Learning Walks: A guide for school leaders
How to conduct effective learning walks using 8 observable learning behaviours. Includes a free pro-forma generator for school leaders.
What is a Learning Walk?
A Learning Walk is a short, focussed visit to a classroom. It shifts attention away from teacher performance and toward what really matters: how students are learning. Rather than a formal inspection, it is a chance to see how learners engage with ideas and content.
Key Takeaways
- Learning Walks fundamentally reframe classroom observation as a tool for understanding learner learning, not evaluating teacher performance: This approach aligns with the principles of formative assessment, where the goal is to gather evidence of learning to inform instruction and provide timely feedback, rather than simply judging teaching efficacy (Wiliam, 2011). This shift builds a culture of continuous improvement, enabling educators to identify and address learners' misconceptions more effectively.
- The brevity and frequency of Learning Walks provide a powerful, low-stakes mechanism for gathering rich, systemic data on learner engagement and understanding: By conducting multiple short visits, leaders can build a comprehensive picture of pedagogical practices and learner responses across the school, identifying patterns and areas for development that might be missed in isolated, longer observations (Hattie, 2012). This aggregated data offers valuable insights into the collective impact on learner achievement.
- Engaging directly with learners during Learning Walks is paramount for uncovering authentic insights into their learning processes and understanding: Asking learners targeted questions about their learning, what they are doing, and why, provides invaluable qualitative data that traditional observations often miss (Clarke, 2014). This direct feedback mechanism, central to effective formative assessment, gives learners agency and offers educators a clearer picture of the impact of their teaching from the learners' perspective.
- Learning Walks are a catalyst for cultivating a school-wide culture of collaborative professional learning and continuous improvement: By shifting the focus from individual teacher evaluation to collective inquiry into learner learning, Learning Walks encourage open dialogue and shared responsibility for pedagogical development (Fullan, 2016). This collaborative approach, rooted in principles of professional learning communities, builds trust and creates a supportive environment where educators can openly discuss practices and refine their teaching strategies.
When done well, Learning Walks spark professional conversations. Teachers can reflect on their choices and share what works. It is about understanding how thinking unfolds in real classrooms, not ticking boxes.
Traditional lesson observations can feel stressful. Teachers may feel they must stage a perfect lesson. A Learning Walk removes that pressure. It focuses on what learners are actually doing: how they work with concepts and engage with information.
One of the best parts is the chance for quick, grounded feedback. Teachers can have immediate professional conversations about what was noticed and what could be improved. It is a shared inquiry, not a performance review.
The concept has its roots in Carolyn Downey's Three-Minute Classroom Walk-Through model (Downey et al., 2004), which drew on the management practice of "walking the floor" used in organisations like Hewlett-Packard. Downey argued that brief, frequent visits gave leaders a more accurate picture of daily practice than infrequent formal observations. UK schools adapted the model to fit their own contexts, and today most multi-academy trusts and local authority schools use some version of the learning walk as part of their quality assurance processes.
What matters most is whether children are grappling with ideas in meaningful ways. Are they making l inks and scaffolding learning? That is the real measure of classroom quality.
The 8 Learning Behaviours: An Observation Framework
Generic observation checklists ask observers to look for "engagement" or "good behaviour." These terms are too broad to be useful. A Year 4 learner copying from the board looks engaged but may not be learning anything. A group working quietly may be compliant rather than thinking. Robert Coe and colleagues (2014) call these "poor proxies for learning": visible signs that look like learning but do not reliably indicate it.
Ellis and Tod (2018) argue that effective observation requires a clear framework of specific, observable learning behaviours. Rather than asking "Are learners engaged?", observers need to ask "What kind of thinking are learners doing right now?" The eight learning behaviours below provide that specificity. Each one describes a different type of cognitive and social engagement that teachers can look for during a classroom visit.
Learning Together
Learners share ideas, listen to each other, and build on what others say. In a Year 5 science lesson, you might see one learner explaining their prediction to a partner while the partner asks a follow-up question. The indicator is reciprocal talk, not parallel work at the same table.
Staying Engaged
Learners sustain focus on a task even when it becomes difficult. This is not the same as being quiet or appearing busy. Look for learners re-reading instructions, asking for clarification, or returning to a task after a pause. In a Year 8 maths lesson, a learner who gets stuck on a multi-step problem but re-reads the question and tries a different approach is showing this behaviour.
Being Creative
Learners generate original ideas or combine existing ideas in new ways. This goes beyond producing neat work. In a Year 3 writing lesson, a learner who chooses an unexpected setting for their story and explains why it works is demonstrating creativity. Look for choices that show independent thinking.
