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Ofsted Teaching and Learning Framework

The Ofsted Framework for Teaching and Learning rates teaching on a scale of 1 to 7 based on pupil progress and achievement, teaching methods, pupil engagement, relationships in the classroom, level of challenge, differentiation of instruction, use of teaching assistants, and homework. Teaching rated a 1 is considered excellent, with pupils making better than expected progress through stimulating and challenging teaching tailored to meet individual needs. Teaching rated a 5 or below is considered unsatisfactory, with many pupils making limited progress due to issues like incomplete subject knowledge, dull lessons that fail to engage pupils, low expectations, and poor classroom management.

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80 views1 page

Ofsted Teaching and Learning Framework

The Ofsted Framework for Teaching and Learning rates teaching on a scale of 1 to 7 based on pupil progress and achievement, teaching methods, pupil engagement, relationships in the classroom, level of challenge, differentiation of instruction, use of teaching assistants, and homework. Teaching rated a 1 is considered excellent, with pupils making better than expected progress through stimulating and challenging teaching tailored to meet individual needs. Teaching rated a 5 or below is considered unsatisfactory, with many pupils making limited progress due to issues like incomplete subject knowledge, dull lessons that fail to engage pupils, low expectations, and poor classroom management.

Uploaded by

milkovicius
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

The Ofsted Framework for Teaching and Learning

Progress and
Achievement

Teaching

Pupil response

1
Excellent

Relationships

Challenge

Differentiation

Teaching
Assistants

Home
work

Non-classroom-based
Key Stage 4 and sixthform activities such as
private study, research
and work placements,
develop competencies
very effectively.
Homework is
challenging and
extended assignments,
for example in the sixth
form, effectively extend
what is learned in
lessons.
Homework extends
class learning well.
Pupils are given scope
to make choices and
apply their own ideas.

As 2, but difficult ideas or skills taught in an inspiring and highly effective way, indicating excellent teaching.

2
Very good

All pupils make


considerably better
progress than might
be expected.
Achievement is
very high.

Teaching is stimulating,
enthusiastic and consistently
challenging, stemming from
expert knowledge of the
curriculum, how to teach it and
how pupils learn.

All pupils are


engrossed in their
work.

There are excellent


relationships in the
classroom.

Teaching methods are


well selected and time
is used very
productively for
independent and
collaborative work.

Activities and demands are


matched sensitively to
pupils' needs.

Well-directed
teaching assistants,
and paired or joint
teaching, reinforce
and strongly support
learning.

3
Good

Most pupils make


good progress and
achieve well.

Teaching methods are


imaginative and lead to

a high level of
interest from most
pupils

Adults relate well to


pupils

The level of challenge is


realistic and pupils are
productive. Adults
expect pupils to work
hard

teaching assistants
are well deployed
and make a
significant
contribution

4
Satisfactory

Most pupils'
learning and
progress are at
least satisfactory.

Teaching is accurate; teachers


have secure understanding of
the curriculum and the teaching
of key skills. They seek to
make work interesting and
varied, and

involve pupils
productively

Relationships are
constructive and
there is sensitivity
to the needs of
individuals and
groups.

Pupils understand what


they are expected to do,
and tasks have
sufficient challenge to
keep them working well,
independently or cooperatively.

Individual needs are well


catered for. Staff
understand the next steps
pupils need to take in their
learning and provide a
wide range of activities to
help them learn.
The school provides
successfully for pupils who
do not respond well to
school or who have
difficulties in learning.

Support staff are


adequately managed
and soundly
contribute to pupils'
learning.

A lesson cannot be satisfactory if any of the following characteristics are evident:


5
Unsatisfactory

A significant
proportion of pupils
make limited
progress and
underachieve.

6
Poor

Many pupils
underachieve and
make little or no
progress.

7
Very
poor

Staff have an incomplete


understanding of subjects or
courses, resulting in patchy
coverage. Teaching is dull and
fails to capture pupils' interest
and enthusiasm. Activities are
mundane and
Inaccuracies in teaching show
insecurity in the subject matter
or in understanding how pupils
learn.

some pupils are


easily distracted and
lack the motivation
to work.

Many pupils are


unwilling to work
without supervision,
and group work is
unproductive.

Greater effort is
exerted on
managing
behaviour than
learning.

Staff sights may be set


too low and they may
accept pupils' efforts too
readily.

Because of limited tuning


to individuals' needs, some
pupils get little from
lessons.

Support staff provide


an extra pair of
hands, but little
effective support for
learning.

Teaching lacks
challenge

Little or no account is
taken of what pupils
already know. Groups of
pupils may not be able to
cope, and may disengage
or misbehave.

Support staff are


poorly managed,
lack knowledge and
skills, and contribute
little.

As 6, but poor behaviour due to weak teaching with no worthwhile learning outcome, indicating very poor teaching.

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