1. OTLA From scratch - Report Writing Training
Wendy Scott
Hampshire Achieves

3. Aim: To be confident in writing a full observation report
Objectives:
Identify essential features of what good teaching and learning looks like
Be able to state the conduct and process of undertaking an OTLA
Using the grading descriptors; be able to identify clear judgements using evaluative language and award appropriate grade
State the requirements of RARPA
State the mandatory areas to be reported on

4. Why do we observe?
To establish and continually improve standards by evaluating classroom activity – focusing on outcomes for learners and the quality of teaching, learning and assessment
Development for tutors
Observations provide evidence of accountability
Performance Management – complying with all aspects of HA policy and procedures
Identifying CPD and any additional coaching for peers

5. Our expectations As an observer we expect you to:
Attend annual observer training
Attend standardisation meetings (there are 3 per year)
Write reports accurately
Return reports to Hampshire Achieves within 3 working days of the observation.
Comply with the HA policy and guidance for OTLAs

6. What you can expect from us
We will provide:
Induction activities (dependent on experience)
Guidelines on report writing
Feedback on moderated reports
Standardisation opportunities
Additional advice and guidance meetings
Support via /phone
Allocation of a mentor

7. Becoming an approved observer
Attend training
Paired observation (with mentor)
Shadow
Joint
Lead
OTLA report is moderated
Solo observation (review with mentor)
Approval!

8. Four types of lesson observations are covered within this policy:
Types of observation
Four types of lesson observations are covered within this policy:
formal/graded observation (graded)
developmental observation (ungraded)
learning walks (ungraded)
peer observation (ungraded).

9. 5 steps to lesson observations
Preparation
Look for learning (not teaching)
Post observation - discussion with learners and tutor
Make judgements - Writing of the report
Submission of report

10. 1) Preparation
You should have been sent the SOW and session plan, look through this and familiarise yourself with the activities.
Are there any particular aspects you want to see/focus on?
Remind yourself of the criteria to make judgements against
Make sure you have all resources needed with you
Report writing guidance
Tutor file check list
SOW/session plan
Paper and pen!

11. 2) The observation
Introduce yourself to the tutor, agree time and method for feedback
Look for learning – not teaching
If appropriate circulate round to see what learners are doing, ask questions about the activity
Remember the classroom PROTOCAL

12. 3) Post observation
Try and talk to the learners to gather their take on their learning journey
Review the course file
Discuss the session with the tutor
Questions to clarify what you have seen
Explanations for activities
Reflection on practice

13. 4) Observation record
USE THE GUIDANCE BOOKLET to draft your observation
Check each element you have written – does it contain clear judgements?
What development opportunities could you suggest?

14. 5 Submission of report
Once you have proofread your report you need to submit it within 3 days to Hampshire Achieves
You may also want to give more detailed feedback to the tutor

15. What does an outstanding lesson look like?
Jot down what you think the key components are of an outstanding lesion.
Feedback

16. What are you looking for?
Quality of teaching
Quality of learning
Quality of assessment
Behaviour and attitude of learners

17. Following research by Ofsted in 2009 features of Outstanding sessions include;
stimulating and enthusiastic teaching
high expectations of what learners can do
development of learners’ good learning habits
well-planned sessions
a stimulating classroom environment
frequent praise and recognition
well trained and deployed TAs
a close check on learning during sessions, with effective marking and assessment.

18. There is a strong relationship between teaching and learning
If the students are not learning, then tutors are not teaching.
Teaching should ensure students are making good progress and reach appropriate outcomes.
When observing you are often making judgements about effectiveness of teaching and learning but your main focus should be to look at the impact the teaching is having on developing the students’ learning.

19. Ofsted Grading Criteria Teaching Standards
Tools for judgements
Ofsted Grading Criteria
Teaching Standards
Evaluative statements
OTLA report writing guidance

20. What are you looking for?
Focus on the learners not the tutor.
Look at the session objective/outcomes and find evidence of learners progression towards those outcomes.
Focus on groups (male/female/ethnic minority/disadvantaged/most able etc.) and make a judgement about how different groups are progressing.
How well is the tutor input facilitating the learning of all those groups?
Is there engagement/focus/enjoyment?

