BA (Hons) Primary Education with QTS Year Three School ...

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Year Group Taught

MPR Grade

EPR Grade Pass/Fail Grade:

No. of days absent

Training Model (Please �)

Lead School Associate

Phonics Taught

Not Taught Developing Confident

BA (Hons) Primary Education with QTS Year Three School Based Training Booklet

Trainee Name: When complete, take 1 copy for your PDP, 1 copy for your PDT and hand original in to A104b by 4pm on Friday 12 December 2014

Please note that this booklet must be handed in wha tever the outcome of the placement.

2014-2015 Faculty of Health Education and Life Sciences

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School Based Training Guidance BA (Hons) Primary Education with QTS Year Three School Experience: 2014-2015 Placement Specific Information • Year 3 BAQTS trainees complete an 8 week block placement. • Trainees start the placement with a minimum teaching commitment of 50% and build up to teaching and taking responsibility for the class for 80% of the timetable by the start of the 5th week at the latest. Number of formal observations University Tutor Class Teacher School Mentor Total Lead School 1 2 5 8 Associate School 3 5 N/A 8 One of which for both models must be a joint observ ation completed between the University Tutor and Sch ool Mentor or Class Teacher. • The first observation must be undertaken within 7 working days of the placement starting by the either Class Teacher, School Mentor or University Tutor. The observation should be focused on the impact of the trainee’s teaching on children’s learning. • Trainees must engage in Weekly Professional Development Discussions with the Class Teacher. During these, the Class Teacher should underline appropriate statements from the Formative Feedback Guidance in the trainee’s School Based Training Booklet. • The Mid Point Review (MPR) must be completed by the end of the week beginning 14 November. The judgement will be based on the Formative Feedback Guidance. • The End of Practice Review (EPR) must be completed in the final week of the practice, week beginning 8th December. The judgement will be informed by on-going assessments against the Formative Feedback Guidance. The final grade will be recorded in the Summative Assessment Report (SAR). • During this final block, trainees would appreciate the chance to discuss job applications/interview technique and undertake a mock interview with a relevant member of staff. Preliminary Visit Support At the start of any School Based experience, a School Induction, Health & Safety and Child Protection/Safeguarding Briefing must be completed. During the preliminary visits, trainees gather a range of information about the school and class as well as getting to know the children. They will be asking a variety of questions about the following aspects: • Context of the school; drawing on Ofsted information, considering how they may support school with development priorities. • Planning - procedures and identification of topics/lessons to be taught. • Adult support in the class - how it is used to support learning and when it is available. • Provision for children with Special Educational Needs. • Behaviour Management – policy/practical approaches and general classroom routines. • Phonics and Early Reading - identify opportunities to teach phonics, or observe if teaching is not appropriate. • Assessment - please discuss the Developing Effective use of Assessment Booklet. • Please facilitate opportunities for trainees to observe other teachers to develop their understanding of good practice. Before the Block Placement begins • Develop an appropriate teaching timetable for the trainee for the placement. • Discuss trainee’s targets and generate strategies for in-school support. Amongst others this could include arranging for the trainee to observe other colleagues in school. • Support planning as appropriate and sign off the planning/preparation if satisfactory to confirm the trainee is ready to start their School Based Training. As part of this, trainees must identify subject knowledge needs and appropriate activities/resource ideas. • Sign off the School Based Training File. • If, for any reason, you feel that the trainee is not ready to start the practice, contact the [email protected] or named university tutor immediately. • Identify a schedule for Weekly Professional Development Meetings. • Discuss, with the trainee, relevant staff meetings that should be attended.

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Lesson Observations • In consultation with the trainee identify when formal lesson observations will take place. • Formal observations should be recorded on the university’s observation form electronically, paper versions of this form are also available, and the trainee should have copies for you. Observation forms can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships. • Verbal feedback from the observation should be shared within 24 hours of the observation taking place. • The written feedback should be discussed to identify strengths, areas for development and suggest strategies the trainee may use to enhance their professional practice. Please be as detailed and clear as possible. • Any causes for concern should be clearly identified on the observation form against the relevant Teachers’ Standards and a ‘Cause for Concern’ form should be completed and returned to [email protected] • Targets should be negotiated with the trainee and clearly recorded and reviewed as appropriate. • As much informal feedback as possible will also be beneficial to the trainee.

Keeping the trainee informed – Class Teachers will be required to support trainees in the following ways: Weekly: • A Weekly Professional Development Discussion must be held with the trainee to review progress, discuss issues and identify the agenda for the following week. Trainees should record outcomes in their School Based Training Booklet and share/add to their PDP. • Please underline relevant statements from the Formative Feedback Guidance to highlight strengths and development points. This will inform the MPR. The Mid Point Review (MPR) must be completed by the end of the week beginning 14 November: • Statements underlined in the Formative Assessment Guidance as part of weekly meetings will inform the MPR. • The MPR is an essential part of the trainee’s formative assessment to consider their progress against the initial targets and to set targets for the remainder of the placement. • For weaker trainees the MPR should be carried out slightly earlier than the actual midpoint date to enable the trainee maximum time to implement strategies and enhance their potential to succeed. The End of Practice Review (EPR) must be completed in the final week of the practice beginning 8 th December: • At the EPR, the Summative Assessment Report (SAR) Is completed in light of the Formative Feedback Guidance and a summative judgement made about the trainee’s level of achievement at the end of the School Based Training. • A report is written identifying strengths and areas for development in the trainee’s early career. • These meetings will be chaired by either the School Mentor or University Tutor.

