ECT Lesson Observation Record

It is important to remember that ECTs are assessed against the Teachers’ Standards and not
the Early Career Framework.

School: ECT Name: Alima Kamara

Selwyn Primary School
13/07/2023 Time and
Date: 10:30 (1 hour)
Duration:
Focus of
Maths
Observation:
Name of Observer: Zafreen Mahmood Role of Observer:
Zafreen Mahmud
Name of Observer: Role of Observer: Deputy Head
1. Set high expectations which inspire, motivate Notes:
and challenge pupils
● establish a safe and stimulating environment for
pupils, rooted in mutual respect
● set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions
● demonstrate consistently the positive attitudes,
values and behaviour which are expected of
pupils.

2. Promote good progress and outcomes by pupils Notes:

● be accountable for pupils’ attainment, progress
and outcomes
● plan teaching to build on pupils' capabilities and
prior knowledge
● guide pupils to reflect on the progress they have
made and their emerging needs
● demonstrate knowledge and understanding of
how pupils learn and how this impacts on teaching
● encourage pupils to take a responsible and
conscientious attitude to their own work and
study.
3. Demonstrate good subject and curriculum Notes:
knowledge
● have a secure knowledge of the relevant
subject(s) and curriculum areas, foster and
maintain pupils’ interest in the subject, and
address misunderstandings
● demonstrate a critical understanding of
developments in the subject and curriculum
areas, and promote the value of scholarship
● demonstrate an understanding of and take
 responsibility for promoting high standards of
literacy, articulacy and the correct use of standard
English, whatever the teacher’s specialist subject
● if teaching early reading, demonstrate a clear
understanding of systematic synthetic phonics
● if teaching early mathematics, demonstrate a
clear understanding of appropriate teaching
strategies.
4. Plan and teach well-structured lessons
● impart knowledge & develop understanding
through effective use of lesson time
● promote a love of learning and children’s
intellectual curiosity
● set homework and plan other out-of-class
activities to consolidate and extend the
knowledge and understanding pupils have
acquired
● reflect systematically on the effectiveness of
lessons and approaches to teaching
● contribute to the design and provision of an
engaging curriculum within relevant subject
area(s).
5. Adapt teaching to respond to the strengths and Notes:
needs of all pupils
● know when and how to differentiate
appropriately, using approaches which enable
pupils to be taught effectively
● have a secure understanding of how a range of
factors can inhibit pupils’ ability to learn, and how
best to overcome these
● demonstrate an awareness of the physical, social
and intellectual development of children, and
know how to adapt teaching to support pupils’
education at different stages of development
● have a clear understanding of the needs of all
pupils, including those with special educational
needs; those of high ability; those with English as
an additional language; those with disabilities;
and be able to use and evaluate distinctive
teaching approaches to engage and support them.
6. Make accurate and productive use of
assessment
● know and understand how to assess the relevant
subject and curriculum areas, including statutory
assessment requirements
● make use of formative and summative assessment
to secure pupils’ progress
● use relevant data to monitor progress, set targets,
and plan subsequent lessons give pupils regular
feedback, both orally and through accurate
marking, and encourage pupils to respond to the
feedback.
7. Manage behaviour effectively to ensure a good
and safe learning environment
● have clear rules and routines for behaviour in
classrooms, and take responsibility for promoting
good and courteous behaviour both in classrooms
and around the school, in accordance with the
school’s behaviour policy
● have high expectations of behaviour, and
establish a framework for discipline with a range
of strategies, using praise, sanctions & rewards
consistently & fairly
● manage classes effectively, using approaches
which are appropriate to pupils’ needs in order to
involve and motivate them maintain good
relationships with pupils, exercise appropriate
authority, and act decisively when necessary.
8. Fulfil wider professional responsibilities Notes:
● make a positive contribution to the wider life
and ethos of the school
● develop effective professional relationships
with colleagues, knowing how and when to
draw on advice and specialist support
● deploy support staff effectively

● take responsibility for improving teaching

through appropriate professional development,
responding to advice and feedback from
colleagues
● communicate effectively with parents with
regard to pupils’ achievements and well-being.