Thinking It Through
Learners plan, monitor, and evaluate their own thinking. This is metacognition in action. Observable signs include learners annotating their work, crossing out and revising answers, or explaining their reasoning without being asked. Flavell (1979) described this as "thinking about thinking," and it is one of the strongest predictors of academic progress.
Building Resilience
Learners persist when they encounter setbacks. This does not mean sitting silently when stuck. It means actively seeking strategies to move forward: re-reading, using a help sheet, discussing the problem with a peer, or breaking the task into smaller steps. In a Year 10 design technology lesson, a learner whose prototype fails but sketches three alternative designs is showing resilience.
Communicating Clearly
Learners express their understanding using precise language, whether spoken or written. Look for subject-specific vocabulary used correctly, explanations that follow a logical sequence, and learners who can articulate why they chose a particular approach. In a Year 6 history lesson, a learner who says "The Victorians built workhouses because they believed poverty was caused by laziness" is communicating more clearly than one who says "They built them because they wanted to."
Making Connections
Learners link new learning to prior knowledge or to other subjects. This is how schemas develop. During a Year 9 geography lesson on coastal erosion, a learner who says "This is like the chemical reactions we studied in science" is making a cross-curricular connection. Look for references to previous lessons, real-world applications, or comparisons between topics.
Reflecting on Learning
Learners think back on what they have done and identify what they have learned or what they would do differently. This is distinct from simply answering "What did you learn today?" Look for learners who can identify specific moments where their understanding changed, or who revise earlier work based on new knowledge. The EEF's guidance on metacognition and self-regulation identifies this as a high-impact, low-cost strategy.
These eight behaviours give observers a shared language for what they see in classrooms. Instead of leaving a room with a vague sense that "the lesson went well," a leader using this framework can say: "I saw strong evidence of Thinking It Through in the way learners annotated their diagrams, but limited Making Connections to prior learning."
The Learning Walk Pro-Forma Generator below creates printable observation forms for each of these eight behaviours. Select the behaviours that match your school improvement priorities, and the tool generates a structured form with specific indicators to look for during your walk.
Why do we use Learning Walks?
There is no substitute for being in the room. Watching how learning unfolds offers insights that no document can provide. For school leaders, Learning Walks help gather real dataabout what is working and where support is needed.
These short visits form the baseline for school development. They help teams understand current practice and build a picture of how teaching strategies play out. But the real power lies in the conversations they spark between teachers.
For teachers who observe, it is a chance to compare approaches and reflect on their ownpractice. The follow-up discussions are where professional growth happens. Teachers return with fresh ideas to try.
Key benefits include:
- Building a culture of curiosity and inquiry among staff
- Showing what instruction looks like day to day
- Revealing chances for professional development
- Encouraging purposeful conversations about supporting learners
Types of Learning Walks
Not all learning walks serve the same purpose. Tom Sherrington distinguishes between walks focused on teaching and learning, ethos walks that examine school culture, and accountability walks driven by data (Sherrington, 2022). The type you choose should match the question you are trying to answer.
Teaching and Learning Walks
These focus on pedagogy: how teachers explain concepts, how learners respond to tasks, and how formative assessment is used in real time. A deputy head visiting three Year 4 classrooms to look at how teachers use questioning during guided reading is conducting a teaching and learning walk. The data feeds directly into CPD planning.
Ethos and Culture Walks
These examine the learning environment rather than specific lessons. Observers look at corridor displays, the way transitions are managed, how learners speak to each other, and whether the school's values are visible in daily routines. A headteacher walking through the school during morning arrival to observe how staff greet learners is conducting an ethos walk.
Peer-Led Walks
Teachers observe each other rather than being observed by leaders. This model, supported by research from the Education Endowment Foundation on collaborative professional development, reduces the power active and encourages honest reflection. A pair of Year 2 teachers visiting each other's phonics lessons to compare approaches is a peer-led walk. The follow-up conversation between equals is often more productive than feedback from a senior leader.
Subject-Specific Walks
A subject lead visits classrooms across year groups to track how their subject is taught and how curriculum progression plays out in practice. A maths lead visiting Reception, Year 2, and Year 4 to see how number bonds are introduced and developed is conducting a subject walk. These walks reveal gaps in curriculum coherence that whole-school walks often miss.
SEND-Focused Walks
SENCOs check classroom adjustments are in place. They see if visual supports work, and differentiation matches IEPs. They also check if learners with needs fully participate. These checks offer evidence for annual reviews and inspections.