Where can the Class Teachers get further help and guidance? • The University Tutor should be the first port of call. Please contact via phone or email as soon as an issue arises. • The trainee’s School Based Training Booklet. • The Partnership website: www.bcu.ac.uk/education/partnerships Supporting the Professional Development Profile (PDP) • Trainees record evidence of their progress towards the Teachers’ Standards in the PDP File. • Trainees should regularly contribute reflective comments that identify strengths and suggestions of how they may enhance their demonstration of particular Standards. • They should gather evidence to support this, e.g. observation feedback, photographs, children’s work, resources, background reading, planning etc. • Ultimate responsibility for this document lies with the trainee, however, regular support and guidance is always appreciated. • The PDP must be discussed at least once a week, during the weekly meeting. • Guidance and questions to consider in relation to the Standards are included in the Partnership Handbook. These can be used by all parties, including the trainee.

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Placement Specific Information

Absence Reporting Procedure If you are absent from school for any reason, it is YOUR professional responsibility to:

1. Contact the Class Teacher to inform them of your absence as far in advance as possible and provide them with information regarding the lessons you plan to deliver that day.

2. Telephone school to report absence formally in accordance with school policy for staff. School Absence Reporting Procedure: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Email [email protected] by 08:30am at the very latest on each day of absence; stating your name, school, stage of course and reason for absence.

4. If you are on block placement, even if you are not expecting a visit, you should also inform your university tutor by an agreed means.

5. You must keep the school and university informed about continuing absence. *Trainees must make calls in person except in extre me circumstances*

Name and Address of School Telephone Number Email Address

Name of Head Teacher

Name of School Mentor (if applicable)

Name of Class Teacher Contact details Please negotiate protocol for contact with the Class Teacher, e.g. earliest/latest time, appropriate reasons.

Name of University Tutor Contact details Note protocol for contact, e.g. method and time frame

Name of PDT

Emergency Contact Details for Trainee (Please include name and mobile phone number) ENSURE THAT THIS IS SHARED WITH RELEVANT STAFF

Please indicate if you have a Disability Support Statement. Disability Support Summary and Implications for School Based Training Discussed in school Please indicate if you have a Placement Action Plan.

Yes No Date discussed: Yes No

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Placement Register Please keep this register daily for all days during which you are on School Based Training. Morning and afternoon attendance are to be shown as follows:

• Please blank out any days not scheduled for School Based Training. • Absence must only be shown for scheduled School Based Training days which were not attended. • For trainees claiming expenses: A copy of this register must be attached to your claim form.

I confirm that this is an accurate record of the trainee’s attendance.

Signed:

Date:

Class Teacher

School/Setting Stamp:

Present: / M T W T F Absent: O / \ / \ O O / \ / \

Week beginning M T W T F Half days present

Half days absent

Reasons for Absence

Total number of half days present:

………

Total number of half days absent:

……….

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Placement Approval Checklist

Task

Date Completed

Approved by School

Mentor/University Tutor

Approved by Class Teacher

Share and discuss School Based Training Guidance.

Health and Safety Induction/information gathered from the relevant H&S Policies. (p. 12)

Child Protection Induction/information gathered from the relevant Child Protection Policies. (p. 11)

Complete tasks on p7 - 17 to support school orientation and action planning.

Planning • Reflect upon planned small group activities – identify

resources and subject/pedagogical development needs.

• Negotiate the timetable to be taught. • Discuss the school’s medium/weekly term planning

for the areas you will be teaching and create your own adding and extending ideas.

• Complete the first lesson plan for each of the areas you will be teaching in your first week where possible.

Find out about the format of the school day, including: children’s arrival, playtime(s), lunch-time, moving around the school and leaving school at the end of the day.

Observe teachers and record practical strategies that you will use in your teaching also subject areas you have not yet taught, or aspects of teaching you need to develop greater confidence in.

Identify staff meetings/training that you should attend during the School Based Training.

Identify areas for development as noted in your Year 2 SAR and in the context of your new Year 3 school experience formulate initial targets for discussion with your PDT.

Negotiate times for Weekly Professional Development Discussions.

Share your PDP to identify Standards which are strengths and Standards which need to be developed.

School Based Training File organised as follows: Section One ~ Background Information: Safeguarding Confirmation Form, School Based Training Booklet, list of staff and their responsibilities, a copy of your teaching timetable, class lists identifying specific needs. Section Two ~ Medium Term/Weekly Planning the school’s and your own and Subject Knowledge Development Section Three ~ Short Term Planning and Evaluations : organised in weekly sections in chronological order with lesson plans, resources and evaluations. Assessment File ~ Assessment booklet, assessment records, notes etc.

I confirm that the above actions have been taken and the trainee is ready to commence this School Experience:

…………………………………………(School Mentor/University Tutor) …………………………………(Class Teacher)

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Getting to know your placement school School Context and Ofsted (Standard 8)

• Find out about the context of the school. • Using the most recent Ofsted report, identify the school’s grading, key strengths and

development priorities. • Discuss the role you will play in supporting the school with their development priorities.

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Getting to know your placement school

Initials of Child

Specific Needs

Targets and additional information. Identify how y our teaching could be modified, taking into

account the specific needs of children.

Inclusion and Special Educational Needs (Standard 5 ) ~ Identify inclusion issues which need to be considered for this particular class or school. Identify the implications and consider practical strategies you could use. Seek advice from school staff and carry out appropriate research. Identify children with specific needs and their targets and strategies for support.

