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The text dispels common misconceptions about required lesson structure, a single model of “outstanding,” and inspectors’ judgments. It explains how inspectors evaluate teaching through pupils’ achievement, quality of teaching, and behaviour over time, emphasizing evidence of learning progress, inclusion, questioning, assessment, and responsive adaptation during lessons. The document then outlines how TEEP translates research into classroom practice.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ofsted-outstanding-teaching-and-teep-myths-to-dispelling-and-ofsted-criteria-explained/272360/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ofsted-outstanding-teaching-and-teep-myths-to-dispelling-and-ofsted-criteria-explained/272360.png","ImageObject",300,407,{"name":92,"@type":93},"Asher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What myths about Ofsted and outstanding teaching does the document challenge?","Question",{"text":113,"@type":114},"It challenges the idea that teachers must follow a fixed three-part lesson, that there is a single definition of an outstanding lesson, that it is just about performing on the day, and that inspectors will always label lessons with a simple grade like inadequate or outstanding based on the day’s performance.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do inspectors evaluate quality of teaching according to the document?",{"text":118,"@type":114},"Inspectors evaluate each lesson for achievement, quality of teaching, and behaviour and safety, with no overall lesson grade. They use evidence tied to pupils’ learning and progress over time rather than relying on one lesson snapshot.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the document say inspectors should look for when observing lessons?",{"text":122,"@type":114},"Inspectors should check that teaching engages and includes all pupils with appropriate challenge, that pupils show gains in knowledge and skills, that teachers monitor progress and adapt teaching, that questioning and discussion assess learning, and that assessment is frequent and accurate to set relevant work.",{"name":124,"@type":111,"acceptedAnswer":125},"What is the role of TEEP in supporting outstanding teaching?",{"text":126,"@type":114},"TEEP turns evidence-based research into classroom practice through a training programme that models effective learning skills and strategies, helping teachers engage, challenge, motivate pupils, and develop growth mindsets with a stronger focus on the how and why of learning.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},272360,1789464565,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":134,"read_time":39,"preview_page_count":4},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","OFSTED, OUTSTANDING TEACHING AND TEEP  \nSSAT has reviewed the latest Ofsted guidance and made explicit links to the Teacher  \nEffectiveness Enhancement Programme (TEEP) -the journey to being outstanding. There are several myths to dispel about Ofsted and outstanding teaching:  \n􀁸 We are expected to follow a structured 3-part lesson.  \n􀁸 There is a single concept of what an outstanding lesson looks like.  \n􀁸 It’s all about putting on a performance on the day.  \n􀁸 Ofsted inspectors will always tell me whether my lesson was inadequate, requiring improvement, good or outstanding.  \nNone of the above statements are true. Some of them might have been true or partly true in the past but the September 2012 revision of the Ofsted criteria and the update in January 2014 guidance make it very clear:  \n64. Inspectors must not give the impression that Ofsted favours a particular teaching style. Moreover, they must not inspect or report in a way that is not stipulated in the framework, handbook or guidance. For example, they should not criticise teacher talk for being overlong or bemoan a lack of opportunity for different activities in lessons unless there is unequivocal evidence that this is slowing learning over time. It is unrealistic, too, for inspectors to necessarily expect that all work in all lessons is always matched to the specific needs of each individual. Do not expect to see ‘independent learning’ in all lessons and do not make the assumption that this is always necessary or desirable. On occasions, too, pupils are rightly passive rather than active recipients of learning. Do not criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping pupils from learning new knowledge or gaining skills and understanding. (Extract Ofsted Inspection Subsidiary Guidance, 2014)  \nTo support the view that there is no one preferred Ofsted teaching style, HMCI Sir Michael Wilshaw’s speech to the RSA on “What makes a good lesson?” gives examples of two completely different styles of teaching which were both outstanding. Both teachers taught in the way they felt most comfortable and this enabled all their students to make outstanding progress. “For me, a good lesson is what works.”  \n“The judgment on the quality of teaching must take account of evidence of pupils’ learning and progress over time.” (Ofsted handbook, paragraph 119)  \nInspectors evaluate each lesson for achievement, quality of teaching and behaviour and safety – there is no overall lesson grade. The grade descriptors for the quality of teaching in the Ofsted handbook are not meant to be used for individual lessons. They are there to help inspectors make ajudgment on the quality of teaching across the school over a period of time. However, paragraphs 124 and 125 of the Ofsted handbook give a very clear steer to inspectors on what they should be looking for when they observe lessons:  \n“Inspectors must consider whether:  \n􀁸 teaching engages and includes all pupils, with work that is challenging enough and that meets their individual needs, including for the most able pupils  \n􀁸 pupils’ responses demonstrate sufficient gains in their knowledge, skills and understanding, including of literacy and mathematics  \n􀁸 teachers monitor pupils’ progress in lessons and use the information well to adapt their teaching  \n􀁸 teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning  \n􀁸 assessment is frequent and accurate and used to set relevant work from the Early Years Foundation Stage onwards  \n􀁸 pupils understand well how to improve their work  \n􀁸 all pupils are taught well so that they are properly prepared for the next stage in their learning, including in the Early Years Foundation Stage where the development of their communication, language and literacy skills must equip them well for Key Stage 1.  \n􀁸 Not all aspects of learning, for example pupils’ engagement interest, concentration, determination, resi","cbCair5vAE06RcTf","https://ap.wps.com/l/cbCair5vAE06RcTf","pdf",351782,"English","# OFSTED: Outstanding Teaching and TEEP\n## Dispelling myths about Ofsted and outstanding lessons\n## What inspectors evaluate (no overall lesson grade)\n## What inspectors look for during lesson observations\n## Outcomes in outstanding teaching\n## TEEP response and classroom implications","[{\"question\":\"What myths about Ofsted and outstanding teaching does the document challenge?\",\"answer\":\"It challenges the idea that teachers must follow a fixed three-part lesson, that there is a single definition of an outstanding lesson, that it is just about performing on the day, and that inspectors will always label lessons with a simple grade like inadequate or outstanding based on the day’s performance.\"},{\"question\":\"How do inspectors evaluate quality of teaching according to the document?\",\"answer\":\"Inspectors evaluate each lesson for achievement, quality of teaching, and behaviour and safety, with no overall lesson grade. They use evidence tied to pupils’ learning and progress over time rather than relying on one lesson snapshot.\"},{\"question\":\"What does the document say inspectors should look for when observing lessons?\",\"answer\":\"Inspectors should check that teaching engages and includes all pupils with appropriate challenge, that pupils show gains in knowledge and skills, that teachers monitor progress and adapt teaching, that questioning and discussion assess learning, and that assessment is frequent and accurate to set relevant work.\"},{\"question\":\"What is the role of TEEP in supporting outstanding teaching?\",\"answer\":\"TEEP turns evidence-based research into classroom practice through a training programme that models effective learning skills and strategies, helping teachers engage, challenge, motivate pupils, and develop growth mindsets with a stronger focus on the how and why of learning.\"}]","OFSTED - OUTSTANDING TEACHING AND TEEP - Myths to Dispelling and Ofsted Criteria Explained | PDF"]