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Handbook Part 2Pro-formas

2016-17

1

Contents

Individual Training Plan

Code of Conduct Agreement

Absence Request Form

Induction Checklist

Target Recording Sheet

Record of Mentor Meeting

Planning Pro-forma

Formal Observation Form - Mainstream (4 part lesson)

Lesson Observation Prompts

Lesson Observation Form - EYFS

Lesson Observation - Special Schools

Lesson Observation - Mathematics

Lesson Observation forms - Phonics

Informal Observation Form

Lesson Observation Tracking Form

Lesson Observation Aide-memoire

Baseline Grading Form

Half Termly Progress against QTS Grading Sheets

Tasks Checklist

Career Entry Profile

Record of evidence in the portfolio

Assignment front sheets

Front sheets for evidence bundles

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Class Context Planner

Monitoring the quality of Mentoring - School Mentor Checklist

Janus Meetings

QTS Portfolio Front Sheet

Trainee Support Plans

Peer-to-peer pro-forma

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1. Individual Training Plan

Individual Training Plan

To be completed by trainees at the end of each half term in mentor meetings when

QTS grades are discussed.

Trainee name:

TP1 School:

TP 2 School:

TP3 School:

School Mentor 1:

School Mentor 2:

School Mentor 3:

Formal observation gradesTP1 TP2 TP3

Date Grade Date Grade Date Grade

Initial AssessmentAreas of strength identified at interview

4

Areas of strength identified by the Trainee

Areas for development identified at interview (include and strategies or support and

experience needed)

Areas for development identified by the Trainee (include and strategies or support and

experience needed)

5

QTS Grades & Resulting Areas for DevelopmentBaseline

Standard Grade Standard Grade

Creates a calm and purposeful working environment

Uses a range of assessment strategies to monitor pupil progress

Establishes a presence in the classroom

Involves pupils in assessing how far learning objectives have been met

Makes links to previous learning Provides feedback to promote learning

Ensures all children understand the task

Has good relationships with pupils, exercises appropriate authority, and acts decisively when necessary

Asks appropriate questions Has clear rules and routines for behaviour in class and takes responsibility for promoting good and courteous behaviour

Encourages children to take a responsible and conscientious attitude to their own work and study

Has high expectations of behaviour and manages pupil behaviour well using praise, sanctions and rewards fairly and consistently

Has secure knowledge of the subject being taught

PART 2

Imparts knowledge and develops children's understanding through effective use of lesson time

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school

Gives clear explanations and instructions

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Has appropriate resources to hand and uses them effectively

Teachers must have an understanding of, and always act within, the statutory frameworks that set out their professional duties and responsibilities.

Maintains a good learning pace

Promotes a love of learning and children's intellectual curiosity

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Matches the work to pupils' needs and abilities

Uses a range of teaching strategies to capture children’s interests and ensure their understanding

Identified areas of strength:

Resulting areas for development:

Any other areas requiring additional support or personalized training (any action plans should

be hyperlinked here):

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End of TP1


1a 6b

1b 6c

1c 6d

2a 7a

2b 7b

2c 7c

2d 7d

2e 8a

3a 8b

3b 8c

3c 8d

3d 8e

3e Impact on Pupil Progress

4a Overall Teaching Grade

4b

4c 9a

4d 9b

4e 9c

5a 9d

5b 9e

5c 10

5d 11

6a Overall Grade for Part 2

8





9

Mid Term TP2


1a 6b

1b 6c

1c 6d

2a 7a

2b 7b

2c 7c

2d 7d

2e 8a

3a 8b

3b 8c

3c 8d

3d 8e



4b

4c 9a

4d 9b

4e 9c

5a 9d

5b 9e

5c 10

5d 11



10




11

End of TP2


1a 6b

1b 6c

1c 6d

2a 7a

2b 7b

2c 7c

2d 7d

2e 8a

3a 8b

3b 8c

3c 8d

3d 8e



4b

4c 9a

4d 9b

4e 9c

5a 9d

5b 9e

5c 10

5d 11


12





13

Mid Term TP3


1a 6b

1b 6c

1c 6d

2a 7a

2b 7b

2c 7c

2d 7d

2e 8a

3a 8b

3b 8c

3c 8d

3d 8e



4b

4c 9a

4d 9b

4e 9c

5a 9d

5b 9e

5c 10

5d 11



14




15

End of TP3


1a 6b

1b 6c

1c 6d

2a 7a

2b 7b

2c 7c

2d 7d

2e 8a

3a 8b

3b 8c

3c 8d

3d 8e



4b Overall Grade for Part 2

4c

4d

4e

5a

5b

5c

5d

6a


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2.Code of Conduct Agreement

Code of Conduct Agreement

Part 1 – General Conduct & Safeguarding

Please initial each sub-heading to indicate that you have read and understood the contents :

I UNDERSTAND that as successful completion of this School Centred Initial Teacher Training course leads to admission to a professional body I am required, during my training, to adhere to the expectations of conduct endorsed by the teaching profession. I understand that breaches of these expectations may lead to disciplinary action including my exclusion from the course and/or the inability of The Essex & Thames Primary SCITT to provide me with a supportive professional reference.

I undertake to behave in a manner appropriate to my position as a Trainee Teacher and understand that behaviour including, for example, dishonesty, indecency, harassment, bullying, violence, abuse of drugs or alcohol will lead to disciplinary action, which may include consideration of any criminal conviction, whether or not the offence(s) are directly related to my studies.

I further undertake to inform the Executive Director without delay, should I be subject to a criminal conviction or caution after the submission of my application for DBS Enhanced Disclosure. I understand that a criminal conviction or caution may lead to my suspension or expulsion from some or all aspects of the course and that this may lead to the need for my studies to be extended.

I recognise that in the course of my studies I will be placed in a position of trust and that as such I am subject to the requirements of the Sexual Offences (Amendment) Act 2000. I will not undertake any inappropriate online activities that could cause embarrassment to myself and the SCITT.

I undertake to truthfully complete a declaration for working with the under eights.

I will at all times treat children, colleagues, staff and any other members of the Partnership with due respect and conduct myself in a professional, honest, decent and courteous manner. I will use language appropriate to the situation and people involved.

I will accept my responsibility to ensure that children are treated with respect and free from abuse.

In schools I will always work in a place which is accessible to others and in which I can be observed working. I will not take or agree to meet, children outside school premises

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without another responsible adult present. I will not make unnecessary physical contact with children.

I will report any suspicion that a child is being abused to the school’s named person (usually the Headteacher).

I will acquire an understanding of working with diversity, including gender, race and culture, in order to work with children, staff and parents appropriately. I will be mindful of the difficulties some groups may face and ensure personal prejudices and stereotypical views do not influence my judgements or actions.

I understand that I will have access to confidential personal information and that I am required to comply with the Data Protection Act. I understand that I may not disclose this information to any third party, other than in accordance with the conventions regarding use of personal information for use in research for the purposes of completing assignments or in accordance with the law. Any personal information used in assignments or tasks will have all means of identifying the subject removed

I will ensure that I maintain, both in the training centre and in schools, a standard of dress that will be perceived as professional by such persons as I may encounter in the pursuit of my studies.

The content of the course meets the requirements of Qualified Teacher Status and the opportunity of gaining a PGCE. I will pursue my studies with due diligence, ensuring that I avail myself of the educational opportunities made available. I will take responsibility for my own learning through attendance at training sessions, school experience and teaching practices and through being suitably prepared for them.

I will notify the course administrator in accordance with the guidelines issued in the Course Handbook if I am to be absent from any part of the course, due to sickness or other reasons, and I will make up the lost learning opportunities in order to meet the requirements of QTS. I will immediately inform the course administrator if I am suffering from an infectious disease such as chicken pox, German measles (rubella), impetigo, measles, scarlet fever and slapped cheek disease (parvovirus), swine flu or any other condition that might be deemed to affect my ability to take responsibility for the health and welfare of children.