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Planning and Support Available (Standards 4 and 8)

• Find out about the curriculum map/long-term plan and how medium-term/weekly planning fits within this. Discuss your medium-term/weekly planning.

• Discuss the school’s short term planning process and identify key elements to be included. Trainee teachers need to plan in more detail than experienced colleagues so ensure that your planning format includes all the elements identified in university sessions.

Plan some small group activities- use this to help develop your planning format, identify effective resources and subject knowledge/pedagogic al development needs.

• What is the role of additional adults in the classroom? Is this linked to specific subjects/children or is it general?

• How will you deploy staff to support children’s learning and enhance progress?

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Behaviour Management (Standards 1 and 7) • Access and read the school’s behaviour policy. • Identify behaviour management strategies used to implement this. • Identify effective rules, routines and expectations used by your class teacher (including

praise, sanctions and rewards). How will you use these to establish an effective learning environment?

• Join your class teacher on playground duty – what have you learnt about managing behaviour around the school?

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Getting to know your placement school Safeguarding and Promoting the Welfare of Children (Part Two) Please read relevant policies relating to Child Protection and Safeguarding and record key information below: Child Protection Officer: ………………………………………………………………… ………………… Deputy Child Protection Officer: …………………………………………… ……………………………….

Policy Key Points Implications for Placement

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Getting to know your placement school Health & Safety Check List

Please read the Health and Safety Policy. Identify implications for you whilst on placement:

Key Points from H&S Policy Implications for Placeme nt

Please note the Accident Reporting Procedure: Find out about First Aiders and Contact Arrangements:

First Aider Contact Arrangements

Fire Drill/Procedure: Assembly Point: Usual Exit Route: Alternative Exit Route: Workplace Hazards

Hazards Controls

Procedure for Reporting Faulty Equipment:

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Preparation and Planning Approval Sheet (Standard 3) Prior to beginning any practice all your subject knowledge must be secure to enable you to plan effectively to build on children’s prior knowledge and develop learning. Preliminary preparation and planning for each subject that is being taught must be approved by the Class Teacher . This will be on-going throughout the practice.

Subject/Area of Learning

TRAINEE: Subject knowledge required and resources/ideas that

could be used to support children’s learning

Class Teacher: Comments linked to

planning and trainee’s resources/ideas to support children’s

learning

Class Teacher

Signature

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Getting to know your Placement School Observations of other Teachers (Standard 8) Observe teachers and record practical strategies that you will use in your teaching. Observe subject areas you have not yet taught, or aspects of teaching you need to develop greater confidence in.

Date & Year

Group observed

What is the focus of the observation?

What practical strategies are you now going to depl oy with your class?

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Observation Form to Observe a Modelled Lesson

Name Date

Teacher Focus of Observation

Class/Year Group Subject

What to look for: Observation Notes:

Teaching and learning strategies:

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Response by the pupils:

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Discussion with colleagues after observation:

Agreed key areas observed that would help to improve your teaching:

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Further support required How?

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Name Date





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Name Date





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Targets for Professional Development School Based Training You should generate targets linked to the Teachers’ Standards and discuss with those involved in your support. The targets should relate to your individual needs as identified in your Year 2 SAR and in the context of your new Year 3 school experience/class in which you are placed. You should write targets in your own words and link them to the relevant Teache rs’ Standards.

University Tutor

Related Standards

Targets Action needed to achieve target

Date of PDT approval: ………………………………

Disability Support Summary and Implications for Sch ool Based Training Discussed

Placement Action Plan

Your placement cannot commence until this approval has been gained

Signed:

Date:

Signed:

Trainee

Date:

Signed:

Class Teacher / School Mentor

Date:

Y/N

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Initial Professional Development Discussion The trainee should complete this in discussion with the Class Teacher/School Mentor prior to meeting their University Tutor before the School Based Training begins. During these discussions, the Class Teacher/School Mentor will underline relevant statements from the Formative Feedback Guidance. Date: ___________________________________________ Progress made/strengths emerging from the preliminary visits 1, 2, 3, 6,7,8 October.

Development

Personal learning objectives to be addressed

Related Teachers’

Standard(s)

How they will be addressed Review/evaluation (to inform next discussion)

STANDARDS UNDERLINED IN PENCIL………………………………………..

Signed: Trainee: ________________ Class Teacher: __ _____________ School Mentor: ____________________

Class Teacher/School Mentor Supplementary Comments in relation to the Formative Feedback Guidance

Cause for Concern Yes / No If you have a cause for concern please discuss with the trainee and complete a Cause for Concern form and email to [email protected].

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Weekly Professional Development Discussion The trainee should complete this in discussion with the Class Teacher/School Mentor. During these discussions underline relevant statements from the Formative Feedback Guidance.

Date: ___________________________________________

Progress made/strengths emerging from the week.

Development


Related

Teachers’ Standard(s)






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Date: ___________________________________________


Development


Related







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Date: ___________________________________________


Development


Related







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Date: ___________________________________________


Development


Related







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Mid-Point Review for Trainees Making Satisfactory Progress

Name:…………………………………………….

EMG EST EMB ENH Standard 1 Standard 2 Standard 3 3 – Early Reading 3 – Early Mathematics Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Overall MPR Grade

School Mentor/University Tutor: ……………………. Trainee: …………………... Class Teacher: ……………………

Related Standards

Targets Suggested Strategies and People Involved in Support

When making a judgement for the MPR Grade consider the trainees overall performance to date and make a ‘best fit ‘judgement based upon performance against all of the standards.

