Learning and Teaching: Peer Review and Enhancement: PRE for Apprenticeships

Peer review and apprenticeships

There are some additional considerations when conducting peer review activity of apprenticeship programmes, including different types of classroom-based teaching observations. At least one of these reviews will take place annually.

Types of observation activity
Lesson observation	In a session observation the observer will attend one session and spend at least 30 minutes observing the teaching, learning and assessment taking place. On this basis they will form a judgement to include feedback on good practice and areas of improvement. At the end of the observed session, feedback will be given to the tutor concerned within 48 hours, with formal written feedback within five days. External and internal observations will take this form. There will be at least one session observation per year depending on judgements reached. Actions from an observation are followed up within 8 weeks. Sessions will be observed within the observation window, with at least 5 working days’ notice.
. Learning walks	Learning walks provide a snapshot of the students’ experience and can provide an insight into the normal teaching, learning and assessment practice within an area. During a learning walk, the observer will drop into a number of classes for approximately ten to thirty minutes, in order to observe practice. These observations will not produce a formal audit or written report. Learning walks may be used to investigate a particular theme (e.g. the embedding of equality and diversity or health and safety, induction, learner progress, English and Maths development) or as a means of forming an overview about the quality of teaching, learning and assessment in an area (for example as part of an internal quality review). Outcomes from learning walks can then be used to inform professional learning activities or to support the dissemination of good practice. Learning walks are typically unannounced, or conducted with a short notice period.
Peer review	Your observations and review will be completed by a peer from within the University. This is a reciprocal process, meaning that you will take it in turns to take the role of the reviewer. Your partner will normally be from outside of your School. Within the partnered dialogue, questions are asked to stimulate reflection and discussion, and where appropriate, to provide each other with feedback and support in action planning and ongoing enhancement.
Deep Dive	These are formal observations to validate local judgements and to provide further feedback about performance in the curriculum area. Deep dive observations may lead to additional actions, and initiated according to risk. Deep dive will be announced with notice given at least 5 working days before. Any scheduled learning activity can be observed during this period.
Cross-university	Observations may be focussed on a particular theme and will be used to gain an understanding of cross-University strengths and / or areas for improvement in relation to learning, teaching and assessment. the internal observation team will undertake regular standardisation and moderation activity and will also undertake some co-observation with an external observation team each year to allow benchmarking of practice within the wider sector. Observees typically receive up to 5 working days notice.

In addition,

we ask that a second review is undertaken focussed on one of the following:

applications and use of blended learning, and specifically use of Brightspace,
the ongoing development of Maths and English in curriculum for all learners,
the delivery of Personal Academic Coaching sessions / Tripartite reviews,
design of assessment, formative or summative, provision of assessment feedback.

Lesson Plans

As part of teaching on apprenticeships, it is necessary to develop clear lesson plans which helps to structure the teaching session, and may be asked for during regulatory inspections. At the University of Suffolk, there is a standard template which has been developed to ensure that all required components of teaching and the learning experience are covered. You can download the template below, and view an example which illustrates expectations.

Standard Lesson Plan Template
The template developed by the University which should be completed for every taught session.
Example Lesson Plan Template
An example lesson plan which includes all the required taught content and learning experiences.
Group Profile Template

The Apprenticeship PRE observation will be undertaken by one of the following, dependent on the area to be reviewed, or learning walk to be undertaken, and following training to be provided by the Head of Quality Enhancement and TEF:

Associate Dean from any School
Apprenticeships Quality Manager
Senior Lecturer Learning and Teaching Enhancement
Head of Quality Enhancement and TEF
Director of Learning and Teaching
External stakeholders approved by the Director of Learning and Teaching
Director of Apprenticeships
Heads of Apprenticeship or Head of Subject (where there is no Head of Apprenticeship)

*The Heads of Apprenticeships/Subjects will be allocated 50% of observations outside of their own respective discipline.

Notice of observation would ideally be given, depending on the purpose of the observation. Observers will provide verbal feedback following an observation and a written report will also be produced. Outcomes will be recorded from learning walks and session observations and theses will be categorised by risk alert with outline feedback provided verbally, via email, or both. These comprise (but are not restricted to):

Areas of Focus
Active learning activities; student-led	Character strengths	Demonstration and checking of in-session progress	Employability skills
Enjoyment and attitude towards learning	Equality and Diversity	British Values	Behaviours and Attitudes
Attendance Levels	Target Session	Lesson Objectives	New Skills, Knowledge and Behaviours
Progression	Sequential Lesson Planning	Feedback to Students	Quality of Learning
Quality of Provisions	Personal Development	Behaviour Management	New Learning and Links from Previous Learning

If the observation is on a one-to-one tutorial, the observee should obtain permission from the student for the observer to be present.

