Open to Learning Conversations Observations

The focus of open to learning conversations (OLC) observations will align with elements of the School Improvement Plan and support learner experiences. We will use the experiences to build a culture of collaboration.

Time for OLC observations is included within the school QA Calendar and Working Time Agreement. Peer observations should not last longer than 20 mins. There will be 2 peer observations in session 2025/26.

We are working with Martin from Empower Education to develop our model of open to learning observations. Martin has worked with our Tri-leads (classroom teachers), PTs Curriculum and SLT. Tri-leads will support all teaching staff to develop their coaching skills through our model of open to learning observations.

In addition, LMT will plan a programme quality assurance classroom observations throughout the year. This will take the form of informal learning walks, days in the faculty and planned direct observations. In session 2025/26, we are focussing on adaptive learning.

Suggested areas of focus

• Start

• Daily Review

• High Quality Content

• Practice

• Pace

• Adaptive learning

• Feedback

• End and Send

One LMT observation visit will take place in session 2025/26, in addition to the 2 peer observations. The time and focus for this observation will be pre-agreed from the above list. This should be agreed in consultation with the class teacher, to allow them to draw attention to good practice or areas where they seek further guidance or support.

A programme of OLC observations for each session will be agreed (2 peer and one LMT in session 2025/26). The programme of OLC observations align with the school QA Calendar and should ensure:

6. 1. Each trio will observe both partners twice in one academic session.

   2. Each teacher within a faculty will include a QA visit by a member of SLT or a PT.

7. 2. As stated above, each member of staff will be visited a maximum of 3 times a session. 

   3. The focus of each visit is varied and balanced for members of staff.

   4. Following each open to learning observation, the 2 observers will meet to discuss. One observer will then have a direct coaching conversation with the teacher being observed. The teacher who was observed is encouraged to watch their lesson back prior to this coaching session. A brief record will be recorded using this form.

In addition, PT’s will establish a programme of informal learning walks which they would undertake within faculties. Probationer teachers will be visited more than 3 times as they work towards meeting the requirements of the standard for full registration.

Time to visit colleagues’ classes will be protected and cover provided, if appropriate, as far as possible.  Please complete a yellow cover form and submit it to Fiona should you require cover.

To facilitate visits, additional time has been built into the Working Time Agreement. This will allow staff to engage in planning, professional dialogue and record the experience in their GTCS profile. The suggested time allocation is:

8. • Two periods (100 minutes) for each visit, 1 to prepare and 1 to discuss and record.

   • Two periods for each member of staff involved in peer observation. For the observer, one period to observe and one to discuss.

The observer will complete a short form to allow for whole school sharing and improvement.

Professional dialogue with your partner would be part of Career Long Professional Learning (CLPL) and cover would not be provided for this part. This time has been built in as part of our collegiate working time agreement calendar in recognition of the time required. Following this professional dialogue, a short form should be completed.

This activity provides an opportunity for colleagues to meet the requirement of the GTCS Standard for Career Long Professional Learning and record this as part of their GTCS log for Professional Update:

The GTCS standard for career long professional learning states:

2.2 Professional Skills and Abilities Teachers working with this standard are expected to develop and apply their knowledge, skills and expertise through enquiry and sustained professional learning to work to create, contribute to, and lead a collegiate culture, through collaborative enquiry, peer observation with constructive feedback, professional dialogue and debate.

Principles and Good Practice

• Open to learning experiences should have an agreed focus.

• The observer should, where possible, be an active participant in the lesson to make the process more natural for learners.  This is dependent on the focus being observed.

• Open to learning experiences should provide enough information to allow professional dialogue.

• A record of the dialogue should be agreed and kept. A record of the dialogue should be uploaded to the GTCS log for professional update.

• Dialogue will be conducted in a positive and respectful manner, using the open to learning coaching approach.

• Lessons should be part of the regular timetable/ learning and teaching.

• Open to learning experiences visits should reflect on aspects of school improvement or PRD targets.

• Formal and informal open to learning experiences is a fully integrated element of the school improvement process.

• No more than three formal school-led visits should normally take place in any year.

• A variety of means of undertaking both formal and informal open to learning experiences could be used e.g. team teaching/co-operative teaching, learner focus groups, learning walks.

• Formal and informal open to learning experiences must have the learner at the heart of the focus. There can be opportunities provided for learners to provide feedback on the experience.

• The ethos should always be positive and supportive.