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Intervention Plan for Trainees Requiring Improvement Name:……………………………………………. Trainees whose progress requires improvement are not demonstrating their understanding or application of the Standards within the Embedding level and/or are not fully eng aged or responding to advice and feedback. For trainees whose progress requires improvement, please fax (0121 331 7307) or email a copy of this form to [email protected]. Lead school: Intervention Plan to be completed by School Mentor and shared with University Link Tutor

Associate school: Intervention Plan to be completed by University Tutor with Class Teacher

Intervention Plan to be reviewed during each Weekly Professional Development Meeting for the remainder of the practice.

School Mentor/University Tutor: ………………… Trainee: …… ……………… Class Teacher: …………………

Identification of specific concerns/issues related to Teachers’ Standards

Targets Suggested Strategies and People Involved in Support

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Date: ___________________________________________


Development


Related







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Date: ___________________________________________


Development


Related







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Date: ___________________________________________


Development


Related







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Date: ___________________________________________


Development


Related




Signed: Trainee: ________________Class Teacher: ___ _____________ School Mentor: __________________



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Formative Feedback Guidance The statements in the formative feedback guidance set out the minimum standard that is expected of a trainee teacher at the point of recommendation for the award of QTS. All trainees recommended for the award of QTS must meet all of the Standards at least at the ‘Establishing’ level. We expect all of our trainees to make good or very good progress in developing their professional competencies and attributes and to be meeting the Standards at the ‘Embedding’ and ‘Enhancing’ levels. Please use the guidance in discussion with the trainee to identify progress made, emerging strengths and to plan for professional development.

Underline applicable statements during Weekly Profe ssional Development Discussions and the Mid-Point R eview Meeting. These judgements will then inform the grading at the End Point Revie w Meeting. This guidance must be completed prior t o the EPR to inform the completion of the

Summative Assessment Report.

This formative feedback guidance has been developed to support trainees and their mentors in developing their understanding of the Teachers’ Standards: Preamble Teachers make the education of their learners their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their learners. PART ONE: TEACHING A teacher must...

1. Set high expectations which inspire, motivate and challenge learners

2. Promote good progress and outcomes by learners

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well-structured lessons

5. Adapt teaching to respond to the strengths and needs of all learners

6. Make accurate and productive use of assessment

7. Manage behaviour effectively to ensure a good and safe learning environment

8. Fulfil wider professional responsibilities

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

• treating learners with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

• having regard for the need to safeguard learners’ well-being, in accordance with statutory provisions

• showing tolerance of and respect for the rights of others

• not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

• ensuring that personal beliefs are not expressed in ways which exploit learners’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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1 Set high expectations which inspire, motivate and challenge learners

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH)

• Establish a safe and stimulating environment for learners, rooted in mutual respect

Beginning to encourage learners to participate or contribute. Beginning to recognise appropriate expectations of learners. With support, can maintain a purposeful and safe learning environment. Is beginning to develop a rapport with individual and/or groups to engage them in learning

Routinely encourage learners to participate or contribute; establish an atmosphere conducive to learning by setting high expectations; believe that all learners have the potential to make progress. Develop a rapport with learners/groups so that most are engaged in their learning.

Reliably encourage learners to participate or contribute; establish an atmosphere conducive to learning by setting high expectations of learners that are generally appropriate. Well respected by learners; effectively promoting learners’ resilience, confidence and independence when tackling challenging activities.

Constantly encourage learners to participate or contribute; creatively establish an atmosphere highly conducive to learning by setting high expectations of learners that are appropriately differentiated. High levels of mutual respect between trainee and learners. Very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

• Set goals that stretch and challenge learners of all backgrounds, abilities and dispositions

• Demonstrate consistently the positive attitudes, values and behaviour which are expected of learners

Positive attitudes, values and behaviour towards learners, colleagues, parents/carers are beginning to develop. Support and enthusiasm for the school ethos, working with learners and/or for teaching and learning are at an early stage.

Demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; demonstrate enthusiasm for working with learners and for teaching and learning.

Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school. Most learners are enthused and motivated to actively participate in learning.

Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; generate high levels of enthusiasm, participation and commitment to learning.

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2 Promote good progress and outcomes by learners


• Be accountable for learners’ attainment, progress and outcomes

Is beginning to understand teachers’ accountability for learners’ attainment, progress and outcomes. Is beginning to contribute to this through planning and teaching under supervision.

Understand teachers’ accountability for learners’ attainment, progress and outcomes; take some responsibility for this with guidance.

Reliably assume responsibility for learners’ attainment, progress and outcomes.

Constantly assume a high level of responsibility for learners’ attainment, progress and outcomes.

• Plan teaching to build on learners’ capabilities and prior knowledge

Short and medium term planning acknowledged the need for learners’ progression; is beginning to take account of prior achievement.

Short and medium term planning and teaching demonstrate some understanding of, or provision for, learner progression taking into account prior achievement.

Short and medium term planning reliably considers prior learning of learners; demonstrate sound understanding of the need to develop learner learning.

Demonstrate confident judgement in planning for learner progression both within individual lessons and over time; able to justify a rationale as to how they are building on prior achievement.

• Guide learners to reflect on the progress they have made and their emerging needs

Planning and/or teaching begin to provide tentative opportunities for learners to reflect on their learning. Some learners are provided the opportunity to identify broad progress or learning needs.

