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Inclusive Teaching Checklist

This document is an observation checklist used to evaluate inclusive teaching strategies in a primary school classroom. It contains checkboxes to indicate if various inclusive strategies were observed during whole-class teaching, group/independent work, and the role of additional adults. The checklist covers strategies like ensuring all students understand lessons, providing support for remembering tasks, using questioning to engage all ability levels, and differentiating instruction as needed. Spaces are also included for comments on what went well, areas for improvement, and signatures.

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Fŏfă Šɱĭlĕ
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120 views

Inclusive Teaching Checklist

This document is an observation checklist used to evaluate inclusive teaching strategies in a primary school classroom. It contains checkboxes to indicate if various inclusive strategies were observed during whole-class teaching, group/independent work, and the role of additional adults. The checklist covers strategies like ensuring all students understand lessons, providing support for remembering tasks, using questioning to engage all ability levels, and differentiating instruction as needed. Spaces are also included for comments on what went well, areas for improvement, and signatures.

Uploaded by

Fŏfă Šɱĭlĕ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Inclusive

Teaching Observation Checklist: Primary


School_______________________________________Year Group__________________________

Class___________________________________Number of additional adults___________________

SEN Pupils:
PPG Pupils:
Any other factors e.g. EAL

Inclusive teaching strategies (tick if observed and indicate if Comment


n/a to the lesson)
Whole class teaching

Access to teaching and resources planned, for visibility, lack of
background noise, ease of handling

Classroom clear of obstacles and seating planned


All students clear about the structure and objectives of the
lesson


Teacher checks for understanding of vocabulary and
instructions


Strategies in place for pupils who need support to remember
the task or instructions


Questions pitched to challenge pupils at
all levels


Questions used to ensure pupils are listening


Time is given (thinking time, partner time etc.) to allow for
response


pupils given time and opportunity to help
one another


Buddying used for seating for paired, partner
and group work

Interactive aids used if necessary

Inclusive Teaching Observation Checklist: Primary

Visual, auditory and tangible aids used




Evidence of pupils who need it being
given pre-tutoring or follow up support


Plenary ensures that learning outcomes
achieved by all or suggests ways forward
for reinforcement/ extension activities

Group and Independent Work

Transition from class to independent
work clearly signaled and actively managed


Tasks clearly explained or modelled,
checking for understanding

A variety of materials and resources available
and accessible for all pupils

A distraction free area has been set
up for pupils who need it


Pupils have been taught strategies to
enable them to continue when they are
stuck

Tasks linked to earlier or later learning


Tasks simplified or extended for pupils
or groups of pupils

Tasks made more open or closed according
to pupils’ needs


Alternatives to pencil and paper tasks



Help given to pupils who need support or resources to access
text


Scaffolding to assist task
e.g. writing frame
Inclusive Teaching Observation Checklist: Primary

Variety of groupings so that pupils use one another’s skills




Appropriate behaviour noticed, praised,
rewarded


Effective use of ICT as an access strategy



Marking or assessment is used effectively during
the lesson to progress learning


Pupils are helped to stay on task


Pupils can explain their work to others



The Role of Additional Adults: whole class

Enables access to teaching and resources
by helping, explaining, simplifying, signing
or scribing

Sits close to pupils and helps them focus
reminding of instructions etc.

Helps pupils prepare an answer to a question
the teacher has asked


Provides resources to help students understand


Provides appropriate praise and
encouragement

Supports pupils with behaviour
difficulties


Observes pupils for assessment
purposes

Monitors progress of individuals
on behaviour or learning targets

Inclusive Teaching Observation Checklist: Primary

The Role of Additional Adults: group and individual work



Goes over the task and explains further


Ensures access by scribing, signing,
using ICT or other resources


Supports teacher-planned differentiated
tasks


Carries out guided reading, writing or talk


Works on a structured programme


Coaches behaviour


Supervises the class while teacher
works with a group

Shares the same approach to behaviour and learning as the
teacher



What went well?




What improvements could be made?




Suggestions to improve the inclusive
elements of teaching and learning



Signature (Adviser):

Signature (Teacher):

Date:

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