Classroom observation is one of the quickest ways to understand a school’s routines and how a TA adds value. Use this guide to know exactly what to look for, how to take effective notes, and what to ask afterwards—so you leave with clear evidence and confidence.

Before you go: quick setup

• Confirm the basics: class/phase, subject, time, where to wait, who you’ll shadow.
• Safeguarding & confidentiality: learn the reporting route/DSL; never record pupil names in take‑away notes.
• Purpose of the lesson: ask for learning objective/success criteria to anchor your notes.
• EYFS/Nursery visit? If you’re exploring Early Years routes, also see our Children and Young People’s Workforce Level 2 Certificate (Early Years/children’s workforce option).

What to look for (TA-focused lenses)

• Behaviour routines: entry, registers, attention signal, transitions, lining‑up, praise:correction ratio.
• Learning objective & success criteria: how they’re introduced, referenced and checked.
• Teacher modelling & scaffolding: worked examples, I‑do/We‑do/You‑do, visual steps, manipulatives.
• Questioning: cold calling, wait time, checking for understanding, who answers (same hands or all learners?).
• TA deployment: 1:1, small groups or roam? Proximity, prompting not telling, fostering independence.
• Differentiation & SEND: task adaptations, visuals/now‑next, reading rulers, chunking, sensory breaks, link to EHCP targets.
• Literacy & numeracy habits: phonics fidelity (scheme routines), talk time, use of vocabulary walls; maths manipulatives and reasoning prompts.
• Assessment for learning: mini‑whiteboards, exit tickets, hinge questions; how feedback is given and recorded.
• Environment & organisation: seating plan purpose, displays that teach (not just decorate), accessible resources.
• Safeguarding & welfare: supervision in busy moments (arrivals, playtime, dismissal); calm, respectful tone.

Green flags vs red flags

• Green: consistent routines; quiet, precise signals; clear roles for TAs; specific praise; pupils know what success looks like; small checks for understanding.
• Red: long periods of off‑task chatter; unclear next steps; TA doing the task for pupils; non‑inclusive language; inconsistent behaviour responses.

How to take useful notes (fast)

• Use a two‑column page: What happened | My observation/impact.
• Capture specifics: “teacher used ‘My turn/Your turn’ → 90% choral response,” not “good behaviour.”
• Record short timings: “modelling 4 min → practice 8 min → review 3 min.”
• Anonymise: write “Pupil A (EHCP) used now/next; re‑engaged in 2 min.”

What to ask afterwards

• “What are the class priorities this term, and where does a TA make the biggest difference?”
• “How do you measure intervention impact?”
• “How are TAs deployed across the day (1:1, groups, cover)?”
• “What CPD is available for TAs (phonics, SEND, behaviour)?”

Observation do’s & don’ts

• Do: arrive early, bring photo ID, dress smart‑casual, follow staff directions, keep phones away, keep notes factual.
• Don’t: interrupt input, give new instructions, or take any pupil data off‑site.

Frequently Asked Questions

What should I wear for a classroom observation?

Smart‑casual suitable for working with children (comfortable footwear if you’ll join activities). Bring photo ID as requested.

Can I interact with pupils during the observation?

Follow the teacher’s lead. If invited to support, keep instructions consistent with the class routine and note any impact.

How long should I stay?

Many observations run 30–60 minutes; some trial sessions may be longer or include a short task. Confirm arrangements in advance.

What should I write down?

Factual examples linked to routines, learning checks and TA deployment. Avoid identifying information; use “Pupil A/B.”

Do I need a DBS for observation?

Schools arrange checks for placements and trial work. Study from Home does not apply for DBS checks on your behalf.