Plan lessons that support learners in reflecting on their learning and include suitable opportunities for learners to evaluate and improve their performance.

Regularly provide learners with the opportunity to reflect on specific aspects of their own learning and use this to inform future planning and teaching.

Actively promote engaging and effective methods that support learners in reflecting in detail on their learning. Set appropriately challenging tasks, drawing on sound knowledge of learners’ prior attainment.

• Demonstrate knowledge and understanding of how learners learn and how this impacts on teaching

Is beginning to demonstrate an awareness of how learners learn and can select from a basic range of teaching strategies and interventions.

Understand how learners learn and use this understanding to select a range of teaching strategies to facilitate learning and overcome potential barriers to learning for groups of learners using targeted interventions.

Use knowledge and understanding of how learners learn to select effective teaching strategies to encourage independent learning and to set appropriately challenging tasks which enable learners to overcome potential barriers and make good progress. Use well-targeted interventions, routinely checking learners’ understanding.

Use detailed knowledge and understanding of how learners learn to select the most effective strategies to encourage independent learning and to set appropriately challenging tasks which enable all learners to overcome potential barriers and consistently make good progress. Consistently anticipate and use well-targeted interventions, systematically and effectively checking learners’ understanding.

• Encourage learners to take a responsible and conscientious attitude to their own work and study

Plans for teaching and learning provide some opportunities for potential independent learning.

Plan teaching and learning activities which encourage independent learning, to enable learners/groups to make satisfactory progress.

Effective teaching strategies encourage independent learning and set appropriately challenging tasks which enable the majority of learners to make good progress.

Regularly create opportunities for autonomous learning to enable the majority of learners to make very good progress.

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3 Demonstrate good subject and curriculum knowledge


• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain learners’ interest in the subject, and address misunderstandings

With support, can apply subject/curriculum knowledge to plan lessons that begin to meet learner needs.

Know and understand subject/curriculum areas applicable to the age of the learners; begin to maintain and develop learner interest.

Well-developed knowledge and understanding of relevant subject/curriculum areas and use this effectively to maintain and develop learners’ interest.

In-depth subject/curriculum knowledge used to plan confidently for progression; stimulate and capture learners’ interest and motivation for enquiry.

• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Sufficient subject /curriculum /pedagogical knowledge to be aware of key concepts and errors/misconceptions; begin to take account of these Recognise the need to clarify and update their subject/curriculum/pedagogical knowledge as a start to continuing professional development.

Use subject /curriculum /pedagogical knowledge that begins to secure learners’ understanding; address key errors/misconceptions. Employ appropriate professional development strategies to develop and extend subject/curriculum/pedagogical knowledge.

Apply subject /curriculum /pedagogical knowledge to secure learners’ understanding; address errors/misconceptions. Employ appropriate professional development strategies to extend and update subject/curriculum/pedagogical knowledge.

Apply well developed subject /curriculum /pedagogical knowledge to deepen learners’ understanding; address errors/misconceptions effectively. Proactive and astutely aware of professional development by extending and updating subject/curriculum/pedagogical knowledge.

• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Recognise the need to promote high standards of communication, reading and writing; can apply to teaching with guidance.

Promote good standards in communication, reading and writing for all learners and begin to exploit relevant opportunities.

Model high standards of written and spoken communication in all professional activities; encourage and support learners to develop these skills.

Model very high standards of written and spoken communication in all professional activities. Successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

Where this is applicable: Developing knowledge and understanding of the some key principles and practices of teaching and assessing reading and writing, including systematic synthetic phonics; beginning to apply this with support.

Where this is applicable: Sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; beginning to apply this.

Where this is applicable: Secure knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; applying this effectively.

Where this is applicable: Very strong understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; applying this very effectively.

• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Where this is applicable: Developing knowledge and understanding of the some key principles and practices of teaching and assessing early mathematics; beginning to apply this with support.

Where this is applicable: Sufficient knowledge and understanding of the principles and practices of teaching and assessing early mathematics; beginning to apply this.

Where this is applicable: Secure knowledge and understanding of the principles and practices of teaching early mathematics; applying this effectively.

Where this is applicable: Very strong knowledge and understanding of the principles and practices of teaching early mathematics; applying this very effectively

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4 Plan and teach well-structured lessons


• Impart knowledge and develop understanding through effective use of lesson time

Can employ teaching strategies/resources from a basic range. Lessons show some structure that can help learners to develop knowledge, skills and understanding. Pace of learning is developing; understands the need to create an environment where learners are engaged.

Employ a range of teaching strategies and resources; plan individual lessons that are appropriately structured to support learners in developing their knowledge, skills and understanding. Pace of learning sometimes adapted in response to learners’ needs; creating an environment in which learners are usually engaged.

Show a willingness to try out a range of approaches to teaching and learning; plan lessons that take account of learners’ needs and interests through differentiated learning outcomes and matched activities/resources. Pace of learning routinely meets the needs of learners; creating an engaging environment.

Plan lessons that use well-chosen imaginative and creative teaching and learning strategies that engage all learners’ interests and curiosity. Pace of learning is varied and creatively used.

• Promote a love of learning and learner’s intellectual curiosity

Parts of lessons can motivate, inspire and enthuse learners

Lessons usually motivate, inspire and enthuse learners in their love of learning

Lessons actively motivate, inspire and enthuse learners in their love of learning.

Lessons consistently motivate, inspire and enthuse learners in their love of learning.

• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding learners have acquired

With support, can design and set some appropriate homework/other out of class activity that contributes to learners’ progress.

