Advice & Resources
Giving Feedback After a Learning Walk
(How to share what you've seen — without breaking trust)
(How to share what you've seen — without breaking trust)
The feedback that follows a learning walk can either:
It all depends on how you share what you've seen.
Rule one: never give individual feedback from a learning walk.
It's not an observation. It's not a performance review. Keep it systemic.
Instead of "Miss Patel didn't share a learning objective,"
you say:
➡️ "In most classrooms, objectives were clearly shared. A few were more implicit — particularly in practical subjects."
This shifts the conversation to themes, not people.
Other examples:
Stick to what you saw. Report patterns. Use neutral language.
Feedback shouldn't be the end of the process. It should be the start of a conversation.
That might look like:
It's not about naming names or pointing fingers.
It's about helping people connect the dots between walk-through insight and school improvement.
The minute staff feel judged, learning walks become surveillance — not support.
| Focus Area | What Was Seen | Next Step |
|---|---|---|
| Learning Objectives | Visible in 80% of lessons observed | Share clarity strategies at staff briefing |
| Use of Modelling | Effective in science and maths | Peer demo sessions for other subjects |
| Transitions | Strong in lower school, less consistent at KS4 | Support Heads of Year to reinforce routines |
Use formats like this to shift feedback from critique to collaboration.
A learning walk is only as powerful as what comes next.
Feedback isn't about catching people out.
It's about catching opportunities to improve.
Be thoughtful. Be professional. Be systems-focused.
That's how you build a school culture that learns from itself.
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