Quality of Teaching

Introduction

Welcome to the Teaching Quality Assurance Process Guide. This guide is designed to help you understand and implement a robust system for identifying best practices and providing support where needed across the trust.

Purpose and Reporting

The purpose of the quality assurance process is to identify best practices, potential teacher coaches, mentors, and future leaders. It supports teacher development and highlights teachers requiring additional support. The reporting structure includes the percentage of teachers meeting standards and those requiring support, which should be reported to Local Governing Bodies (LGBs) in the principal report.

Process

The process involves the triangulation of three sets of information, which schools will use for succession planning and teacher development. Middle leaders are expected to play a significant role, with support provided by the Teaching and Learning (T&L) team. None of the information on its own should be regarded as conclusive evidence of potential or need. Instead, it should be considered as evidence that further investigation is required, and this should then be followed up by the T&L team.

Information that should be collected and used

1. Context informed data analysis  

Analyse key data trends by teacher. T&L teams will consider trends and the context in which the classes being taught may have affected student outcomes (for example, where a teacher took over a class part way through a course).  

2. Use of non-negotiables observation information (e.g. pop in cards) 

This will focus on identifying colleagues who are consistent in their implementation of ‘Rock of Routine’ non-negotiables such as strong exit into strong start, DINTS, uniform expectation etc (context specific beyond Every Second Matters expectation). Support will be implemented where required.  

• Teachers should be visited X3 per term 

• Each visit generates an outcome: 

i. Meets expectation  

ii. Expectations need reinforcing  

An example of a ‘Rocks of Routine’ pop in can be found here (and below)

Rocks of routine ‘pop in’  

Thank you for ensuring that our ‘rocks of routine’, including ‘Every Second Matters’ are consistently applied.  

Today we observed:  

Rocks of routine  

Evidence Observed (Y/N) 

1. Students are dismissed by row, in silence 

2. Teacher expectation of exceptional uniform including no coat is evidenced 

3. Strong exit is managed by the door ready for a strong start  

4. You warmly but strictly greeted students at the door for a strong start 

5. Appropriate DINT is provided 

6. Students complete DINT in silence 

7. Evidence of DINT review e.g. green pen improvements 

8. There are clear BFL routines during lesson to maximise learning 

Observation comment: 

Teacher comment:  

3. How well FLOW is implemented 

• Middle leaders conduct termly learning walks and record strengths and areas for development on a central system accessible by the T&L team 

• Middle leaders conduct at least one moderation learning walk with their LT link & this is recorded  

• Middle leaders conduct a learning walk with the T&L team should further moderation be required 

• LT link conducts termly lesson visit to HOD/ CAL and records electronically 

A visual guide to the elements can be seen below. 

People who could help set up your processes might be:

Lisa Harms (FHES) lharms@fhes.org.uk 

Sam Clarkson (Weydon) sclarkson@weydonschool.surrey.sch.uk