21. Evidencing RARPA
Identifying learning aim(s) and objectives
Initial assessment
Agree challenging learning goals
Recognise and record progress and achievement
End of programme assessment
Next steps 1 2 3 4 5 6
If RARPA is not evident then the overall grade will be limited to grade 3 (or if totally absent grade 4)

22. Report writing Context Quality of teaching learning and assessment
Behaviour and attitude
Strengths
Areas for development
actions

23. Header section
This provided basic information to support the detailed sections
Tutor:
Tutor Code:
Tutor Status: Casual/part time/full time
Observer:
Date of observation:
Tutor in place less than a year
Yes/no
Date of previous observation
Date/NA
Developmental observation
Time of observation:
Session x of x
Provider
Venue:
Course title:
Session times:
Course dates:
Level of course
Programme type:
Age of Learners:
Number on register at start of course:
M: F:
No on course register currently
Learners Present

24. Context of Session Include; the intent of the session
Summary of learners of appropriate
Session objectives
Whether an LSA is present

25. Quality of Teaching learning and assessment
Include judgements and evidence of how learners are being supported in learning and how they are being assessed
More detail in the report writing guidance

26. Quality of teaching learning and assessment
Clarity of purpose
Planning assessment
Challenge
Individual needs
Record of progress
Checking of learning
Tutor subject knowledge
Embedding English and Maths
Use of support staff
Resources
Learning environment
Achievement
Progression
Well-being
Safeguarding
E+D
Prevent
British Values

27. behaviour and attitudes
Attendance
Commitment
Respect
Behaviour
Task completion
Attitude
Participation, motivation contribution
Response to feedback

28. Learner comments
It is best practice to always talk to the learners, this can be done through;
Circulating whilst learners are completing an activity
Discussion before class
Discussion after class
You should include the questions so that the learner comments make sense!
With some courses there might not be a natural break, so you might need to come back in at the end of the session
If you are unable to talk to learners then you should write why this is the case.

29. Tutor comments Record here;
any reflective comments the tutor made during your debrief
Any explanations regarding the group

30. Summary of strengths What examples of good practice did you see?
Make sure you are not list norms of practice here!
These should be bullet points

31. Recommended actions for improvement to practice
What does the tutor need to do to be even better still?
This might include things such as;
Peer observation
Mentoring
Use of RARPA tool kit
Referral to VLE resources
It should include any areas that require improvement

32. Actions of centre manager/curriculum manager
Any issues relating to enrolment, learning environment, curse leaflets, or tutor support should be noted here.

33. End section
Quality reviews are carried out termly in relation to paper work and tutor files.
Centre managers should also be ensuring that theses are correct
If you have the opportunity please review the tutor file using the checklist in the guidance booklet. If you note that aspects need addressing please make sure these are included in the recommended actions section of the report.
If the tutor has previously been observed, check how practice has improved since the observation. It may be some time since the observation took place and all actions should have been addressed.
Using the grading guidance to decide on the grade
Re-observation needed: if development observation then tutor should be re-observed within 6 weeks (where possible). If the grade is 3 or 4 then the tutor will need to be observed again within 6 weeks (where possible)
Don’t forget to sign and date the observation!

34. Managing Difficult Feedback
When a tutor is not at the acceptable level giving feedback can be challenging.
Think back to a time when you have received or given difficult feedback.
What made it easier?
What were the difficulties?
What advice would you give to someone else about difficult feedback?

35. Watch the video: ESOL lesson
We will watch about 15 to 20 mins
Note the main points using evaluative language rather than description.
Make sure you have sufficient evidence so that you can feedback.
Complete feedback on – Quality of teaching learning and assessment and behaviour and attitudes
Also think about your summary for the areas of strength and areas requiring improvement.
You will have 20 minutes afterwards to write your commentary in detail individually.

37. group activity
In your group agree at least two areas of strength and two areas that requires improvement using evaluative language
You will be sharing your ideas at the end of this task

38. Examples of OTLA reports
These reports were actual reports from last year.
Which do you think are good examples which do you think are poor examples?
Why?