Design and set appropriate homework/other out of class activities to sustain learners’ progress and consolidate learning.

Homework/other out of class activities are creatively planned to enable learners to make good progress and consolidate learning.

Wide-ranging and inspiring homework/other out of class activities engage learners to facilitate very good levels of progress and consolidation of learning.

• Reflect systematically on the effectiveness of lessons and approaches to teaching

Is beginning to evaluate and reflect on own teaching and recognises the need to develop practice and improve the impact on learners.

Evaluate successful and less effective lessons with some reference to impact on learners; using this to further develop practice.

Systematically evaluate the effectiveness of their practice and its impact on learners, using this to adapt future practice.

Critically evaluate their practice in a highly reflective way; accurately judge the impact of teaching on learners; use this to inform future practice.

• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Where appropriate, in collaboration with school colleagues, contribute tentatively to curriculum planning that will foster learner engagement.

Make appropriate contribution to curriculum planning that will support learner engagement

Make a positive contribution to the development of curriculum planning and resources.

Show initiative in contributing to curriculum planning and developing and producing effective learning resources.

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5 Adapt teaching to respond to the strengths and ne eds of all learners


• Know when and how to differentiate appropriately, using approaches which enable learners to be taught effectively.

Beginning to recognise the different needs and strengths of learners; begin to differentiate with support so that learners make satisfactory progress.

Recognise the different needs and strengths of learners; uses some differentiation so that learners make satisfactory progress.

Routinely recognises the different needs and strengths of learners; reliably uses differentiation to meet the needs of learners to facilitate good progress.

Quickly and accurately discern learners’ strengths and needs; proactive in creatively using differentiation strategies.

• Have a secure understanding of how a range of factors can inhibit learners’ ability to learn, and how best to overcome these.

Initial recognition of some potential barriers to learning and begin to suggest strategies to address them.

Recognise a range of potential barriers to learning and begin to use strategies to address them.

Understand how to deal with barriers to learning through application of well-targeted interventions and appropriate deployment of support staff.

Have a good understanding of a range of barriers to learning; employ a range of effective intervention strategies to secure progress for learners/groups; focused deployment of support staff.

• Demonstrate an awareness of the physical, social and intellectual development of learner, and know how to adapt teaching to support learners’ education at different stages of development.

Basic awareness of physical, social and intellectual needs at different stages of development. With support is able to suggest different teaching approaches to engage or support the range of learners.

Sound understanding of physical, social and intellectual at different stages of learners’ development in planning and teaching; able to implement distinctive teaching approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Account is taken of physical, social and intellectual needs at different stages of learners’ development in planning and teaching; effective evaluation of distinctive teaching approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Creative approaches are used in response to physical, social and intellectual needs at different stages of learners’ development in planning and teaching. Astute evaluation of distinctive approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

• Have a clear understanding of the needs of all learners, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

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6 Make accurate and productive use of assessment


• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Basic understanding of statutory assessment requirements for the subjects and age phases taught. Recognises the need for accurate assessment against national benchmarks.

Secure understanding of statutory assessment requirements for the subjects and age phases taught. Assessments broadly accurate against national benchmarks with support.

Good understanding of statutory assessment requirements for the subjects and age phases taught. Assessments accurate against national benchmarks.

Excellent understanding of the statutory assessment requirements for the subjects and age phases taught. Confidently and accurately assess learners’ attainment against national benchmarks.

• Make use of formative and summative assessment to secure learners’ progress.

Planning and teaching make use of a basic range of formative and summative assessment strategies that indicate that learners make some progress.

Planning and teaching informed by a developing range of formative and summative assessment strategies to ensure learners make satisfactory progress.

Employ a range of appropriate formative and summative assessment strategies effectively and adapt teaching within lessons in light of learners’ responses.

Employ a range of assessment strategies very effectively in their day to day practice to monitor progress and inform future planning. Systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.

• Use relevant data to monitor progress, set targets, and plan subsequent lessons.

Show a basic understanding that school and pupil data is used to set targets for groups and individuals; with support uses data to identify next steps in learning.

Understand how relevant school and pupil data is used to set targets for groups and individuals; use that knowledge to monitor progress.

Use relevant school and pupil data to set targets for groups and individuals; use data to monitor and secure progress.

Use relevant school and pupil data to set challenging targets for groups and individuals; use data to monitor and secure good progress.

• Give learners regular feedback, both orally and through accurate marking, and encourage learners to respond to the feedback.

With support, provide some feedback orally and/or through marking to help learners identify next steps; some opportunities are provided for learners to respond to feedback.

Provide appropriate feedback both orally and through marking to help learners make progress; learners given opportunities to respond to feedback

Assess learners’ progress accurately and provide regular and constructive feedback both orally and through marking; learners encouraged to respond to feedback.

Assess learners’ progress accurately and provide consistent and precise feedback both orally and through marking; learners supported in responding to feedback.

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7 Manage behaviour effectively to ensure a good and safe learning environment


• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

Understands the school’s behaviour policy and beginning to apply rules and routines; is aware of the responsibility for promoting good and courteous behaviour in the classroom and, to some extent, around the school.

Work within the school’s behaviour policy and can apply rules and routines consistently and fairly; take opportunities to promote good and courteous behaviour in the classroom and around the school.

Use the school’s behaviour policy to apply rules and routines consistently and fairly; consistently promote good and courteous behaviour in the classroom and around the school.