I will not disrupt the delivery of teaching or the learning experience of fellow Trainees and will not jeopardise the health and safety of those involved both at the training centre and in schools.

I will ensure I know and maintain at all times the school policy on behaviour management, recognising that it is illegal to use physical means of punishment.

I will have due regard to the safety of pupils at all times as outlined by Section 7 of the Health and Safety at Work Act (1974) and the extension of the regulations to trainee teachers for employment (1994) which place a duty on me to take reasonable care for the health and safety of myself and anyone else who may be affected by my acts or omissions, and to co-operate as much as necessary in full compliance with the obligations imposed on my employer by health and safety legislation.

I will comply with the course requirements, in terms of uploading and maintaining the

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necessary documents on the SCITT Google Docs portal.

Please initial to indicate your agreement:I understand that:

If I behave dishonestly during the assessment process (including plagiarism or other forms of cheating) or in relation to my attendance or the attendance of others by falsifying signatures or other means I will be subject to disciplinary action.

If I am perceived, by the professional trainer, to be disrupting the learning of others I will be asked to leave centre-based training sessions for the remainder of the day and a meeting will be called to discuss my future attendance with the SCITT management team.

Declaration

I agree at all times adhere to the code of conduct as specified in this document and to follow the guidelines in Part 2 to the best of my ability and to seek clarification if I am unclear about expectations of my behaviour.

Name Signature Date

Part 2Declaration

I confirm that I have read and understood the contents of Part 2 of this document

Name Signature Date

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3. Absence Request Form

Absence Request Form

Name

Personal Tutor

Cohort

Current Placement School

Date of first requested day of absence:

Date of final requested day of absence:

Total number of days requested:

Reason for requested Leave:

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4. Induction Checklist

Induction checklistTrainees should tick these items off over their first two weeks in school. If they have any problems getting the information they need they must discuss this with your School Mentor at the earliest opportunity.

Data to give the school

Have you given the school your DBS number

Have you given the school evidence of ID

Documents to request

Have you had a copy of the Staff handbook

Have you had a copy of the School prospectus

Have you had a copy of the Teaching and Learning policy

Have you had a copy of the Safeguarding policy

Have you had a copy of the Behaviour policy

Have you had a copy of the Anti-bullying and whistle-blowing policies

Have you had a copy of the Physical contact and intervention policy

Have you had a copy of the Assessment policy

Discussions you should have with a member of school staff

Staffing structure

Staff attendance expectations (including reasonable arrival and departure times);

Staff dress code;

Health, safety and safeguarding (including any agreed approaches to the Prevent Agenda);

Arrangements for pupil support (SEND, EAL, Pupil Premium and G & T);

Approaches to planning and assessment;

Approaches to communicating with parents;

School approaches to phonics, reading and early maths;

ICT used in teaching and learning;

Staff meetings (dates and expectations of attendance)

Evacuation, accidents and reporting;

Procedures for managing stress, worries etc;

Arrangements for School Mentor meetings and PPA time with Class Mentors.

Areas you should cover with your mentor

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Have you been formally introduced to the class & other staff

Have you been given class data (assessment and personal, SEND plans etc)

Have you been shown where to find class resources and resources around the school

Have you been talked through approaches to managing behaviour

Have you been given copies of planning (medium and short term)

Have you discussed how to manage the additional adults in the classroom

Have you discussed agreed school approaches to communication with parents

Have you agreed meeting times for CM meetings and collaborative planning

Have you agreed meeting times for your weekly School Mentor sessions

Do both your mentors have all they need?

Have both your mentors received the SCITT Mentor handbooks

Have both your mentors received mentor meeting dates

Have both your mentors received your timetable

Are both your mentors aware of the SCITT absence policy

Data you need to gather and return to the SCITT office

The date of your school’s last Ofsted inspection

Headteacher’s email (if this has changed since last year)

Name and email for your School mentor

Name and email for your Class mentor

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5. Target Recording sheet

Target Recording sheet

To be uploaded into Google Docs

Creating meaningful targets

Targets should be:

S – Specific

M – Measurable

A – Attainable

R – Realistic

T – Time related

Targets should be developmental

Verb Object Result QTS Reference

What is done What/whom With what outcome in terms of impact on pupil progress

Which standard

6. Record of Mentor Meeting

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To be uploaded into Google Docs at least fortnightly.

Record of Mentor MeetingDATE

DURATION

REVIEW OF PROGRESS ON PREVIOUS AGREED TARGETS

OUTLINE OF DISCUSSION and KEY POINTS

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SM checked that the following documents have been updated:

ITP Yes/no

Target Tracking document Yes/no

Lesson observation tracking Yes/no

Bundles have been discussed Yes/no

QTS portfolio discussed Yes/no

NEW, REVISED or AMENDED TARGETS

DATE FOR NEXT REVIEW OF TARGETS

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7. Supported Planning Pro-forma

Planning Pro-forma 1To be used in the early stages of training

Trainee Name Year Group

Subject Number of children (boys/girls)

Details of children with specific SEND Plans

Details of academically more able children

Details of EAL pupils

Ensure you state reason for plans

Order in which to plan General Aim (Curricular links/ links to medium term planning)

1. What do the children already know, what skills do they already have?

Context for Learning/previous learning (TIB)

2.What do I want the children to LEARN in this lesson?How does this relate to medium and long-term planning?

Learning Objective/WALT (we are learning that)

5. What do the children need to know/learn in order to do their task/activity?

Success criteria (SC)/steps to success /WILF (what I am looking for)

6.a How am I going to engage the children? What

The Introduction

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is the hook?

6b. How am I going to teach so the children can achieve the SC?What will be the key questions I will ask the children?Where might I need mini-plenaries or ‘pit-stops’? How will ICT be embedded?What are the key resources I will need? How will the children be involved in the learning?

Taught Session (modelling/guided/coached)

3. Differentiated LO(linked directly to the overall LO)What activity/task will they do to enable them to achieve their LO independently or with support? What resources will I need?

Consider what progress you are expecting the children to make

ALL (LAPs) MOST (MAPS) SOME (HAPs)

4. Additional differentiation.For the more able will this be differentiation by breadth or depth?How does the differentiation for SEND link to targets specific plans?

SEND EAL Extension/G and T (or next step if needed for fluid teaching)

7. PlenaryHow will this allow pupils to use and consolidate their learning? How will it celebrate success? How will it excite/challenge the pupils?

Plenary

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8. AssessmentWhat is my AFL?Why am I assessing this?Who will I assess?How will I assess?Who else will assess?What are the questions I might ask (have I included a range of types of questions)?

Assessment

8a Skills Development Opportunities in this lesson to develop:

SMSC

Literacy – writing/reading/phonics

Numeracy

Other skills

9. Additional AdultsIf I have additional adults how will I use them to support learning and behaviour?How will I use additional adults in each section of the lesson?

Additional adults

10. BehaviourWill I use any specific behaviour management strategies beyond those usually employed in the classroom? How might I use the 5voices?

Behaviour

Evidence for standardsWhich standards are you hoping to evidence in this lesson

Evaluation of Impact of teaching based on scrutiny of pupil progress:

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8. Supported Planning Pro-forma

Planning Pro-forma 2To be used in the later stages of training

Trainee Name Year Group

Subject Number of children (boys/girls)



Details of EAL pupils

Ensure you state reason for plans

Context for Learning/previous learning

Learning Objective

Success criteria (SC)/steps to success

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Personalised learning

Assessment

Additional adults/Resources

Evidence for standardsWhich standards are you hoping to evidence in this lesson

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Evaluation of Impact of teaching based on scrutiny of pupil progress:

Questions to aid lesson self-evaluation

Did every pupil in the class have some of my attention during the lesson?

