What Makes a Lesson Outstanding?

What makes an outstanding lesson?

A small child brags to her friend, "I taught my dog to whistle."
"Wow!" says the other, "Let's hear!" "Oh, he can't whistle," replies
the first. "Why not? I thought you said you taught him!" "I did! He just
didn't learn it."

Most teachers instinctively know when a lesson has gone particularly well (or for
that matter badly). The response of pupils, the sense of achievement they feel,
the amount of work they get through or maybe the shared sense of enjoyment
are all indicators of a successful lesson. Enjoyment usually indicates that things
have gone well – but not always.

As an Ofsted inspector, I have often walked into lessons and seen pupils working
hard, enjoying themselves, behaving well and seemingly being part of a
successful lesson; however, appearances can sometimes be deceptive. In a
nutshell, lessons are judged by the amount of learning that goes on, or put
another way, how much progress the pupils make in terms of what they know,
understand and can do at the end of the lesson that they couldn’t do at the
beginning? This all seems pretty straightforward: you plan a lesson, you deliver it
and pupils learn something.

I once visited a Design and Technology lesson where Year 7 pupils were making
key fobs. They were having a great time, working hard and clearly enjoying the
lesson. I said to the teacher at the end of the lesson, “what did the pupils learn
today?” “Well,” he said. “They learnt how to cut a piece of acrylic, file the edges
smooth and drill a hole for the key ring”. “Thank you.” I replied.

Two days later I observed the same teacher with a year 9 class. As before, the
pupils were working hard, behaving extremely well and clearly enjoying the
lesson. They were making clocks – clocks out of acrylic. At the end of the lesson
I said to the teacher “what did the pupils learn today?” “Well,” he said. “They
learnt how to cut a piece of acrylic, file the edges smooth and drill a hole for the
clock mechanism”. “Really?” I said, “But they learnt that in year 7 when they were
making their key fobs!”. “Oh yes,” he conceded “but we’re now using a much
bigger piece of acrylic”. The latter of course is likely to be an inadequate lesson
because however much pupils enjoy the lesson, however hard they work, and
however well behaved they are, if they don’t learn enough, the lesson cannot
really considered to be satisfactory.

I think that it is sometimes easier to think about a lesson from a parent’s
perspective rather than a teacher’s. As a father of three, I know precisely my
minimum expectation for every lesson my children experience; a teacher who
knows their subject really well, mutual respect, the opportunity for them (my
children) to learn, free from any misbehaviour and above all I want them to learn
something new (or at least practise and develop their existing partial

understanding or skill) every lesson – if this doesn’t happen the lesson has not
reached satisfactory.

In order to deliver an outstanding lesson you need to think about the following:

Is the lesson learner focused or teacher focused? Start with the learning
objectives. You need to make sure these are not a ‘to do’ list, or a set of woolly
aims. They must be firmly rooted in a set of challenging expectations that will
lead to measurable gains in learning. Share these with pupils and make sure
they understand what is expected of them. Sometimes the learning objectives
lack any challenge and a bright pupil could achieve them in 5 minutes. Think very
carefully about what you expect all pupils to achieve as a minimum and then
what the SEN pupils need, the least able, the middle achievers, the higher
achievers and finally the gifted and talented. Remember, for a lesson to be
outstanding, all pupils must make at least good gains in their knowledge,
understanding or skills. Make sure that the objectives are clear and challenging
and that you constantly strive to ensure that all pupils meet these objectives.
Refer back to them, briefly but appropriately, at the end of the lesson. Do not
make the plenary just a repeat of the introduction.

Is there Excellent planning for the lesson with very good resources? This
will ensure a brisk pace, clear challenge and opportunities to extend or reinforce
the learning for those that need it. Immaculate planning and preparation,
particularly in terms of providing activities that get progressively more demanding
are essential. Planning must also build in opportunities to support self and peer
assessment.

Assessment is crucial. For any lesson to be regarded as good, Ofsted lesson
observation criteria states that ‘based upon thorough and accurate
assessment that informs learners how to improve, work is closely tailored
to the full range of learners’ needs, so that all can succeed. Learners are
guided to assess their work themselves.’ What this means is that
assessment must be an integral part of every lesson. Ofsted inspectors will ask
pupils how well they are doing, what level/grade they are working at and what
they need to do to improve. It is a very clear indication that a pupil has been well
taught when they can tell you their existing level, their target and precisely what
they need to do. In a lesson that has been graded as outstanding you may well
see the following: ‘The teacher makes outstanding use of self and peer
assessment throughout the lesson. Pupils are constantly being asked to assess
how well they, or their partners, are doing and to identify for themselves exactly
what they need to do to improve. Pupils are being encouraged to take
responsibility for their own development of skills’.