Evidence of lesson planning, class group profile and relevant handouts should be made available to the observer after the lesson observed and before the professional discussion.
The number of students present at the observation must be recorded by the observer.
Attendance will be taken into account when forming judgements.
The observer will communicate with Apprentices, asking them questions about their learning and student experience.
Formative assessment and feedback should be examined by the observer.

Observation Criterion Descriptors
The Quality of Provision	Is the lesson planned thoroughly for inclusive learning? Is the group profile used to inform planning and teaching strategy in terms of individual learners? Is the lesson plan following the sequential planning? Does the planning allow for creative, sufficient and effective activities and resources, differentiated to meet needs of individuals? Does the planning stretch and challenge all learners? Does the teacher encourage independent thinking and peer learning? Does the planning take into account health and safety considerations for the lesson and learners?
The Quality of Learning	Is it evident that learners are learning something new or consolidating learning? Do learners know and understand that they are learning and the progress they are making? Do learners show confidence in their learning e.g., to discuss, share and answer questions of each other and / or the teacher?
Student Progress	Do learners know the progress they are making and how well does feedback and marking help with that? Is the progress differentiated so as to challenge learners individually and appropriately? Is it clear progress is being made in the lesson as well as during the course (demonstrated through participation in lessons and records of progress and learner work)?
Enjoyment of Learning and Attitudes	Are all learners engaged and participating positively in the lesson, are they easily distracted? Do learners work collaboratively, ask and answer questions and show interest in their learning? Are they proud of their work and progress?
Assessment to Support Learning	Do learners peer or self-assess their work? Is assessment differentiated to challenge learners appropriately? Are learners aware of their targets and how to how to meet these? How well does the teacher use questioning to stretch and challenge learners? How well is verbal feedback used to stretch learners?
Equality and Diversity including British Values	Is there evidence that through the lesson learners are supported to understand equality; that awareness of diversity is developed through tackling issues such as discrimination, victimisation, harassment, stereotyping, radicalisation and bullying? Does the lesson promote and embed British values? Is it evident that the lesson has been planned to incorporate and meet the safeguarding needs of individuals? Are all learners wearing their badge or have it with them when challenged? How are they kept safe? What are local threats?
Employability Skills including Maths and English	Is it evident that learners have opportunity to develop employability skills, including Maths, English and ICT; that they are challenged to demonstrate positive and appropriate behaviours and attitudes suitable for employment and progression and to achieve their learning goals?
Learner Questions	What are you learning in this lesson? How does this fit with previous lessons? What are your targets for this lesson? How does this fit with the targets for your course? Do you find the work easy or difficult? Do you work with other people on your course? How? Do you know what you need to do to improve your work when you get it back? Do you enjoy your lessons? Are you proud of what you are doing and achieving?

Themes arising from observations of learning, teaching and assessment will be analysed and used to inform ongoing enhancement work and staff continuing professional development. Observation data and success rates will be compared year on year in order to track improvement and to assess the impact of the observation process in enhancing learner success.

What happens during a co-observation?
During a co-observation two members of the observation team carry out a simultaneous observation, compare the strengths and areas for improvement observed, together with any suggested actions and agree feedback that will be given to the observee.
All observers are expected to take part in co-observation activities. This will usually involve being paired with another member of the observation team and we regularly invite external consultants into help validate the accuracy of our observation judgements.
Co-observations are scheduled centrally. One of the observers will be responsible for producing the observation report and the second will be nominated the moderator. Usually, a senior member of the observation team will act as moderator.
Both observers attend the session to be observed and complete their reports separately.
Observers meet and discuss their observations, identifying strengths, areas for improvement and suggested actions, prior to verbal feedback being given.
If the co-observation is to train or validate a new member of the observation team, they will present their feedback to the moderator first. The moderator will confirm that judgments are accurate.
The observer will finalise the observation report following the verbal feedback and will release this for the moderator to view prior to releasing it to the observee.

It is important that the evaluative statement reflects the quality judgement at the end of each section. Judgements should be recorded clearly.
Once the observation has taken place, initial feedback will be normally provided to the observee within two working days.
A copy of the observation will be sent to the observee and their line manager, normally within five working days.
The observee and / or their line manager will agree an action plan to share best practice and develop areas for improvement. The line manager will then assume responsibility for monitoring progress against the action plan.
Any training needs identified will be recorded and referred to CELT.
Where it is considered that the learning experience "requires improvement" a mentor may be appointed to support the staff in their development and enhancement of practice. The observee will be required to observe another practitioner as part of the plan and process.
If there is cause for concern following an observation, a repeat observation may be carried out to monitor progress and improvement.