Did a small number of pupils dominate the class and take up a disproportionate amount of time?Who were they?Why did this happen?What can I do to minimise this problem in future lessons?

Which pupils made progress? How do I know?

Which elements of my teaching had the most impact? Why was this?

Were all pupils in the class working to their full potential? How do I know?

Were there pupils who found the work too hard or who didn’t understand the task?How can I avoid this happening in future lessons?

Was the homework I set:● Appropriate?● A logical progression from the lesson?● Of the right length?● Differentiated?

Were there incidents of poor behaviour during the lesson?Was this because:

● The activities were unsuitable/not varied enough/too hard/too easy for them?● I had not made my expectations of high standards clear enough?● I need to develop my approach to behaviour management?

What am I particularly pleased with in this lesson?● Learning objectives achieved● Quality of pupil response● Standard of work

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8. Lesson Feedback Forms and Observation Prompts

Thames Primary SCITT – Formal Lesson Observation Form

Name of trainee Subject Year

Focus of observation linked to previous targets

Resources, equipment and planning

Teaching input

Challenge

Engagement

Questioning

Learning

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Personalised learning - meeting the children’s needs

Assessment for learning - monitoring and assessing children’s progress

Subject knowledge and pedagogic understanding

35

Managing the children’s behaviour for learning

Evidence of pupil progress

Other comments

Development TargetsRelated to QTS standards and trainee actions required to meet these targets (SMART Targets)

Observer…………………………………………………

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Trainee…………………………………………………. Date………………………

Teaching Grade……………….. (1-4)

When observing the reference should be made to QTS using the SCITT Prompts For Lesson Observation Grids and this should be recorded on The SCITT Lesson Observation Feedback Sheet.

Feedback

G oal – Where you are aiming for the trainee to be.

R eality – Where the trainee is at the moment.

O ptions – How you and the trainee can work together to help reach their goal.

W ill – What you have jointly decided to do to ensure the trainee will reach their goal.

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9. Lesson Observation Prompts

Lesson Observation Prompts To Assist with Grading Within A Lesson

PupilsOutstanding Good Requires improvement

● All children feel able to take risks in their learning.

● The majority of pupils make better than expected progress.

● Children are motivated and inspired to learn

● All pupils engaged● Pupils to reflect independently on

their learning

● Some children feel able to take risks● All pupils make progress.● Most children are motivated and inspired

to learn.● Most pupils engaged● Pupils reflect on their learning

● Few children feel able to take risks● Few pupils make progress● Some children are motivated and

inspired to learn● Poor level of pupil’s engagement.● Pupils do not reflect on their learning

TraineesTeacher’s Standard

Outstanding Good Requires improvement

Set high expectations which inspire, motivate and challenge pupils

● Safe and stimulating environment.● Goals take full account of all pupils

needs and are aspirational● Interactions with pupils are always

positive and mutually respectful● Critically supportive learning

culture● High expectations● Highly effective classroom

presence

● Safe and stimulating environment much of the time.

● Goals take account of most pupils needs.

● Interactions with pupils are positive and mutually respectful.

● Supportive learning culture● High expectations● Effective classroom presence.

● Safe environment which is rarely stimulating

● Few goals take full account of pupils needs.

● Interactions with pupils are often positive and respectful.

● Sometimes a supportive learning culture

● Presence sometimes holds the children’s attention.

Promote good progress and outcomes by pupils

● Resources are used imaginatively and effectively

● Detailed understanding of pupils’ capabilities

● Personalizes the lesson for all pupils

● Very effective use of questioning

● Resources are used effectively● Sound understanding of pupils’

capabilities● Personalizes the lesson for many

pupils● Effective use of questioning

● Resources are not always used effectively

● Some understanding of pupils’ capabilities

● Personalizes some of the lesson for pupils

● Some effective use of questioning

Demonstrate good subject and curriculum knowledge

● Uses excellent subject and pedagogical knowledge

● Makes accurate assessments● Always uses standard English

correctly● Demonstrates and applies an

excellent understanding of early mathematics or phonics.

● Anticipates misconceptions and addresses them effectively

● Uses good subject and pedagogical knowledge

● Generally makes accurate assessments

● Usually uses standard English correctly

● Demonstrates and applies a secure understanding of early mathematics or phonics.

● Addresses misconceptions effectively

● Sometimes uses subject and pedagogical knowledge

● Sometimes makes accurate assessments

● Rarely uses standard English correctly

● Demonstrates a growing understanding of early mathematics or phonics.

● Sometimes addresses misconceptions effectively

Plan and teach well structured lessons

● Lesson paced effectively● Adapts teaching to respond to the

needs of all learners● Inspires pupils to be excited about

learning

● Most of the lesson is paced effectively

● Adapts teaching to respond to the needs many learners

● Encourages pupils to be excited

● Some of the lesson is paced effectively

● Adapts teaching to respond to the needs some learners

● Encourages some pupils to be excited

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● Establishes a culture of enquiry● Consolidates learning effectively.

about learning● Is beginning to establish a culture

of enquiry● Consolidates some learning

effectively.

about learning● Is beginning to establish a limited

culture of enquiry● Consolidates very little learning

effectively.Adapt teaching to respond to the strengths and needs of all pupils

● Uses wide range of questions to ensure that teaching is effectively adapted to children’s needs

● Assessments used to personalise planning to learners’ needs

● Consistently and effectively meets all children’s needs:

● Uses very well judged, imaginative and creative teaching strategies and interventions:✓G and T✓EAL✓SEND✓Pupil Premium

● Applies a well-developed understanding of how to overcome potential barriers to learning through well-targeted interventions

● Effectively deploys support staff.

● Uses questions to ensure that teaching is effectively adapted to children’s needs

● Assessments sometimes used to personalise planning to learners’ needs

● Meets all children’s needs:● Uses very well judged teaching

strategies and interventions:✓G and T✓EAL✓SEND✓Pupil Premium

● Applies a sound understanding of how to overcome potential barriers to learning through interventions

● Mostly effectively deploys support staff.

● Sometimes uses questions to ensure that teaching is adapted to children’s needs

● Assessments occasionally used to personalise planning to learners’ needs

● Meets some children’s needs:● Uses some teaching strategies and

interventions:✓G and T✓EAL✓SEND✓Pupil Premium

● Applies some understanding of how to overcome potential barriers to learning

● Sometimes effectively deploys support staff.

Make accurate and productive use of assessment

● Most children are given opportunities to think, listen and explain their answers.

● Children are given appropriate targets

● Has a finely tuned and insightful ability to accurately assess progress in a lesson

● Monitors learning effectively

● Many children are given opportunities to think, listen and explain their answers.

● Most children are given appropriate targets

● Is able to accurately assess progress in a lesson

● Monitors learning effectively

● Some children are given opportunities to think, listen and explain their answers.

● Some children are given appropriate targets

● Is able to assess progress in a lesson● Monitors learning effectively

Manage behaviour effectively to ensure a good and safe learning environment

● Creates an excellent climate for learning.

● As a result of the trainee’s intervention pupils display high levels of courtesy and co-operation

● Deals effectively with more challenging behaviour being exhibited in class.

● Always sets high expectations for excellent behavior and strives to maintain them throughout the lesson.

● Creates a suitable climate for learning.

● Pupils display high levels of courtesy and co-operation

● Deals effectively with more challenging behaviour being exhibited in class.

● Usually sets high expectations for behavior and strives to maintain them throughout the lesson.

● Maintains an existing climate for learning.