Pace is an interesting concept. I liken it to oxygen, as the song so eloquently
puts it – too much and it gets you high, not enough and you’re going to die. Don’t
sacrifice thorough embedded learning just because you have planned too much

for the lesson. Give pupils time to answer – make sure they are given time to
think and to reinforce their learning. On the other hand, never let activities go on
for too long. Be watchful! Spot signs in pupils’ body language that they are
slowing down, getting bored etc – re-inject pace into the lesson where necessary.
I would suggest that practical activities should not go on for more than twenty
minutes unchecked – remember that learning or rather the speed of learning
should not be sacrificed. The pace of the lesson should be just right. No time
should be wasted and pupils should move quickly from one learning activity to
another. However there should never be a sense of rushing and everybody must
be given enough time to think.

Very good questioning is essential. Knowing when to use open-ended
questions that challenge and extend the learning is a vital skill – look for
opportunities that arise from pupils responses to extend or reinforce the learning.
(don’t go off the point though). I read somewhere that the average waiting time
by teachers for a response to a question is less than three seconds – is this
really enough time for a person to gather their thoughts, recall the required
information and then form a logical answer?

A range of activities and teaching styles will help to support good learning
for all pupils. Never be one-dimensional. Vary your style and delivery and think
about the full range of learners and their preferred learning styles – we all like a
bit of variety – pupils demand it. Plan activities that ensure the visual, auditory
and kinaesthhetic learning styles are addressed. Remember – it is important to
ensure that your learners are not just passive recipients. They should be involved
at every stage. They should be doers, contributors, evaluators and teachers.

Be enthusiastic and make it demonstrably clear that you are enjoying the
learning just as much as they are.

The criteria used by Ofsted are given below. Read these by all means but as I
said at the beginning of the article, you’ll know when you deliver an outstanding
lesson.

According to Ofsted Criteria:
To be an outstanding lesson teaching is at least good in all or nearly all
respects and is exemplary in significant elements. As a result, learners
thrive and make exceptionally good progress.

For a good lesson pupils must make good progress and most of the following
should be also be apparent:

Learners make good progress and show good attitudes to their work, as a result
of effective teaching. The teachers’ good subject knowledge lends confidence to
their teaching styles, which engage learners and encourage them to work well

independently. Any unsatisfactory behaviour is managed effectively. The level of
challenge stretches without inhibiting.

Based upon thorough and accurate assessment that informs learners how to
improve, work is closely tailored to the full range of learners’ needs, so that all
can succeed. Learners are guided to assess their work themselves.
Teaching assistants and other classroom helpers are well directed to support
learning. Those with additional learning needs have work well matched to their
needs based upon a good diagnosis of them. Good relationships support
parents/carers in helping learners to succeed.

By Geoff Hancock, Lead Inspector

Examples of outstanding practice identified in the two PE lessons

Post 16 lesson
Excellent planning for the lesson with very good resources, including carefully
chosen projector slides, templates for students to complete etc. prepared in
advance.

Teacher gives very clear explanations throughout, ensuring that students
understand the required material.

Very good questioning; wide ranging across the group and and always
ensuring that students have time to think.

Outstanding use of activities that enable students to learn in a variety of ways
– visual, auditory and kinaesthetic learning.

In particular, the kinaesthetic demonstration of the conduction system
involved all pupils and used a narrator to enable auditory learning. It was built
up slowly and carefully so that students are very unlikely to forget the
demonstration or the conduction system that it represents.

Excellent reinforcement of what students needed to remember in several
different formats. Also very good opportunities for students to apply their new
knowledge and understanding in ‘what if…?’ situations.

Particularly skilled use of peer assessment, in the context of paired
discussion, to confirm and extend learning.

Teacher’s enjoyment of the lesson is infectious – a huge bonus for students.

Key Stage 4 lesson

The lesson is immaculately planned and prepared, particularly in terms of
providing activities that get progressively more demanding and also in
providing very good resources to support self and peer assessment.

The teacher uses learning objectives very well. The objectives are clear and
challenging and teacher is constantly striving to ensure that all pupils meet
these objectives. He refers back to them, briefly but appropriately, at the end
of the lesson.

The teacher questions very well, particularly in terms of ensuring that
everyone has time to think before the question is answered.

The teacher makes outstanding use of self and peer assessment throughout
the lesson. Pupils are constantly being asked to assess how well they, or their
partners, are doing and to identify for themselves exactly what they need to
do to improve. Pupils are being encouraged to take responsibility for their own
development of skills.

