Teaching observations in a Higher Education context can be underpinned by an observer’s intention to enhance learning and teaching or used as a managerial tool to ensure standards are met or maintained. In this article, we investigate whether the emphasis on the developmental value of teaching observations is misleading. We seek to examine whether the ‘educational developers as observers’ model actually provides evidence that teaching observation can be developmental and stimulate reflective practice despite the approach stemming from government initiatives towards standards-driven teaching. The conclusions provide a view of whether this has implications for fostering formative notions such as critical reflection and enhancement of teaching practice, via the developmental nature of the scheme.