● Pupils display satisfactory levels of courtesy and co-operation

● Deals effectively with more challenging behaviour being exhibited in class with support.

● Strives to maintain expectations of behaviour throughout the lesson.

Fulfil wider professional responsibilities

Works proactively and collaboratively with additional adults to enhance and assess pupils’ learning.

Mostly works collaboratively with additional adults to enhance and assess pupils’ learning.

Sometimes works collaboratively with additional adults to enhance and assess pupils’ learning.

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10. Mathematics Lesson Observation Form

Mathematics Lesson Observation

Trainee Name Observer

Date Year Group Subject

Observer prompts Evidence observed

Intended learning:

Are there adequate opportunities for the children to:

● Explain their mathematical thinking and develop reasoning

● Demonstrate and practise fluency.● Have an opportunity to problem solve.● Make choices (e.g. choice of method,

equipment, strategies, ways of recording, activity etc.)

How are children talking about or recording their work and does it promote and demonstrate growing understanding?

Planning:

Does the plan identify:

● The big mathematical ideas.● Possible misconceptions.● How the teaching is organised.● How the learning is organised.

Is the teaching and learning suitably challenging, but achievable for all?

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Organisation:

Is the activity accessible and interesting to all the children?

Can the trainee identify and discuss why the children are grouped as they are for this lesson?

Teaching:

Are there useful physical resources and images that support the children’s understanding?

How are the children challenged mathematically?

Is time allowed for children to explain their strategies?

Does the trainee ask a range of questions to encourage mathematical thinking?(e.g. open, closed, higher order etc.)

What aspects of mathematical thinking do they encourage (see overleaf)?

Show understanding of appropriate scaffolding to move children from concrete through pictorial to abstract.

Does the lesson include opportunities for children to develop fluency, reasoning, problem solving.

Pupil assessment strategies:

How does the trainee know that the children reason conceptually and make connections?

What do they look for/ ask? (e.g. what words / behaviour / models / recordings?)

Discussion after the lesson:

Can the trainee discuss the mathematical learningand evaluate their practice?

Can the trainee identify clear examples of pupil

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progress (which is more than just doing more of the same but making it harder). This should include evidence of children working at depth using applying knowledge and understanding in a range of contexts to demonstrate their understanding.

Can trainees explain which elements of their teaching enabled children to make good progress?

Mathematical targetsSpecific targets in terms of the student’s mathematical subject or pedagogic knowledge

General targets

Overall Grade

Prompts for TraineesTeaching Strategies Learning Strategies

How will you start the lesson and engage all the children?

What models / images will you use to supportunderstanding?

How will you encourage children to make choices?

How will the children be organised for talk?

How will you encourage productive talk?

What questions will you ask? Will they encourage mathematical thinking?

Questions to represent mathematical ideas, e.g. What could you show me/ draw for me?Can you teach that to your partner?Can you think of a problem that uses ..?

Classifying mathematical ideas e.g.What connections can you see?What might be the same as / different from?What will the next one be?

Describing & explaining patterns / Generalising e.g.What will the next one look like?

What will the children do at the start of the lesson?

What meaningful tasks are the children going to do?

Will this help them see how mathematics works and how it can be used?

What resources can the children use?

What choices can children make?

How will the children work?

How will children be encouraged to workcollaboratively?

What responses to the questions do you expect from the children?

E.g. When asked to describe a repeating pattern:A 4 year old might pick up a red bead to showthe next in the sequenceA 7 year old might tell you that a pattern goesred blue red blue and be able to work out thetenth by counting on fingers.A 10 year old might be able to tell you that all even

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Can you describe the pattern or rule?Why does it work?Will that work every time?

Can you find one that doesn’t work /do that?Can you find a rule?Calculating / computing, e.g.

Can you find a way to work out ..?

What other ways are there to ..?

Will that always give the right answer? How can we find out?

ConjecturingWhat do you think will happen?

Will it be the same / different this time?

What would happen if we ...?

Reasoning and proving

Why do you think that happened?

Will it always happen?

Why is that not ....?

Are you sure? Can you convince me?

Can you show me that it definitely will / will not?

numbers will be blue and so 100th will be blue.

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11. EYFS Lesson Plan

EYFS Lesson PlanTrainee Name Class Area of learning focus: Number of children

(boys/girls)



Details of EAL pupils Other

Organisation of activity (Highlight)

Indoor Classroom Outdoor classroom

Key vocabulary / Questions for this session:

General Aim Timings

8a cross curricular opportunities:

How will this link with the other areas of learning?

Specific:

Prime:

1. How does this lesson fit into the continuous provision/ sequence of learning?

Context for Learning/previous learning (TIB)

2. What do I want Learning Objective/WALT (we are learning that)

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the children to LEARN in this lesson?How will I use the adults to support the learning?

5. How will the children know they have been successful?

Success criteria (SC)/steps to success /WILF (what I am looking for)

Which characteristics of learning will this develop?

Playing and exploring – Engagement

Active Learning- Motivation

Creating and thinking critically – Thinking

6.a How am I going to engage the children?How will I introduce the session?What will I use as a hook?

The Introduction

How will the session be organised?Will the children be working independently?Will this be an adult led session?Will the children be recording their work?What will the adults role be during this session?


3.Differentiated LO(linked directly to the overall LO)

ALL (LAPs) MOST (MAPS) SOME (HAPs)

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What activity/task will they do to enable them to achieve their LO independently or with support? What resources will I need?

4. Additional differentiation.For the more able will this be differentiation by breadth or depth?How does the differentiation for SEND link to targets specific plans?

SEND EAL Extension/G and T (or next step if needed for fluid teaching)

7. PlenaryHow will the session end?How will this allow pupils to use and consolidate their learning? How will it celebrate success? How will it excite/challenge the pupils?

Plenary

8. AssessmentHow will the achievement in today’s session be documented?What evidence will be collected?

Assessment

How will I encourage children to develop these skills further, after the lesson?10. BehaviourWill I use any behaviour management strategies beyond those usually employed in the classroom? How might I use the

Behaviour

46

5voices?

Evidence for standards

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11. EYFS Observation Pro-forma

THAMES EYFS LESSON OBSERVATION FORM

Trainee name Observer

Date No of other adults

Focus Context

Unique Child Quick Check1. Are each child’s individual’s development

supported through all experiences?2. Are adults supporting children’s individual

needs EAL, SEN and other vulnerable groups?3. Are children’s interests reflected/recorded in

the planning, activities and display?4. Are clear and consistent boundaries

demonstrated and expectations reasonable?5. Are appropriate risk assessments made?6. Is there a balance between children able to

develop resilience and staying safe?7. Are there reasonable rules that fit with

children’s rhythms and give a pattern to daily life i.e. snack time, quiet areas, space to move freely?

8. How is each child’s individual’s development supported through all experiences?

All children are engaged

All children make progress in the sessionChildren show that they understand how to access the environment.Children’s attainment matches the learning outcomes planned.Display shows difference and records individual ‘process’ rather than mass production

Evidence/Comments

Positive Relationships Quick Check1. Does the Trainee interact respectfully with

other adults and the children?2. Do the children respond in a kind and caring

Pupils are well managed and high standards of behaviour are insisted uponChildren are praised regularly/encouraged

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manner to each other?3. Does the behaviour of children demonstrate

that positive relationships are embedded within the ethos of the classroom?

4. Does the Trainee talk with children and support them in extending their speaking and listening skills?

5. How skilful is the Trainee at supporting and modelling being a learner?

Children’s interests are recorded and used in planning to encourage high level engagementAll pupils treated fairlyEffective use of behaviour management

Evidence/Comments

Enabling Environments Quick Check1. Does the trainee enable all adults contribute to

observation, assessment and planning across the 6 areas of learning and development?