The pace of the lesson is just right. No time is wasted and pupils move quickly
from one learning activity to another. However there is no sense of rushing
and everybody has enough time to think.

The teacher very skilfully inter-weaves underlying facts, principles and theory
into what is basically a practical lesson. Sometimes the reinforcement of
pupils’ existing knowledge (e.g. the naming of the muscles as they are
stretched, the references to the rules of basketball etc.) is almost
imperceptible, but nevertheless valuable. These references to theory are so
quick and efficient that they take very little time and so leave maximum time
for physical activity and skill development.

EVIDENCE FORM
Inspector’s OIN CH Inspection number Observation time Observation type L A D O

Year group(s) 12? Grouping MC SU SA SL O BO GI MI Present / NOR ~10

Support teachers / T S T S T S
Subject codes PE SEN EAL Oth Inspector’s EF No
assistants CH01
Focus (i.e. main purpose of the inspection activity) Context
Looking for examples of outstanding practice in post 16 PE Lesson on the conduction system in the heart

Evaluation Beginning of lesson: clear learning objectives, displayed all through the lesson to encourage referring back
to them. Teacher also makes it very clear in what he says, precisely what students should understand by the end.
Re-cap on previous work on the heart – good use of projector to re-cap. However, students not particularly involved at
this stage. There was, for example, no testing of their recall of the meaning of ‘systolic’ and ‘diastolic’.
Paired work: describing the cardiac cycle to a partner. Students told to ‘think then describe’ – good encouragement to
plan what they are going to say. At least one group find it difficult to get started on this activity i.e. they find it
challenging; teacher allows enough time for them to work it out. Then good use of peer assessment – ‘how could the
description be improved?’ followed by a second, improved (esp. re: valves) version from the other member of the pair.
Peer assessment leads to both reinforcement of and improved detail in students’ knowledge i.e. very good learning.
Some groups are of 3 rather than 2 and it is not clear whether the activity worked as well with three. Teacher
circulates throughout to check the descriptions that students are giving.
Useful discussion in 2nd feedback to whole class. It might have been better for the teacher to give the correct version
just to round off this aspect of the learning.
Teacher questions very clearly and, importantly, gives students time to think. At this stage, students do not recall the
term ‘conduction system’ from the beginning of the lesson. Concentration was not quite as good at the very beginning
as it has been since. Teacher efficiently picks up and addresses any misunderstandings e.g. re: order of events.
Good use of projector – slide has good, concise labels and students are being thoroughly involved via questioning.
Teacher provides good, clear explanations. He then reinforces with a different diagram and uses this twice.
Demonstration: outstanding example of kinaesthetic learning. Demo. conducted in excellent atmosphere – humour,
supportive relationships etc. An incorrect answer is no problem for the student because of the atmosphere,
relationships etc. Teacher enjoying himself and sharing that enjoyment with students. However this is not simply
entertainment; these students are unlikely to forget this memorable demonstration, built up gradually and carefully.
Good questioning interspersed, again with time to think. The inclusion of the narrator provides auditory reinforcement
of what students need to remember.
Further reinforcement - completing a template – fierce concentration evident as they have to write out what they now
know and understand. This is very good use of informal assessment.
Teacher now refers back to objectives – ‘tough, but you’ve done it’. Very encouraging.
Teacher then explains very clearly the terms and average values that students need to know – and they make their
own notes as he explains – one of many changes of learning activity in this lesson.
Using what students have learnt: students then required to answer several ‘what if?’ questions. Not all fully
understand how to use the equation to deduce what happens – challenging for these students and possibly needed
more time. Very valuable testing and extending of students’ understanding.
Plenary: 5 multi-choice questions, relating back to objectives, easy at first and then leading on to open-ended q’s.
Homework: research exercise on factors affecting heart rate - useful though not unduly challenging.
Summary of main points
A thoroughly enjoyable lesson with a very strong emphasis on genuine learning for all. The lesson was immaculately
planned and prepared with very good materials and an imaginative demonstration. Many obvious strengths in this
lesson, all listed above. The use of visual, auditory and kinaesthetic learning activities was outstanding. Only very
minor weaknesses, none that significantly affected learning. Students gained a secure understanding of the conduction
system in the heart and were able to apply what they had learnt – very good learning for these students