What to Look for During a Walk
A Learning Walk is not about catching people out. It is about paying close attention to what is happening in the classroom. These short observations help leaders focus on specific elements of teaching and learning.
1. Lesson content and curriculum alignment
Leaders assess how lesson content matches curriculum expectations. Key questions include:
- What topic is being covered?
- Does the content align with objectives?
- Is it accessible and engaging for all students?
2. Learner engagement and behaviour
This focuses on how students take part. Observers ask:
- Are students actively joining in tasks and discussions?
- Are they showing focussed and positive engagement?
- Is any student showing notable behaviour patterns?
3. Classroom environment and setup
The physical layout matters for learning. Observers look at:
- Is seating conducive to learning?
- Is student work displayed?
- Are resources accessible?
4. Clear learning objectives
Lessons should have clear goals. Observers ask:
- Are objectives clearly posted?
- Is content connected to these objectives?
- Are goals challenging but achievable?
5. Evidence of student progress
Observers gather evidence on how well students are progressing:
- What activities were students doing?
- What questions did students ask?
- Which strategies engaged students most?
6. Debrief and reflection
After the walk, observers discuss what they saw. This is key for improving practice. The focus is on growth, not evaluation.
7. Self-reflection and professional development
Teachers reflect on their own practice:
- What was reinforced during the walk?
- What might they adjust in future lessons?
Learning walks check classroom environments. Displays should support learning objectives, and resources must be accessible. Observe if the space helps learners work together or independently. See if lessons use technology meaningfully (Earl & Timperley, 2008).
Additionally, observers should note evidence of differentiation and inclusive practices. Are all students appropriately challenged? How are different learning needs being met? Look for visual supports for learners with additional needs, evidence of scaffolding for less confident learners, and extension activities for those ready to progress further. These observations help identify where additional support or training might be beneficial.
Observe learners' engagement and behaviours in class. Do they join discussions? Do they show understanding by asking questions or working together? Learning walks record real learning moments. These moments give insights for school improvement (Black & Wiliam, 1998; Hattie, 2009).
How do we conduct effective Learning Walks?
To get the most out of Learning Walks, schools need a clear process. Here are the key steps:
- Define the focus. What specific area of teaching and learning will you observe?
- Plan the route. Which classrooms will you visit?
- Brief observers. Ensure everyone knows the goals and protocols.
- Conduct the walks. Visit classrooms briefly and unobtrusively.
- Gather data. Record observations using a predefined template.
- Discuss findings. Share insights with teachers in a supportive way.
- Identify actions. What changes can be made based on the observations?
- Follow up. Check on progress and provide ongoing support.
Remember, the goal is to improve teaching and learning, not to find fault. Frame feedback constructively and focus on what can be done differently next time. Encourage open dialogue and shared problem-solving.
Effective Learning Walks need strong leadership. Leaders should champion the process and model a growth mindset. They must create trust and create a safe space for honest reflection.
Preparing for Effective Learning Walks
Plan learning walks for success before entering classrooms. School leaders should set clear aims, like observing questioning (Wiliam, date unknown). This focused approach provides helpful feedback, instead of just judging teaching. Meaningful observations then support each learner's engagement and the curriculum.
Sharing the learning walk schedule helps create a supportive culture. Explain its purpose, showing the focus areas in advance. Learning walks are developmental, not for performance management. When learners understand this collaboration, feedback improves (Stoll & Earl, 2023).
Time walks carefully to minimise class disruption and boost learning. Schedule walks during varied lesson phases (opening to plenary). Aim for brief, focussed 10 to 15 minute visits to see real classroom interactions. Observe with curiosity, not judgement (Wiliam, 2018), so all learners benefit (Earl & Timperley, 2008).
Share questioning focus at a meeting beforehand. Give learners Rosenshine's Principles (Rosenshine, 2012) to read. Circulate the observation form so teachers know what to expect. This shows the walk is learning, not a test.
Following Up: From Observation to Action
The true value of learning walks lies not in the observation itself, but in the purposeful actions that follow. What happens after the walk matters more than the walk itself. Without structured follow-up, observations stay as notes in a notebook. With it, they become the starting point for real changes in teaching and learning.
Give teachers feedback within 48 hours, say school leaders. Focus on specific, practical points. John Hattie (2012) showed timely input boosts development. Use brief chats plus formal sessions. This lets learners reflect quickly.
Learning walks inform school improvement, beyond just individual feedback. Gather data to find trends in departments, year groups, or teaching (Earl & Katz, 2006). Use findings to shape professional development and resources. Create action plans with timelines (Stoll et al., 2006). Follow-up walks then measure progress (Wiliam, 2007). This cyclical process keeps improvement moving.
