Let’s be honest — the words “observation of teaching, learning and assessment” (OTLA) can trigger a mix of emotions in the FE sector.

For some, it’s a chance to reflect and grow. For others, it’s a tick-box exercise, often rushed or dreaded, with feedback that barely scratches the surface.

But when done well, OTLA can be one of the most powerful tools we have to improve quality — not just for learners, but for staff and the wider culture of an organisation.

This blog is for the IQAs, the quality managers, the senior leaders — and the tutors themselves — who want OTLA to mean something. Not just because Ofsted expects it, but because we know good teaching changes lives.

First, let’s rethink the purpose of OTLA

Too often, OTLA becomes about “evidence.” A performance. Something to get through.

But effective OTLA isn’t about catching people out. It’s not about a polished show or scoring a lesson out of 10. It’s about understanding what’s working, what’s not, and why.

It’s about answering questions like:

• Are learners actively learning, or just passively present?

• Is the session structured with intent — and does the implementation reflect that?

• Is assessment meaningful, or just meeting a criterion?

Done right, OTLA helps tutors feel supported, not scrutinised. It provides insights that drive genuine development. And it gives IQAs and Quality Leads the information they need to raise standards across the board — not just on paper.

What OTLA shouldn’t be:

Let’s name a few things OTLA isn’t — just to get them out the way:

• A stage performance with a perfect PowerPoint

• A tick-sheet to show the awarding body “we’ve done one”

• A chance for a manager to “drop in” and tick off a compliance task

• A tool to rank or compare tutors

• A once-a-year event that lives in a folder and nowhere else

If any of that sounds familiar — you’re not alone. But there’s a better way.

What effective OTLA can look like:

Here are some reflections and tips from my own practice — and from the providers I’ve seen do this well.

1. Focus on the why, not just the what

It’s easy to list what happened in a session. Learners used breakout rooms. There was a recap activity. The tutor asked questions.

But none of that tells you why the tutor made those choices — or if they worked.

Ask:

• What’s the intent behind this activity?

• Why was it structured this way?

• Did it help learners move forward — or just fill time?

2. Observe the learning, not just the teaching

You can have a tutor who’s confident, articulate, engaging — and still not be helping learners actually progress.

Look at:

• Who’s doing the thinking in the room?

• Are learners being stretched?

• Can they explain or apply what they’ve just learned?

If we’re only looking at the teacher, we’re missing half the picture.

3. Make feedback a conversation — not a judgement

I’ve seen tutors walk away from observations deflated, defensive, or none the wiser. That’s not developmental — that’s demoralising.

Instead, treat feedback as a dialogue. Ask:

• What do you think went well?

• What would you do differently next time?

• How can we support that development?

You’ll often uncover more insight by asking good questions than by delivering a “strengths and areas for improvement” speech.

4. Bring in teaching and learning theory (lightly)

You don’t need to deliver a lecture on pedagogy. But having a shared language around how people learn is essential.

Think about:

• Are the sessions planned to align with intent, implementation and impact?

• Are tutors using varied approaches to suit different learners?

• Is assessment being used as a learning tool — or just to tick boxes?

If you’re an IQA, this might mean some light CPD in areas like andragogy, scaffolding, or retrieval practice. You don’t need to be a qualified teacher — but you do need to be confident talking about learning.

5. Feed it back into the bigger picture

Observation is just the start. Use what you’ve learned to:

• Plan relevant CPD

• Spot training needs or inconsistencies

• Inform curriculum design

• Support peer learning and mentoring

The best providers I’ve worked with treat OTLA as part of an ongoing conversation — not a standalone event.

OTLA prompts for observers

Want to get beyond the surface? Here are a few prompts I’ve used or adapted:

• What’s the intent of this session, and is it clearly communicated?

• How are learners being supported and stretched?

• What forms of assessment are being used — and what are they telling us?

• Is there a clear link between delivery and planned outcomes?

• How confident are learners in discussing their progress?

• What’s the tutor’s awareness of individual needs, and how is this shaping delivery?

Don’t try to cover everything. Choose what’s relevant — and dig deeper.

So, where do we go from here?

If you’re an IQA or Quality Lead reading this, I’d encourage you to:

• Reflect on your current OTLA approach — is it fit for purpose?

• Talk to tutors — what kind of feedback is meaningful to them?

• Consider light CPD for your IQA team to build confidence in teaching and learning theory

• Reframe OTLA as a core quality activity, not a compliance task

And if you’re a tutor or assessor on the receiving end — speak up. Ask for feedback that helps you grow. Challenge anything that feels box-ticky or out of touch.

Final thoughts

Done well, OTLA strengthens everything: teaching, learning, staff morale, retention, outcomes.

Done badly, it becomes white noise. A paper exercise. A missed opportunity.

It’s not about catching people out. It’s about raising people up.

Let’s move beyond clipboard culture — and make OTLA something we’re proud to do, not something we have to do.