2. Are observations made predominantly during child initiated play and learning?

3. Does planning reflect the interests and developmental needs of the children?

4. Do children have daily access to a well-resourced indoor and outdoor environment?

5. Are all areas of provision well used by the children?

6. Do children appear happy, relaxed and confident in their environment?

7. Are children motivated, involved and engaged?8. Do children interact with displays?

Time is well utilisedA good pace is maintainedGood use is made of any support staffAppropriate learning resources are usedICT is used effectively to impact on learningContinuous Outdoor Access is availableSnack time is free flow or in purposeful groups to meet an identified need.

Evidence/Comments

Learning and Development Quick Check1. Can planning be clearly linked to recent and

rigorous assessment?2. Are children given time, space and sufficient

resources to learn through play?3. Are children independent and actively involved

Plan effectively and set clear objectives

Objectives shared with pupils/revisited/success criteria sharedMaterials ready

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in their learning?4. Does the Trainee participate in child-initiated

experiences to support, scaffold and extend their learning through play?

5. Are adults deployed effectively with a clear understanding of their role?

6. Is there a balance of adult-led and child-initiated activities?

7. Are open-ended experiences provided to promote creativity and critical thinking?

Good structure to the sessionObjectives/Outcomes discussed if appropriateIs the learning outcome/objective revisited at any pointIEP’s incorporatedThe teaching methods used enable all pupils to learn effectivelyLinked to previous teaching or learning/ pupil experiences and ideasA variety of activities and questioning techniques are usedInstructions and explanations are clear and specificThe teacher involves all pupils/differentiatesHigh standards are encouraged in all areasPupils work is assessed thoroughlyPupils understanding is assessed throughout the sessionMistakes and misconceptions are used to facilitate learningPupils mark making/writing is assessed regularlyShows good subject knowledge and understandingTrainee has a thorough knowledge of child/skill development and subject.Subject material was appropriateKnowledge is made relevant and interesting

Evidence/Comments

Overall Teaching Grade (1-4)

Development TargetsRelated to QTS standards and trainee actions required to meet these targets

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14. Phonics observation form

Phonics observation formSchool:Trainee:Observer:Phonic Programme Used:

Date:Class:Group Phase:No pupils in Group:

Prompts for Observation Y/N Comment

Quality of Teaching & Learning

Note whether there is a discrete session of phonics teaching every day, which programme or materials are being used, and any grouping arrangements.

Note at which Phase of the phonic progression the session is pitched.

All children can clearly hear/see the teaching input or the object(s) being used to support the teaching.

The session is fully interactive for most of the children for most of the time.

The articulation of phonemes is correct.

The children are required to articulate phonemes themselves, not just listen to the adult doing so.

The children are being taught how to blend and segment.

The teacher demonstrates understanding of the elements within the teaching sequence.

Appropriate activities are planned for the apply section.

The session is multi-sensory

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but tightly focused on the learning goal, giving children opportunities to apply new learning.

The teacher/practitioner ensures that children use their phonic knowledge as the first strategy in word recognition.

There is application at the point of learning – refer to teaching sequence.

There is evidence of new learning, not just consolidation.

There is evidence of impact on pupil progress

There is an effective contribution by additional adults to children’s learning.

Print environment / resources.

Four-part phonic session evident: Revisit & Review/Teach/Practise/Apply.

Subject knowledge secure.

KS2 – links made in literacy and cross-curricular subjects?

Application of phonic skills & Knowledge

Evidence that children have opportunities to apply their phonic knowledge and skills in purposeful reading and writing activities, across the areas of learning.

Evidence of differentiation, e.g. through group work, adult support or differentiated activities.

Activities promote all four interdependent strands of language: speaking, listening, reading and writing.

In YR, the provision reflects the principles of the Foundation Stage

In YR, adult-led activities are well balanced with those that are freely-chosen.

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(Evidence of the impact of any local CPD on the quality of learning and teaching.)

(How guided reading is organised in YR and KS1).

Assessment for Learning

● There is evidence of differentiation within the discrete phonic session.

● There is an appropriate level of challenge for children – is this new learning?

● Assessment opportunities are built into the discrete phonic session.

● The phonic tracker is being used to support learning and teaching.

Overall:

Areas for development and targets (These area(s) for consolidation or progression are likely to feature in the trainee’s Professional Training Record for the following week. These must be referenced to the Teachers’ Standards).

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15. Observation pro-forma - For SSP teaching

OBSERVATION PRO-FORMA FOR 4-PART LESSONFor use when you observe SSP teaching (Phases 2-5)

Area Comments

Introduction● Learning objective and success criteria shared?

1. Revisit and Review● Does the teacher practise previously learnt grapheme-phoneme

correspondences with the class?● Does the teacher revise high frequency words?● Does the teacher revise tricky words?● How does the teacher encourage all the children to participate?

2. Teach● What is the new learning?● What do you notice about the articulation/enunciation of phonemes

(teacher/children)?● Are the children being taught how to blend and/or segment (Phase 2-4)?● Are they taught anything else?

3. Practise● Do children have opportunities to practise saying new phoneme(s)?● Are they given opportunities to read and corresponding graphemes?● Are they given opportunities to blend phonemes to read words?● Are they given opportunities to segment words into phonemes/graphemes for

spelling?● Are they given opportunities to write the grapheme/s in order to spell words?

4. Apply● Is there evidence that children have opportunities to apply their phonic

knowledge and skills in either reading or writing?

Assessment● Against LO/SC for learning.● Feeds forward to the next day’s plan.

Throughout the session:● What do you notice about the pace of the session?● Is the session multi-sensory but tightly focused on the learning goal?● Is it kept fun and interactive?● How are props and resources used?● Is it kept short and focused?● Are you aware of the teacher using assessment during the session?

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Your own reflections

Adapted by English Education / University of Roehampton from: The National Strategies / Primary: Developing literacy in ITT

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16. Informal Lesson Observation Pro-forma

Informal Lesson Observation Pro-forma

Areas for Assessment Strength Area for Development

Professional Attributes ✓ ✓Establishes a presence in the classroomCreates a calm and purposeful working environmentManages pupil behaviour wellBuilds successful relationships with pupilsEnsures a calm and smooth finish to the lesson

Professional Knowledge and UnderstandingHas secure knowledge of the subject being taughtMatches the work to pupils’ needs and abilitiesUses a range of assessment strategies to monitor pupil progressStarter and plenary appropriate and relevant to lesson

Professional SkillsLesson is well plannedMakes links to previous learningEnsures all pupils understood the tasksUses a range of teaching strategies to capture pupils’ interests and ensure their understandingHas appropriate resources to hand and uses them effectivelyGives clear explanations and instructionsUses time productively in lesson to establish a good paceUses appropriate questioning to achieve higher level thinkingInvolves pupils in assessing how far learning objectives have been metProvides feedback to promote learningProvides opportunities for follow-up activities or homeworkSummarises the key points of the lesson

Summary of strengths:

Areas for further development:

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Signed by Observer: Role: Date:

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17. Lesson Observation Tracking Form

Lesson Observation Tracking FormTo be kept in Google Docs.

Date Focus of Lesson Year Group Name of Observer Informal/formal(grade)

18. Lesson Observation Form: Aide-memoire

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Lesson Observation Aide-memoire

This form is to be used by trainees when observing qualified teachers

Trainees should make a note of any evidence they see of key areas below. In particular how did the

teacher achieve these things?

Relationships with children and young peopleThe teacher has high expectations of children and supportive relationships with them.

Demonstrates positive values, attitudes and behaviour.

The teacher manages children’s behaviour using agreed systems.

Communicating and working with othersThe teacher communicates effectively with additional adults in the classroom.

