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Meeting the Teachers’ Standards School Experience 1, 2 & 3 Primary Initial Teacher Education (PGCE)

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Meeting the Teachers’ Standards

School Experience 1, 2 & 3

Primary Initial Teacher Education (PGCE)

What are the Teachers’ Standards? The Teachers’ Standards are the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS). The Teachers’ Standards are used to assess all trainees working towards QTS and are used for appraisal purposes in school. “The standards need to be applied as appropriate to the role and context within which a trainee or teacher is practising. Providers of initial teacher training (ITT) should assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS. Providers need to ensure that their programmes are designed and delivered in such a way as to allow all trainees to meet these standards, as set out in the Secretary of State’s Initial Teacher Training (ITT) Criteria” (Department for Education, 2012). What is the purpose of this booklet? The Meeting the Teachers’ Standard booklet is used throughout all three school experiences to track the progress of the trainee teacher against the Teachers’ Standards. This booklet should be used alongside the Reflective Portfolio, SE file and the Weekly Trainee Reviews. How should this booklet be used? This document should be used as a working document by the trainee, class teacher, lead mentor and SE tutor when discussing the trainee’s progress during Weekly Review meetings. The trainee should highlight the Teachers’ Standards when they have consistently demonstrated their achievements at the specific level and have supporting evidence. By using this booklet, the trainee, class teacher, lead mentor and SE tutor will be able to establish the progress that has been achieved and the areas which should be targeted for future development.

Weekly Trainee Reviews During the Weekly Review meeting it is expected that trainees will work alongside their class teacher, utilising this orange Meeting the

Teachers’ Standards booklet to gain an understanding of where strengths and areas for development lie. The tripartite system of lesson

observation, work scrutiny (RP/SE folder) and professional discussion should be used at all times to make judgements on progress towards

the Teachers’ Standards.

Each week the trainees’ strengths and targets for the following week should be discussed and recorded on the Weekly Trainee Review

sheet. This document, alongside the Reflective Portfolio, will be used as evidence when writing the school experience report.

SE1

SE1

WEEKLY TRAINEE REVIEW (to be completed by class teacher and trainee and/or SE tutor and trainee)

During the Weekly Review meeting, it is expected that trainees will work alongside their class teacher/SE tutor, utilising the orange Meeting the Teachers’ Standards booklet to gain an understanding of where strengths and areas for development lie. The tripartite system of lesson observation, work scrutiny (RP/SE folder) and professional discussion should be used at all times to make judgements on progress towards the Teachers’ Standards. (Initial review by SE tutor on first visit)

Student name School name

SE tutor Year Group

Phonics Target

Actions (How the target will be met/evidenced?)

Achieved (Date)

Behaviour Management Target Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by Transition task discussed

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the

Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the

Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the

Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the

Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to

provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the

Teachers’ Standards.

Teachers’ Standards

Targeted Support required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the

Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the

Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

University of Worcester Primary Partnership - Additional Support Record

School Date University Date

Discussion with SENCo about additional support strategies (Wave 1) for children with SEND

Tutorial support face to face and/or by ‘phone;

Mathematics

Observation of subject lead for Mathematics (modelling) English

Observation of subject lead for English (modelling) Science

Observation of subject lead for Science (modelling) PE

Observation of subject lead for PE (modelling) Dyslexic support strategies

Observation of behaviour strategies utilised by Outstanding teacher (modelling)

Exploration of how to reflect effectively

Observation of other subject area (modelling) Other

Reduction in teaching load for an agreed period in consultation with the SE tutor

Peer buddy to support

Visit specialist teachers/professionals in other link schools Meet with PAT tutor

Other Reading

Teacher presence – Building Skills for Effective Primary Teaching. Rachael Paige, Sue Lambert, Rebecca Geeson. Chapter 2 (p.21)

Assessment – Training to teach in Primary Schools. Jane Medwell. Chapter 6 (p.91)

SEND – Teaching and supporting children with Special Educational Needs and Disabilities in Primary Schools. Jonathan Glazzard, Jane Stokoe, Alison Hughes, Annette Netherwood, Lesley Neve. Chapter 11 (p.134)

Deployment of additional adults –http://maximisingtas.co.uk/research/the-edta-project.php E.g. Consider the TES Podagogy podcast

Behaviour management – The Teachers’ Standards in Primary Schools. Joy Carroll and Genea N. Alexander (pp. 150-169)

Extra SE tutor visit to;

discuss RP and possible evidence

further consider planning

explore how to utilise the behaviour toolkit effectively

Other

Access;

counselling services – [email protected] (01905)542832

finance support – [email protected] (01905) 542551

disability and dyslexia service – [email protected] (01905)855531

SE1 Mid Points grades

Please highlight/tick Emerging or Met for each Teachers’ Standards

Teachers’

Standard

1

Teachers’ Standard

2

Teachers’ Standard

3

Teachers’

Standard

4

Teachers’

Standard

5

Teachers’

Standard

6

Teachers’

Standard

7

Teachers’

Standard

8

PART 2

X or

Emerging

Met

SE1 Final SE grades

Please highlight/tick Emerging or Met for each Teachers’ Standards

Teachers’

Standard

1

Teachers’ Standard

2

Teachers’ Standard

3

Teachers’

Standard

4

Teachers’

Standard

5

Teachers’

Standard

6

Teachers’

Standard

7

Teachers’

Standard

8

PART 2

X or

Emerging

Met

SE1

Meeting the Teachers’ Standards

1. Set high expectations which inspire, motivate

and challenge pupils

Emerging

Met (minimum requirements)

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

Is beginning to recognise how to create an appropriate working environment and with support is able to maintain a safe learning environment.

