I would appreciate feedback from others who go through lesson observations and are SEN teachers, or anyone who has positive suggestions! I am a SEN teacher in a Mainstream Secondary school with a 0.4 contract. I also have a 0.4 contact as an outreach teacher for a PRU. For my PRU job my lesson observations have always been graded as 'good' or 'outstanding'. In my mainstream job I have mostly been graded as 'satisfactory' and when that grading disappeared, consistently the grading has been 'inadequate'. I requested another observer and I was graded as 'outstanding'. Notice the difference between jobs and between observers in the same school. This week I have just received feedback from the last observation. Although the word 'inadequate' was not mentioned, I have to repeat the observation so obviously the lesson was inadequate. The pupils observed were the lowest set from Year 8 English. I have the task of teaching them Romeo and Juliet. I chose to teach metaphors and similes from the play. It was an interactive activity with students matching the original text to the modern text and definitions of the metaphors and similes. It took me two days over half term to make the resources. To demonstrate progress the students had to decide whether it was a metaphor or simile and to explain their decision in a bullet point. This was quite a hard task for students with learning difficulties but some progress was demonstrated and all students were engaged for the whole lesson. They enjoyed it. These students cannot read the original text or gain meaning from it. To ensure they could engage with the text I provided the excerpts in the modern text which they semi understand. They used Post Its to provide feedback on what they had learned and gave examples of their own metaphors and similes. My feedback states that not enough progress was demonstrated. I was criticised for making the students copy out the metaphors and similes as OFSTED would not approve of that task. However I argue that it was the only way I could show evidence that the students had engaged with the text. Verbal engagement is not easy to record. I am not asking for preferential treatment as a teacher of SEN but there has to be some reality taken into account of these students difficulties. I presented assessment data to the observers on spelling ages, reading ages, English Nation Curriculum levels, FSM and PP. I also added that all these assessments would be repeated at the end of the intervention to assess progress. These students may show only a small amount of progress in one lesson or even none at all. Over a period of time, hopefully there will be progress. Could you give me any advice on the following two aspects. 1. What data do you submit for lesson observations and is it taken into account so that the judgement is realistic? What other data could I add? 2. If you extract students from other lessons, which faculty leader is most likely to give permission for you to extract students from their subject? It is planned that in future we extract only from English. This has been agreed with the faculty leader on condition that we shadow the English Curriculum. I have pointed out that these children need a specialist programme of phonics. Shakespeare is not a suitable vehicle for teaching phonics. Grateful for any feedback.