The teacher manages the work of other adults

Teaching and learningThe teacher understands and uses

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a range of pedagogic approaches to teaching and learning, including personalising learning

The teacher modifies the teaching to suit stage of lesson

The teacher builds on prior learning to apply new learning

The teacher uses ICT to support learning

Assessment and monitoringThe teacher uses a range of approaches to assessment in the lesson

The teacher adapts the pedagogy based on formative assessment carried out in the lesson.

The teacher makes effective use of a range of assessment/ monitoring/ recording strategies

The teacher provides timely, accurate and constructive feedback to learners

The teacher supports and guide learners’ self-assessment and identification of future needs

Subject knowledge and pedagogic content knowledgeThe teacher knows and uses subject specific pedagogy for effective

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teaching

The teacher has secure subject knowledge and/or uses appropriate strategies when they have a gap in their knowledge

Achievement and diversityThe teacher understands child development and how progress and wellbeing is affected by social, religious, ethnic and/or cultural influences

The teacher personalises learning for all, including EAL & SEND

The teacher takes account of diversity and promotes equality and inclusion

PlanningThe teacher plans for progression through effectively sequenced lesson planning which shows secure subject/curriculum knowledge

The teacher plans differentiated lesson objectives or success criteria

Learning environment

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The teacher establishes a safe, purposeful learning environment

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19. Grading Forms

Baseline GradesOnly to be used to baseline a trainee’s performance during the first half of the autumn termThis form will be sent electronically and is used to baseline a trainee’s performance at the start of the course. Each aspect will be assessed.

The areas identified requiring most development will be used to set targets for the first part of the practice.

Strength Area for development

Grade

1. Set high expectations which inspire, motivate and challengeEstablishes a presence in the classroomCreates a calm and purposeful working environment2. Promote good progress and outcomes by pupilsMakes links to previous learningEnsures all children understand the taskAsks appropriate questionsEncourages children to take a responsible and conscientious attitude to their own work and study3. Demonstrate good subject and curriculum knowledgeHas secure knowledge of the subject being taught4. Plan and teach well-structured lessonsImparts knowledge and develops children’s understanding through effective use of lesson timeGives clear explanations and instructionsHas appropriate resources to hand and uses them effectively

Maintains a good learning pacePromotes a love of learning and children’s intellectual curiosity5. Adapt teaching to respond to the strengths and needs of all pupilsMatches the work to pupils’ needs and abilitiesUses a range of teaching strategies to capture children’s interests and ensure their understanding6. Make accurate and productive use of assessmentUses a range of assessment strategies to monitor pupil progressInvolves pupils in assessing how far learning objectives have been metProvides feedback to promote learning7. Manage behaviour effectively to ensure a good and safe learning environmentHas good relationships with pupils, exercises appropriate authority, and acts decisively when necessaryHas clear rules and routines for behaviour in class and takes responsibility for promoting good and courteous behaviourHas high expectations of behaviour and manages pupil behaviour well using praise, sanctions and rewards fairly and consistently

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9. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

Strength Area for development

Grade

Treating pupils 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 pupils’ 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 that

exploit pupils’ vulnerability or might lead them to break the law.

10. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

11. Teachers must have an understanding of, and always act within, the statutory frameworks that set out their professional duties and responsibilities.

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Half Termly Progress against QTS Grading SheetsPart 1Trainees should be graded 1- 4 with 1 being ‘outstanding’, 2 ‘good’, 3 ‘requires improvement’ and 4 ‘inadequate’. Trainees should be awarded either a secure or low level in each grade.

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

Establish a safe and stimulating environment for pupils, rooted in mutual respect.

Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

Be accountable for pupils’ attainment, progress and outcomes.

Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these.

Guide pupils to reflect on the progress they have made and their emerging needs.

Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain

pupils’ interest in the subject, and address misunderstandings.

Demonstrate a critical understanding of developments in the subject and curriculum areas, and

promote the value of scholarship.

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.

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

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

strategies.

4. Plan and teach well-structured lessons

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

Promote a love of learning and children’s intellectual curiosity.

Set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding pupils have acquired.

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

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

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

Know when and how to differentiate appropriately, using approaches which enable pupils to be

taught effectively.

Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how

best to overcome these.

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Demonstrate an awareness of the physical, social and intellectual development of children, and

know how to adapt teaching to support pupils’ education at different stages of development.

Have a clear understanding of the needs of all pupils, 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.

6. Make accurate and productive use of assessment

Know and understand how to assess the relevant subject and curriculum areas, including statutory

assessment requirements.

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

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

Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to

respond to the feedback.

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.

Have high expectations of behaviour, and establish a framework for discipline with a range of

strategies, using praise, sanctions and rewards consistently and fairly.

Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to

involve and motivate them.

Maintain good relationships with pupils, exercise appropriate authority, and act decisively when

necessary.

8. Fulfil wider professional responsibilities

Make a positive contribution 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.

Deploy support staff effectively.

Take responsibility for improving teaching through appropriate professional development,

responding to advice and feedback from colleagues.

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

Using all the judgements made above as a guide Mentors should reach a decision about a best fit teaching grade.

End of Practice Grade for TeachingThis grade should relate strongly to QTS grades in standards 2,4,6 and 7.

Impact on pupil progress

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Progress was better than expected

Progress was as expected

Progress was worse than expected

PART 2

Part 2 grades should be awarded as a pass/fail only since all Trainees must be awarded a grade of excellent against each of the sub-headings in Part 2 in order to be awarded QTS.

9. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:Treating pupils 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 pupils’ 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 that exploit pupils’ vulnerability or might

lead them to break the law.

10. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.


Checklist to be used when reaching a decision about the final grades

Pass A grade 3 or above for their overall Teaching grade. ✓Pass all the sub-headings of Part 2 of the QTS at an excellent level.

Good Much of the quality of teaching in TP3, when teaching at 80%, is good; for a trainee and some is outstanding.

Pupil progress and learning over time must be at least as expected.

At least five Standards graded 2 overall.

Standards 2 and 4 must be graded as a 2.

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Any grade 3 Standards against a sub-heading must be scrutinised and would require grade 2 features (utilising assessment against the sub-headings).

No grade 4 for any Standard;

Pass all the sub-headings of Part 2 of the QTS at an excellent level.

Outstanding Much of the quality of trainees’ teaching in TP3, when teaching at 80%, is outstanding for a trainee and never less than consistently good.

Pupil progress and learning over time must be good or better than expected.

A minimum of five Standards must be graded 1 overall.

Standards 2 and 4 must be graded as a 1.


Have a minimum standard of a 2 in their grades against QTS in those standards relating to phonics, early mathematics and behaviour.


Overall Grade for final practice(delete as appropriate)

Outstanding, Good, Pass, Fail

20. Grading Prompts

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21. Tasks Checklist

Tasks Checklist

Item Date completed Signed off by(add name)

Evidence Bundles*. Bundle 1 (Maths or English).

Term 1

Bundle 2 ( Phonics or Maths)

Term 2

Bundle 3 (Music or Art)

and

Bundle 4 ( a subject of your choice).

Term 2

Bundle 5 (Phonics or Maths)

and

Bundle 6 ( Music or Art)

and

Bundle 7 (Science)

Term 3:

Communicating with parents task. Termly.

Peer-to-Peer lesson study. Term 2.

English Storytelling. Term 1.

Science: Planning, teaching and assessing.

Either term 1 or 2.

EYFS Assessment. On EYFS visit. .

PE Risk Assessments. By the end of Term 3.

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22. CEDP

Career Entry development profileStatutory arrangements for NQTs

• The induction period is the bridge between ITT and a career in teaching.

• It combines a personalised programme of development, support and professional dialogue

with monitoring and an assessment of performance against the Standards.

