I don’t do lesson observations
I don’t do lesson observations – and here’s why.
As a headteacher, I don’t do traditional lesson observations, not because I’m too busy, but because I’ve found more efficient and impactful ways to support teaching and learning, which also support teacher wellbeing. That said, it takes time, consistency, and a culture built on strong relationships.
Over the years I’ve been a leader in schools, I’ve learned that being present regularly in classrooms (and on the playground!) allows for:
• Authentic teaching
• Meaningful support for staff
• A deeper understanding of the day-to-day reality of learning
This approach has a huge impact on teacher wellbeing: teachers know they won’t be defined by one lesson. Some lessons don’t go to plan or things get missed – I get that, and they know I get that. We trust each other enough that if I ever had a concern about their work, I wouldn’t just point it out; I’d work alongside them to improve it.
I focus on gathering insights over time by observing students, reviewing their work, and understanding what they know and can do. With staff, I focus on applying radical candor: combining honest feedback with care, challenge, and support. There are far more effective ways to develop practice than formal observations: live coaching and modelling, co-teaching, and instructional coaching. These approaches have consistently driven the biggest improvements to teaching and learning across the schools I’ve led in.
The real challenge isn’t the approach itself – it’s developing all leaders in school so we can do this well together. This takes more time than I realised, which is why I prioritise supporting leaders through:
• Clear expectations
• Modelling effective monitoring
• Giving feedback on the feedback they provide
For me, it’s a privilege to be part of shaping leaders who will continue to make a difference long after I’ve moved on.
I’m not afraid to teach myself, and I genuinely enjoy receiving feedback. It’s a privilege to work alongside teachers and leaders in a culture of trust and mutual growth. It takes time, but this is the work that makes the biggest difference for staff and students alike.