In practice, this might look like a secondary school where the assistant headteacher conducts six walks across the English department in one week, focusing on how teachers model extended writing. The collated findings show that three teachers use live modelling effectively while two rely on pre-written exemplars. Rather than grading individual teachers, the leader arranges for the three effective modellers to run a fifteen-minute demonstration at the next department meeting. The follow-up walk two weeks later checks whether the shared strategy has spread.
How Often Should You Conduct Learning Walks?
There is no single correct answer, but there is clear guidance. The National Education Union (NEU) recommends a maximum of three formal observations per teacher per year, each lasting no longer than one hour. Learning walks are distinct from formal observations, but schools should be transparent about how the data is used. If walk data feeds into performance management, the NEU considers them observations by another name.
The most effective approach combines frequent short walks with less frequent deeper visits. Many schools find that two to three focused walks per half-term, lasting ten to fifteen minutes each, provide enough data to identify patterns without creating excessive workload for leaders or anxiety for staff. Carolyn Downey's original walkthrough model (Downey et al., 2004) recommended brief daily visits of three to five minutes, though few UK schools sustain this frequency.
Weekly informal drop-ins work well when the school culture supports them. Termly structured walks with a specific focus, recorded on a pro-forma and followed by written feedback, provide the evidence base for school improvement planning. The key principle is consistency: irregular walks feel like inspections, while regular walks become part of the school's rhythm.
Pay reforms began in September 2024 (STPCD), ending performance-related pay. This should reduce fear that learning walk data will punish learners. Schools must now clearly explain how observation data supports professional growth, not capability (STPCD).
Common Pitfalls to Avoid
School leaders damage learning by doing learning walks without purpose or warning. Teachers see surprise visits as inspections, causing defensiveness. Wiliam's (date) research shows fear stops teacher reflection and growth. Establish safety before observation, say Wiliam (date).
Classroom visits must balance praise and development needs. Focusing on only deficits creates anxiety (Robinson, 1998). Effective leaders should recognise strengths 70% of the time. This builds confidence while still driving learner progress (Hattie & Timperley, 2007).
School leaders often miss following up after learning walks, leaving teachers unsure. Brief chats post-observation, plus written feedback within 24 hours, show real support. Without follow-up, staff see it as admin (Robinson, 1998; Cordingley, 2015; Stoll, 2009).
A fourth pitfall is looking for the wrong things. Coe et al. (2014) warn against "poor proxies for learning": signs that look like effective teaching but do not reliably indicate that learners are learning. These include a busy classroom where all learners appear on task, enthusiastic learners who answer questions eagerly, a calm and well-organised room, and learners who say they enjoy the lesson. None of these are evidence that learning has happened. Effective observers focus instead on whether learners can explain what they are learning and why, whether they can apply new knowledge independently, and whether their written work shows progress from the start to the end of the lesson.
Creating a Positive Learning Walk Culture
Trust and transparency are key for good learning walks. Leaders must explain observations help develop, not judge teaching. If staff feel threatened, they become defensive. Psychological safety, as Edmondson (dates not in original text) found, allows learners to engage with feedback.
Consistent messages on purpose and process help with implementation. Leaders should model collaboration; share learning walk insights in meetings. Discuss observations regularly. This shows commitment to school improvement, not just individual accountability. When teachers grasp that learning walks improve curriculum and development, they actively participate (Earl & Timperley, 2008).
Teachers should help create observation criteria. Tell teachers the focus areas in advance. Keep post-observation chats positive and future-focused. Regular learning walks, not rare events, make school life better.
One effective practice is the "open door" model, where any member of the leadership team can visit any classroom at any time, and any teacher can request a visit from a colleague. A junior school in the Midlands implemented this approach and found that after one term, teachers were initiating more peer visits than leaders were conducting formal walks. The shift happened because the school invested time in building trust first, before introducing any formal observation schedule.
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Frequently Asked Questions
What is a learning walk in education?
A learning walk is a brief, informal visit to a classroom that focuses on student engagement and the quality of learning rather than teacher performance. These visits usually last about ten to fifteen minutes and allow leaders to gather a snapshot of typical classroom practice across the school. The primary goal is to identify trends in teaching and learning to inform the organisation of professional development.
How do school leaders conduct an effective learning walk?
Leaders should start by defining a specific focus, such as questioning techniques, to ensure the visit is purposeful. During the walk, they should look for evidence of student understanding by speaking with learners and observing their work. This process identifies effective strategies for teachers to practise in their own classrooms and supports professional growth.