Statutory guidance states:The decision about whether an NQT has met the standards upon completion of induction should take

into account the NQT’s work context and must be made on the basis of what can be reasonably

expected of an NQT by the end of their induction period within the framework set out by the

standards. Judgements should reflect the expectation that

NQTs have effectively consolidated their ITT and demonstrated their ability to meet the relevant

standards consistently over a sustained period in their practice.

Where you can serve induction• Any maintained school

• Nursery school

• LA children’s centre

• PRU

• Independent schools including academies and free schools

• FE institution

Length of induction period• A start date will be determined by the Appropriate Body and agreed in advance with the head

teacher and NQT

• The usual length will be 3 terms or equivalent

• Reduced induction periods can be awarded by appropriate bodies for NQTs with significant

experience (2 years)

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Extending the induction period• Once an NQT reaches 30 or more days of absence the induction period must be extended by

the aggregate total of days absent.

• To account for maternity leave (get advice as appropriate)

• If sufficient progress has not been made due to: personal crisis, illness, disability, other

reasons relating to the NQT, issues around the support offered.

With your NQT Mentor you should share:• TP materials and evaluations (your ITPs)

• Your CPD needs

Then you should work with your NQT Mentor to plan the Induction support programme based on:

▪ Self review against Teachers’ Standards

▪ Guidance and formation of the action plan/objectives

▪ Reflection on Initial Development Plan questions

In the form below you should:

1. Reflect on your current skills and expertise - identify areas of strength and those which require improvement;

2. Set SMART targets for your first term as an NQT;3. Identified any additional training needs you have.

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Transition point 1: As you approach the award of QTSThis table should be completed with your School Mentor

Training provider Essex and Thames Primary SCITT

Age ranges covered in your training 4-11

Age ranges taught in your main practices

Enrichment Courses taken

Current areas of strength:

Targets for the first term of your NQT year

Additional Training needs during the NQT year:

As you look ahead to your career in teaching, you may be thinking about your longer-term professional aspirations and goals. Do you have any thoughts at this stage about how you would like to see your career develop?

School Mentor or Headteacher signature: SCITT Executive Director signature:

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Transition point 2 Discussing with

your induction tutor your priorities for induction and how these relate to, build on, or differ from the priorities

you identified at transition point 1.

1. At the moment, what do you consider to be your most important professional development priorities during

your induction period?

In thinking about this consider:

● Any feedback you have had from your induction tutor or other colleagues;

● Your self review against the QTS and induction standards.

● The pupils you will be teaching: for example, their attainment levels; the proportion of pupils who are gifted

and talented or who have special educational needs; the number of pupils who speak English as an

additional language,

● The schemes of work and resources you will be using,

● Responsibilities you may be taking on,

● Your long-term career plan

2. What are your amended targets for the next term?

3. What are your training priorities?

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Confirmation of Transition point 2Your induction tutor and you should sign below to confirm that you have jointly discussed your early priorities for

professional development, and that you have begun to plan an individualised induction programme in order to meet

these priorities.

Signature of Newly Qualified Teacher Date

Name (in block capitals)

Signature on behalf of the school Date

Name (in block capitals) Job Title

Transition point 3

Looking back at your induction period and thinking about your progress, your support programme and

your aspirations for your continuing professional development.

1. Thinking back over your induction period, what do you feel have been your most significant achievements

as a newly qualified teacher?

Are there any areas where you are less satisfied with your progress?

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2. How have you built on the strengths you identified at the end of your initial teacher training? What evidence is

there of your progress in these areas?

3. Have any of the objectives, aspirations and goals that you outlined at transition points 1 and 2 not been

addressed during your induction period? How could you take these forward into the next stage of your career?

4. Thinking ahead to the class(es) you will teach and the responsibilities you will be taking on next year, what do

you feel are the priorities for your professional development over the next two or three years?

Confirmation of Transition point 3

Signature of Newly Qualified Teacher Date

76

Name (in block capitals) Date

Signature on behalf of the school Date

Name (in block capitals) Job title

77

23. Record of evidence in the portfolio

Record of evidence in the Portfolio

Standards Evidence1

Evidence 2

Checked byCM/SM/PT

Date

1Set high expectations which inspire, motivate and challenge

a)Establish a safe and stimulating

environment for pupils, rooted in

mutual respect

b)Set goals that stretch and

challenge pupils of all backgrounds,

abilities and dispositions

c) Demonstrate consistently the

positive attitudes, values and

behaviour that are expected of

pupils.

2Promote good progress and outcomes by pupils

a) Be accountable for pupils’

attainment, progress and

outcomes

b) Be aware of pupils’

capabilities and prior knowledge

and plan teaching to build on

these

c) Guide pupils to reflect on

the progress they have made

and their emerging needs

d) Demonstrate knowledge

and understanding of how pupils

learn and how this impacts on

teaching

e) Encourage pupils to take a

responsible and conscientious

attitude to their own work and

study.

78

3.Demonstrate good subject and curriculum knowledge

a) Have a secure knowledge of the

relevant subject(s) and

curriculum areas, foster and

maintain pupils’ interest in the

subject, and address

misunderstandings

b) Demonstrate a critical

understanding of developments

in the subject and curriculum

areas, and promote the value of

scholarship

c) 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

d) If teaching early reading,

demonstrate a clear

understanding of systematic

synthetic phonics

e) If teaching early mathematics,

demonstrate a clear

understanding of appropriate

teaching strategies.

4.Plan and teach well structured lessons

a) Impart knowledge and develop

understanding through effective use

of lesson time

b)Promote a love of learning and

children’s intellectual curiosity

c) Set homework and plan other

out-of-class activities to consolidate

and extend the knowledge and

understanding pupils have acquired

d)Reflect systematically on the

effectiveness of lessons and

approaches to teaching

e)Contribute to the design and

provision of an engaging curriculum

79

within the relevant subject area(s).

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

a)Know when and how to

differentiate appropriately, using

approaches which enable pupils to

be taught effectively

b)Have a secure understanding of

how a range of factors can inhibit

pupils’ ability to learn, and how best

to overcome these

c) Demonstrate an awareness of

the physical, social and intellectual

development of children, and know

how to adapt teaching to support

pupils’ education at different stages

of development

d)Have a clear understanding of

the needs of all pupils, 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.

6.Make accurate and productive use of assessment

a)Know and understand how to

assess the relevant subject and

curriculum areas, including

statutory assessment requirements

b)Make use of formative and

summative assessment to secure

pupils’ progress

c) Use relevant data to monitor

progress, set targets, and plan

subsequent lessons

d)Give pupils regular feedback,

both orally and through accurate

marking, and encourage pupils to

respond to the feedback.

7. a)Have clear rules and routines for

behaviour in classrooms, and take

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Manage behaviour effectively to ensure a good and safe learning environment

responsibility for promoting good

and courteous behaviour both in

classrooms and around the school,

in accordance with the school’s

behaviour policy

b)Have high expectations of

behaviour, and establish a

framework for discipline with a

range of strategies, using praise,

sanctions and rewards consistently

and fairly

c) Manage classes effectively, using

approaches which are appropriate

to pupils’ needs in order to involve

and motivate them

d)Maintain good relationships with

pupils, exercise appropriate

authority, and act decisively when

necessary.

8.Fulfil wider professional responsibilities

a)Make a positive contribution to

the wider life and ethos of the

school.

b)Develop effective professional

relationships with colleagues,

knowing how and when to draw on

advice and specialist support

c) Deploy support staff effectively.

d)Take responsibility for improving

teaching through appropriate

professional development,

responding to advice and feedback

from colleagues.

e)Communicate effectively with

parents with regard to pupils’

achievements and well-being.