Confidently use the school’s behaviour policy; applying rules/routines consistently and fairly; actively encourage learners to behave well and display high levels of courtesy in the classroom and around the school.

• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Usually manages classes appropriately with regard to expectations of behaviour and is beginning to use some strategies including sanctions, rewards and praise to minimise disruption; learners are usually involved and motivated.

Manage classes effectively with regularly high expectations of behaviour; use a range of strategies including sanctions, rewards and praise allowing lessons to flow smoothly so that disruption is unusual; learners are involved and motivated

Manage classes effectively with routinely high expectations; use a range of strategies, including sanctions, rewards and praise to promote positive attitudes towards the teacher, their learning and each other to establish a purposeful learning environment; learners are involved and highly motivated.

Manage classes effectively with consistently high expectations; use a range of strategies, including sanctions, rewards and praise to promote very high levels of engagement, collaboration and cooperation; create an environment highly supportive of learning; learners are consistently involved and highly motivated.

• Manage classes effectively, using approaches which are appropriate to learners’ needs in order to involve and motivate them

• Maintain good relationships with learners, exercise appropriate authority, and act decisively when necessary.

Beginning to establish positive relationships with learners and appropriate authority. Recognises the need for additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated

Establish good relationships with learners and mostly exercise appropriate authority; with some independence seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.

Develop and maintain good relationships with learners and consistently exercise appropriate authority; seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.

Highly effective relationships with learners established and consistently/confidently exercise appropriate authority; actively seek targeted support in addressing the needs of learners where significantly challenging behaviour is demonstrated

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8 Fulfil wider professional responsibilities


• Make a positive contribution to the wider life and ethos of the school

Beginning to understand the school ethos. With prompts can contribute to the wider life of the school.

Support the ethos of the school, showing an inclination to contribute to the wider life of the school in appropriate ways.

Regularly contribute to the wider life and ethos of the school.

Proactively contribute in a significant way to the wider life and ethos of the school.

• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Beginning to build professional relationships with colleagues; basic skills in working collaboratively; recognises the need to seek information/advice from specialist staff about learners’ needs.

Can build professional relationships with colleagues and can work collaboratively; with some independence seeks information/advice from specialist staff about learners’ specific needs.

Effective in building good professional relationships with colleagues and work well collaboratively; seek advice from relevant professionals in relation to learners’ specific needs.

Build strong professional relationships and effectively collaborate with colleagues on a regular basis; proactively seek advice from relevant professionals in relation to learners’ specific needs.

• Deploy support staff effectively

Beginning to communicate with support staff and direct the supporting of learning.

Communicate with and direct support staff to assist in supporting learning.

Take responsibility for effectively deploying support staff in their lessons in supporting learning.

Take responsibility for creatively deploying support staff in lessons to support the full range of learners with their learning.

• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Describes professional practice; with support can identify basic development targets and suggest ways to address these. . Responds to direction from colleagues.

Evaluate professional practice to identify development targets and opportunities to address these; respond well to advice from colleagues.

Actively evaluate professional practice to identify challenging targets; actively seek and value feedback from colleagues, using it to develop professional practice.

Critically evaluate professional practice to identify challenging/focused targets; deliberately seek out wide-ranging opportunities to develop professional learning; respond positively and proactively to advice/feedback from colleagues.

• Communicate effectively with parents with regard to learners’ achievements and well-being.

With support and guidance, can communicate with parents/ carers about learners’ achievement and/or well-being.

Communicate with parents/carers in relation to learners’ achievements and well-being.

Communicate effectively with parents/carers in relation to learners’ achievements and well-being.

Astute communication with parents/carers in relation to learners’ achievements and well-being.

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Part 2 A teacher is expected to demonstrate consistently h igh standards of personal and professional conduct.

All trainees to be awarded QTS demonstrate high sta ndards of professional behaviour: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and learners. They have regard to the need to safeguard learners’ well-being, in accordance with statutory provisions. They understand that by law schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality. They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for learners with disabilities, as provided for in current equality legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.

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Summative Assessment Report At the Final Review Meeting use the completed Formative Feedback Guidance to make a ‘best fit’ judgement for the trainee’s final grade. Please complete the summative report providing details of the train ee’s achievements and progress during the teaching practice. These comments provide valuable feedback for the trainee and will be used by their Personal Tutor to write the trainee’s reference.

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TS1 Set high expectations which inspire, motivate and challenge pupils

Trainee’s Attainment This column illustrates the link between the Formative Feedback Guidance and the numerical grades.

Summative Assessment Report – please complete providing practice based examples of trainee’s achievement and progress.

Grade 1 Enhancing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning. Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; generate high levels of enthusiasm, participation and commitment to learning.

Best fit Grade: 1 2 3

Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different learning contexts. They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school. Most learners are enthused and motivated to actively participate in learning. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning

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TS2: Promote good progress and outcomes by pupils


Summative Assessment Report: – please complete providing practice based examples of trainee’s achievement and progress.

Grade 1 Enhancing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement. They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment. They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

Best fit Grade: 1 2 3

Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.

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TS3 Demonstrate good subject and curriculum knowle dge


Summative Assessment Report: – please complete providing practice based examples of trainee’s achievement and progress.

Grade 1 Enhancing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest. They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. They are astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing. If teaching early reading they have an in-depth understanding of systematic phonics and if teaching early mathematics they have an in-depth understanding of different teaching strategies.

