Practical guides to observation cycles, learning walks, and building whole-school evidence.
What Learning Lens does with classroom observation data, what it deliberately does not do, and how the product is built against SNCT and LNCT agreements, GTC Scotland's Professional Update framework, and UK GDPR — for headteachers, data protection officers, professional association representatives, and the teachers being observed.
Read →What Learning Lens requests when a member of staff chooses 'Sign in with Microsoft', why your tenant may ask for admin approval, and the exact steps to grant consent once for your whole school or local authority.
Read →From first login to first insight: accounts, join codes, roles, learning visits, quick walkthroughs, lenses, analytics, exports, offline behaviour, and the teacher experience — written to match the current Learning Lens product.
Read →Adaptive teaching is contentious. Some call it differentiation rebranded; others see it as a retreat from high challenge; Ofsted wrote it into the EIF without fully defining what it looks like in the room. This guide uses observation evidence to answer the question — what is adaptive teaching, and how do you know when you are seeing it?
Read →Schools say they differentiate. The observation evidence tells a different story. How structured data on differentiation practices exposes the gap between policy and classroom reality — and what to do about it.
Read →Every school has a feedback fingerprint — a pattern of how feedback is given across departments that reveals more about teaching culture than any single observation. How to read it, what it means, and what to do about it.
Read →How one school used structured observation data to identify a metacognition gap, target professional learning, and track improvement over two terms. A worked example with real analytics patterns.
Read →A practical guide to running a learning walk focused on questioning quality. What to look for in each classroom, how to aggregate evidence across five rooms, and how to turn patterns into professional dialogue.
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