PERSONAL AND PROFESSIONAL CONDUCTA teacher is expected to demonstrate consistently high standards of personal and professional

conduct. The following statements define the behaviour and attitudes that set the required standard

for conduct throughout a teacher’s career.

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Standards Evidence1

Evidence2

Checked byCM/SM/PTDate

9. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

a) Treating pupils with dignity,

building relationships rooted in

mutual respect, and at all times

observing proper boundaries

appropriate to a teacher’s

professional position

b) Having regard for the need to

safeguard pupils’ well-being, in

accordance with statutory

provisions

c) Showing tolerance of and

respect for the rights of others

d) 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

e) Ensuring that personal beliefs

are not expressed in ways that

exploit pupils’ vulnerability or

might lead them to break the

law.

10 .Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.


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24. Assignment front sheets

Essex and Thames Primary SCITT

ASSIGNMENT FRONT SHEET

Assignment Title:

Trainee Name:

Tutor:

Submission Date:

Word Count:

Plagiarism Statement

I confirm that this is my own work and that I have read and understand the programme’s regulations relating to plagiarism (details on Blackboard under Policies & Protocols).

Trainee: ____________________________________ Date: __________________

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25. Front sheets for evidence of impact on pupil progress bundles/ Teachers Standards

Analysis of Pupil Progress Pro-forma Front Sheet

Trainee Name

TS Standards evidenced in this bundle

Evidence included (what types of evidence and which groups of pupils they relate to)

1.2.3.4.

Record of progress (what type of progress did the children make? Identify starting and finishing points)

1.2.3.4.

Analysis of progress

Teaching that impacted on pupil progress

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Areas for development/targets QTS reference

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26. Class Context Planner

Class context and training experience planner

School Name

Trainee Name

School Context (please tick)

My school: ✔ In my placement I have worked with/seen

✔

Is in a rural setting Additional adults

Is in a coastal setting Children with EAL (number & stages)

Is in a town or city setting Children with SEND (number)

Is in an area of deprivation Children in receipt of PP (number)

Is in an area of affluence Children who are an ethnic minority (number)

Has a high proportion of FSM Looked after children (number)

Has a low proportion of FSM

Has a high proportion of PP

Has a low proportion of PP

Has a high proportion of EAL

Has a low proportion of EAL

Is in an Ofsted category

Has ‘good’ for Ofsted

Has an ‘outstanding’ for Ofsted

I have had the opportunity to observe

outstanding teaching

In my next placement or another experience I need to…

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27. Monitoring the quality of Mentoring - School Mentor ChecklistThis checklist is designed to be used by school mentors to check the quality of provision of mentoring

in their schools. We suggest this is completed in a termly basis and used to set targets if necessary.

School Mentors should be prepared to discuss this form with Personal Tutors on their termly visits.

Monitoring the quality of Mentoring - School Mentor ChecklistClass Mentor Name

General provision of support

Area CommentProvides Trainee with adequate time to discuss planning and assessmentDiscusses pupil progress with the TraineeShares pupil information and records with the traineeDiscusses EAL and pupil premium with the traineeStrikes an appropriate balance between modelling, side coaching and observingHas a good working relationship with the Trainee

Lesson Observations carried out by Class MentorsIt is essential that School Mentors observe Class Mentors giving feedback to Trainees

Was the criteria/focus agreed before the lesson?

Asks the Trainee what was the most effective part of the lesson was and why?

Asks Trainee which part of the lesson they need to improve?

Asks open questions to allow reflection rather than makes statements?

Gives feedback on observed behaviour (is specific, not perceived) – asks why?

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Uses a balance of positive and constructive criticism?

Asks questions relating specifically to pupil progress within the lesson and over time?Comments on AFL used during lesson

Comments on use of questioning or feedback to pupils?

Gives feedback that will help Trainees to improve.

There is a good balance of interaction between trainee and observer?

Offers support?

Development targets set (with reasonable expectations) and discussed?

Other comments

Areas for development

Assessment Carried out by:

Date:

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28. Janus MeetingsJanus meeting are held by PTs and Headteachers, the purpose of the meetings is to review their

effectiveness of the training programme, to enable schools to suggest improvements and to carry out

an audit of expertise in the partnership each year.

Agenda for Personal Tutor/Headteacher Janus Meetings, held in TP2 and 3For schools with home school placements this meeting could be held term 3. For those schools only

taking TP2 trainees this meeting must be held in term 2. Data from these meetings should be

recorded in PT Google Docs.

The purpose of these meetings is for us to gather the views of all Headteachers’ relating to all aspects

of the training programme and for us to be able to use these to inform the development of the

programme for future years as well as responding to feedback in as timely a fashion as possible.

Where it is not possible to see the HT when visiting trainees the Personal Tutor, Programme Leader

or School Practice Leader should arrange a separate visit to conduct this interview

Headteacher: Personal Tutor:

Which elements of the training programme are working well for you?

Centre-based training and its impact on trainee

progress and your school

Mentor training

School-based training

PT support

Recruitment and selection

Leadership and admin

NQT support

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Other

Which elements of the training programme would benefit from improvement?

Centre-based training and its impact on trainee

progress and your school

Mentor training

School-based training

PT support

Recruitment and selection

Leadership and admin

NQT support

Other

Additional information:1. Do you have any members of staff who have developed strategies to overcome ‘dyslexia’ and would be

prepared to offer professional advice to trainees?

2. Check on reasons why cannot take more trainees.

3. Information on website administrator.

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29. Trainee Support Plans

Support Plan – Stage 1Trainee:Date:School:

Key concerns/Areas for development

Targets

Actions Person/people responsible

Minimum Progression Plan:

Review date:Review dates should be set within two weeks of the production of the action plan.

Trainee… ………………………………… Please sign

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Personal Tutor… ………………………………………

School Mentor…… ……………………Date ……

Action Plan Review

Targets Target met or on going

Trainee…………………………………………………

Personal Tutor…………………………………………

School Mentor………………………………………… Date ………………..

Please tick the correct statement

Move off action plan

Stage 1 action plan to continue

Move to Stage 2 action plan

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Support Plan – Stage 2This action plan will be used if there is a danger that the trainee may fail a practice.

Trainee:Date:School:

Key concerns/Areas for development

Targets

Actions Person/people responsible

Minimum Progression Plan:

Review date:Review dates should be set within two weeks of the production of the action plan.

Trainee… ………………………………… Please sign

Personal Tutor… ………………………………………

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School Mentor…… ……………………Date ……

Action Plan Review

Targets Target met or on going

Personal Tutor…………………………………………

School Mentor………………………………………… Date ………………..

Please tick the correct statement

Move to stage 1 action plan

Stage 2 action plan to continue

I am fully aware of the concerns that have led to the creation of this action plan and have been informed that

there is a possibility that I may fail my teaching practice:

Signed

Date

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30. Peer-to-Peer Learning Pro-forma

Peer-to-Peer Learning Opportunity lesson observation pro-forma

Trainee Name:

Teaching

TP School

Trainee Name:

Observing/supporting

TP School

Date:

Year group:

Number of pupils: SEND/AMA/EAL/Inclusion

Lesson subject:

Learning Objective:

Success criteria:

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Focus Comments

Resources/equipment:

Lesson starter:

Main teaching:

Plenary:

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AfL - monitoring and assessing children’s progress

Evidence of impact of teaching on pupil progress

Managing pupil behaviour:

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Comments on good practice observed and possible areas for further development:

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31. Record of Professional Development Meeting

Record of Professional Development MeetingTo be completed by The Trainee and uploaded into Google Docs

School:

Review of progress against QTS:

Suggestions for how to improve progress against QTS:

Impact on pupil progress:

Evidence:

Targets for next term:

Headteacher:

Date:

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