Best Fit Grade: 1 2 3

Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils’ interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities if teaching early reading they have a well-developed understanding of systematic phonics and if teaching early mathematics they have a well-developed understanding of different teaching strategies. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, if teaching early reading they have an understanding of systematic phonics and if teaching early mathematics they have an understanding of different teaching strategies.

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TS4 Plan and teach well structured lessons


Summative Assessment Report:

Grade 1 Enhancing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests and engage all learners. Pace of learning is varied and creatively used. They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings.


Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their placement settings. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to

support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning and can respond to the needs of the learners. They can create an environment in which

the learners are usually engaged. They review and reflect on their own planning and teaching to prepare future activities and tasks. They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the

school’s medium-term plans, schemes of work, and curriculum frameworks.

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TS5 Adapt teaching to respond to the strengths and n eeds of all pupils



Grade 1 Enhancing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. Have a good understanding of a range of barriers to learning and employ a range of effective intervention strategies to secure progress for learners/groups and support staff are deployed effectively. They have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners with particular needs.


Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to

adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers

use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They have a developing understanding of the needs of all pupils

and are able to articulate different teaching approaches and strategies needed to engage and support pupils with particular needs. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the

adaptations employed, on the progress of individual learners.

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TS6 Make accurate and productive use of assessment



Grade 1 Enhancing Trainees who have achieved the Standards at this le vel to be recommended for QTS will have demonstrate d that: Good understanding of the statutory assessment requirements for the subjects and age phases taught. They can confidently and accurately assess pupils’ attainment against national benchmarks. They use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning. They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. Use relevant school and pupil data to set challenging targets for groups and individuals; use data to monitor and secure good progress. They assess learners’ progress accurately and provide consistent and precise feedback both orally and through marking and they support learners in responding to feedback.


Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: Good understanding of the statutory assessment requirements for the subjects and age phases taught They are able to assess pupils’ attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses. They maintain accurate records of pupils’ progress and use these and school and pupil level summative data to set targets. They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They have a secure understanding of the statutory assessment requirements for the subjects and the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is often informed by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They understand how school and pupil level summative data are used to set targets for groups and individuals, and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records, setting new targets for individuals and groups. They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.

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TS7 Manage behaviour effectively to ensure a good an d safe learning environment Trainee’s Attainment This column illustrates the link between the Formative Feedback Guidance and the numerical grades.

Summative Assessment Report

Grade 1 Enhancing Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that: They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.


Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They work within the school’s framework for behaviour and apply rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning so that disruption is unusual and learners are involved and motivated. They can establish good relationships with learners and mostly exercise appropriate authority and they understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated

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TS8 Fulfil wider professional responsibilities


Summative Assessment Report

Grade 1 Enhancing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They critically evaluate their professional practice to identify challenging/focused targets and deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being.

Best Fit Grade : 1 2 3

Grade 2 Embedding Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They regularly contribute to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are proactive in relation to their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively with parents and carers in relation to pupils’ achievements and well-being. Grade 3 Establishing Trainees achieving the Standards at this level to b e recommended for QTS will have demonstrated that: They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct support staff deployed in their lessons. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. In evaluating their own practice they are able to identify subsequent or on-going personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being.

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Part 2: A teacher is expected to demonstrate consistently h igh standards of personal and professional conduct. The following statemen ts define the behaviour and attitudes which set the required stan dard for conduct throughout a teacher’s career.

Trainee’s Attainment Summative Assessment Report Achieving. Trainees achieving the Standards at the level requi red to be recommended for QTS will have demonstrate d that: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in this training setting. They adhere to school policies and practices, including those for attendance and punctuality. They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current equality legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.

Not Achieved. Trainees who have not achieved the Standards at the minimum requirement to be recommended for QTS will have demonstrated that: They inconsistently demonstrate a commitment to the teaching profession. They are not consistent in developing appropriate professional relationships with colleagues and pupils. They do not fully understand the need to safeguard pupils’ well-being, in accordance with statutory provisions. They do not fully understand that, by law, schools are required to teach a broad and balanced curriculum and they do not always take responsibility to develop learners’ wider understanding of social and cultural diversity. They do not always take an appropriate degree of responsibility for the implementation of workplace policies in this training setting. They do not always fully adhere to school policies and practices, including those for attendance and punctuality. They have not yet developed a broad enough understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current equality legislation. They are not fully aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.

Achieved in School? Yes/No

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School based Training Assessment and Moderation Report Trainee: School: Date: University Tutor: School Mentor: Record the grades from the Summative Assessment Report (SAR) into the table below and use these grades to determine the trainee’s Final Grade.

Moderator :…………………….. Moderator’s Comments:

Ofsted Grade Descriptors: Out comes for trainees Grade 1 Trainee demonstrates excellent practice in the majority of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainee’s teaching is outstanding and never less than consistently good.

Grade 2 Trainee demonstrates excellent practice in some of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainee’s teaching is good and some outstanding.

Grade 3 Trainee meets the minimum requirement in all of the standards. The trainee’s teaching requires improvement as it is not yet good.

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Standard 6

Standard 7

Standard 8

Part 2 (Pass/fail)

Final Grade

Grades from SAR

The Summative Assessment Grades are moderated by university mentors to ensure consistency across the partnership. The moderation process is informed by the Formative Feedback Guidance and the Ofsted Descriptors. Evidence is gathered from the PDP, records of weekly discussions, lesson observations and the School Experience File. Moderated Grades -sub levelled

BA (Hons) Primary Education with QTS Year Three School ...

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