Matt Tiplin, with experience as a senior leader in a Multi-Academy Trust (MAT) school and an Ofsted inspector, reflects on his history with lesson observations, acknowledging their potential to significantly enhance teachers’ practices and student learning.

He recognises, however, that traditional approaches often fall short, feeling more like obligatory evaluations rather than constructive feedback sessions. Matt argues for a paradigm shift towards low-stakes, supportive observations that foster genuine professional growth without adding stress to an already demanding job.

He suggests that changing the perception and execution of lesson observations can transform them into valuable opportunities for self-reflection and improvement, rather than mere formalities. This perspective is informed by both his own experiences and a desire to see observations contribute more effectively to educational excellence.