear expectations in terms of
tasks/quality of work
 Opportunities for HAPs to model their work
(visualiser- 15 minute forum-5/11)
 Pink highlighter- challenge students to explain
the process involved (meta-questions- 15
minute forum22/10)
 Ensure that cooperative learning activities
have structure and equal participation (whole
staff meeting- session led by DJO to address
this18/9)
 When silence is needed- insist on silence
before moving on
 Use behaviour continuum consistently to
challenge off-task behaviour
 Making the connection between cooperative
learning activities and individual learning (SCL
middle leaders- ‘finding the balance- 10th Nov)