What are the benefits of learning walks for teachers?
These visits reduce the pressure associated with formal inspections and help to build a culture of open professional dialogue within the school. Teachers can observe their peers to share successful strategies and reflect on their own classroom practice. When conducted correctly, they provide teachers with regular opportunities for low-stakes reflection and collaborative improvement.
What does research say about the impact of learning walks?
Classroom visits build teacher collaboration and consistent standards. Education Endowment Foundation research shows peer feedback improves outcomes. Feedback helps schools spot good techniques. Focusing on the learner experience helps schools meet needs (Education Endowment Foundation). Studies support these strategies (names, dates).
What are common mistakes to avoid during learning walks?
One frequent error is treating the visit like a mini inspection, which can cause unnecessary stress and lead to staged performances. Failing to provide clear feedback or using the data for performance management can also damage staff trust and influence teacher behaviour negatively. Leaders should avoid visiting classrooms without a clear purpose or failing to communicate the findings with the wider team.
How is a learning walk different from a lesson observation?
Formal observations link to reviews, but learning walks are brief and help learners. Observations assess individual teachers; learning walks view learner experiences across classrooms. This change moves focus from showmanship to real classroom activity (Hargreaves, 2005; Stoll, 2009).
How many learning walks are acceptable?
There is no legal limit on the number of learning walks a school can conduct, but the NEU recommends a maximum of three formal observations per teacher per year. If learning walk data is used for performance management purposes, unions may consider them formal observations. Most schools conduct two to three focused walks per half-term. The key is transparency: staff should know when walks will happen, what the focus is, and how the data will be used. Frequent, short, developmental walks are widely accepted when the school culture supports them.
Do learning walks count as formal observations?
Not necessarily. Learning walks are typically shorter (ten to fifteen minutes), less formal, and focused on whole-school patterns rather than individual teacher performance. They become formal observations when the data is used for appraisal or capability procedures. Since September 2024, changes to the STPCD have removed performance-related pay, which reduces this tension. Schools should have a clear policy that distinguishes between developmental learning walks and formal observations, and share this with staff and unions.
Start With One Walk This Week
Pick a single focus for your first walk this week. Choose one of the eight learning behaviours listed above and spend ten minutes in three classrooms looking only for that behaviour. Talk to two or three learners about what they are doing and why. Write three bullet points about what you noticed.
Share those bullet points with the teachers you visited before the end of the day. Ask them what they think. That conversation, not the observation itself, is where the professional learning happens.
If you want a structured observation form to take with you, use the Learning Walk Pro-Forma Generator earlier in this article. Select the behaviours that match your school improvement priorities, and print or save the form before you set off.
Evaluate Your School Against EEF Standards
Schools often implement interventions to address complex educational challenges. These interventions may seek to raise learner attainment or wellbeing (Kraft, 2020). Yet, many schools struggle to choose suitable interventions (Sharples et al., 2022). Considering the evidence is crucial, according to Higgins et al. (2019). Evidence helps schools improve learner outcomes and use resources effectively (Wiseman & Hunt, 2021).
Further Reading: Key Research on Learning Walks
These papers and books provide the evidence base for effective learning walk practice in schools.
Classroom Observation Protocols in Practice View study ↗
Peer-reviewed
Structured observation protocols boost classroom visit reliability (Bell, 2018). These protocols help schools design effective learning walk frameworks. Consider this when creating your own observation system.
What Makes Great Teaching? Review of the Underpinning Research View study ↗
Coe et al., 2014
Coe et al. (2014) name six parts of good teaching. They caution against using enthusiasm or classroom buzz as signs of learning. Read their work when planning lesson observations.
Visible Learning: A Synthesis of Over 800 Meta-Analyses View study ↗
Hattie, 2009
Hattie's (2009) research shows feedback greatly impacts learners. Learning walks offer fast, focused feedback in classrooms, scaled across schools. This supports teacher development (Stoll & Earl, 1999).
Three-Minute Classroom Walk-Through View study ↗
Downey et al., 2004
Downey's (1985) walkthrough model informs current learning walks. The book offers a clear framework for short classroom visits. These visits concentrate on curriculum and teaching (Downey, Steffy, English, Frase, & Poston, 2004).
Embedding Formative Assessment View study ↗
Wiliam, 2011
Formative assessment, from Dylan Wiliam's research, supports learning walks. Observers use Wiliam's (dates missing) work to gather learner progress evidence. They focus on this during classroom observations.
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