Judgement on the overall quality of the lesson (Leave blank when not a lesson) 1 = Outstanding, 4 = Inadequate 1
Use for grades if there is sufficient evidence:
Personal Care, guidance & Leadership &
Standards Progress Teaching Curriculum
development support management
1 1 1 1
Particular evaluations related to safety, health, enjoyment, contribution to the community, economic well-being
Genuine enjoyment and very significant achievement for these students in this lesson. (ECM 3)

Document reference number: HMI 2506

EVIDENCE FORM
Inspector’s OIN CH Inspection number Observation time Observation type L A D O

Year group(s) 10? Grouping MC SU SA SL O BO GI MI Present / NOR ~20

Support teachers / T S T S T S
Subject codes PE SEN EAL Oth Inspector’s EF No CH02
assistants
Focus (i.e. main purpose of the inspection activity) Context
Teaching and learning in PE and identifying examples of Lesson involves improving pupils’ skills in basketball.
outstanding practice.

Evaluation Beginning of lesson: Good relationships and attitudes evident from the beginning, as pupils arrive.
Learning objectives very clear and specific; displayed on board throughout the lesson to encourage referring back to
them.
Good self assessment to give pupils a clear starting point on where they are in terms of basketball skills. Pupils are
asked to deduce for themselves where they are on the scale, using the criteria. They then decide what they need to
do to improve to next level – teacher is giving pupils responsibility for their own learning. He allows enough time for
the activity and pupils concentrate well.
Paired discussion of what they need to do to improve provides good chance to discuss and valuable change of activity.
Pupils discuss well; they are clearly accustomed to working in pairs, listening, discussing etc.
Warm up: teacher involving pupils in planning warm up. He questions well, always giving everyone time to think.
Background theory is covered quickly and efficiently before and during warm up. Reinforcement is sometimes almost
imperceptible (e.g. pupils naming muscles as they stretch them) but nevertheless valuable. Non-participant effectively
used to photograph activities. Pupils lead the first stage of warm up and do so well. Pupils devise their own specific
warm-up for basketball – good independence.
Class moves between activities very quickly and efficiently; no time is wasted and pace always maintained but there is
no sense of rushing – all is calm and unhurried.
Dribbling exercise: Dribbling skills vary but all are trying hard. Very good resources at this stage (cue cards) and
throughout the lesson. Again pupils self assess, reading the cards and thinking before discussing.
Dribbling practice builds up cleverly to maintain pupils’ concentration and lead on, via adding an opportunity to shoot,
to next objective. Peer assessment of dribbling skills is well used and leads to good improvement in skills, notably in
increased use of both hands. Pupils coach each other well, if slightly self-consciously at times, and their advice is
sensible and balanced. Advice is well received by partners at all stages in the lesson.
Teacher empathises well with pupils: ‘I do that all the time as well’. He makes good use of pupils to demo. pivoting
and move the class on to developing this next skill. He makes just enough reference to rules etc. – not enough to slow
the lesson down or restrict pupils’ opportunity to practise. Teacher skilfully helps pupils anticipate the bigger, more
interesting drill to come; encourages them to try hard for a short time on the current one. Teacher’s knowledge and
understanding is excellent; predicts what will happen in team game. No ‘marking time’; teacher is constantly asking
for improvement in every drill. He makes good use of humour. He introduces the element of competition to add
interest to the end of the lesson.
Peer assessment continues and eventually teacher refers back to learning objectives and pupils are asked to identify
one thing they need to do to improve their pivot.
Homework: Teacher is enthusiastic about the website and cleverly encourages pupils to visit it without insisting. He is
using homework well to encourage pupils to find out the rules (3 sec., 5 sec. etc.) of basketball. Good use of their
time enables maximum use of lesson time for practical activities. Lesson ends with appropriate warm down.
Summary of main points
A lesson in which all aspects were at least good. Particular strengths were the seamless inclusion of background
theory with every aspect of the practical skill development and the extremely effective use of time so that pupils were
constantly and quickly developing their skills but with no sense of rush and always with enough time to think. The use
of self and peer assessment were excellent and made a very good contribution to pupils learning. Pupils concentrated
well and worked hard throughout so that they made very good progress in developing basketball skills.

Judgement on the overall quality of the lesson (Leave blank when not a lesson) 1 = Outstanding, 4 = Inadequate 1
Use for grades if there is sufficient evidence:
Personal Care, guidance & Leadership &
Standards Progress Teaching Curriculum
development support management
1 1 1 1
Particular evaluations related to safety, health, enjoyment, contribution to the community, economic well-being
All activities were well planned and organised and teacher was constantly vigilant to ensure safety. (ECM 2)
Pupils certainly enjoyed this lesson and achieved very well in improving their basketball skills. (ECM 3)

Document reference number: HMI 2506

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