Establishes 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.

Is starting to discuss the need for varying goals and approaches in lesson planning.

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

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

Is beginning to demonstrate the positive attitudes, values and behaviour with pupils in line with the ethos of the school.

Consistently demonstrates the positive attitudes, values and behaviour which are expected of pupils.

Possible evidence Evidence of school ethos in planning/ Critical reflections. Critical reflections providing evidence of working with colleagues and parents. Lesson observations show evidence of the pupils’ level of enthusiasm and participation. Lesson observations show evidence of positive working relationships. Lesson plans show evidence of differentiation, challenge for all abilities etc. Lesson observations that highlight the effective use of questioning to challenge. Planning shows TA deployed to offer challenge as well as support. Critical reflections that highlight how the trainee has catered for the different abilities. Photographs/descriptions of wider learning opportunities. Lesson plans valuing opportunities for speaking and listening. Lesson observations of trainee highlight positive learning environment where pupils’ contributions are valued. Critical reflections describing how a safe and stimulating environment has been created. Planning that shows evidence of high expectations for all learners.

2. Promote good progress and outcomes by pupils

Emerging

Met (minimum requirements)

a. Be accountable for attainment, progress and outcomes of the pupils.

Beginning to understand teachers’ accountability for learners’ attainment, progress and outcomes.

Is accountable for attainment, progress and outcomes of the pupils.

b. Plan teaching to build on learners’ capabilities and prior knowledge.

With support, takes account of prior achievement when planning and/or teaching.

Plans teaching to build on learners’ capabilities and prior knowledge.

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

With support, guides pupils to reflect on the progress they have made and their emerging needs.

Guides 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.

Beginning to demonstrate an awareness of how pupils learn and how this impacts on teaching.

Demonstrates 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.

With support encourages pupils to take a responsible and conscientious attitude to their own work and study.

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

Possible evidence Evidence of planning/ Critical reflections. Lesson observations show evidence of the pupils’ reflection opportunities. Lesson observations show evidence of encouraging creative thinking. Lesson plans show evidence of differentiation, challenge for all abilities etc. Lesson observations that highlight the effective use of questioning to challenge. Planning shows opportunities for independent and group work. Planning that shows evidence of high expectations for all learners. Pupils responses to written feedback from the teacher.

3. Demonstrate good subject and curriculum knowledge

Emerging

Met (minimum requirements)

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

Is beginning to demonstrate a knowledge of the relevant subject(s) and curriculum areas. With support, fosters and maintains pupils’ interest in the subject and addresses misunderstandings.

Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and maintains pupils’ interest in the subject, and addresses misunderstandings.

b. Demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship.

Is beginning to demonstrate a critical understanding of developments in the subject and curriculum areas and promotes the value of scholarship.

Demonstrates a critical understanding of developments in the subject and curriculum areas promotes 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.

Is beginning to 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.

Demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

d. With support or working collaboratively trainees will develop an understanding of sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach.

Under close guidance from the class teacher is beginning to develop an understanding of sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics. Is beginning to be apply this across the specific age phases they are training to teach.

With support or working collaboratively is developing an understanding of sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics. Is able to work collaboratively to apply this effectively across the specific age phases they are training to teach.

e. With support or working collaboratively then Trainees will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach.

Is developing a knowledge and understanding of the principles and practices of teaching and assessing early mathematics. Is beginning to apply this effectively across the specific age phases they are training to teach.

With support or working collaboratively is developing a knowledge and understanding of the principles and practices of teaching and assessing early mathematics. Is able to work collaboratively to apply this effectively across the specific age phases they are training to teach.

Possible evidence Evidence of school based training opportunities attended by the trainee. Use of university based opportunities to update subject knowledge. Lesson plans provide evidence of key vocabulary. Phonics planning demonstrates clear understanding of literacy skills. Examples of assessment of phonics/early reading. Examples of assessment of mathematics. Mathematics planning. Lesson observations of mathematics and phonics.

4. Plan and teach well - structured lessons

Emerging

Met (minimum requirements)

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

With support and guidance from the class teacher the lessons have some structure.

Imparts knowledge and develops understanding through effective use of lesson time.

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

With support from the class teacher, is beginning to promote a love of learning and children’s intellectual curiosity.

Promotes 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.

With guidance from the class teacher, is beginning to set homework and plan other out-of-class activities.

Sets homework and plans 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.

Is beginning to evaluate and reflect on the effectiveness of their own teaching.

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

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

Is beginning to work in collaboration with school colleagues and is starting to contribute to curriculum planning and design.

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

Possible evidence Lesson plans showing clear differentiation. Lesson plans showing specific timings. Critical reflections of opportunities where the lessons has ‘gone off’ plan. Annotation of lesson plans. Lesson plans showing a range of interesting and creative learning opportunities. Evidence of homework that has been set and assessed. Weekly reviews show professional targets. Examples of ‘team’ planning.

5. Adapt teaching to respond to the strengths and

needs of all

Emerging

Met (minimum requirements)

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

Is beginning to recognise the needs of different learners. With support can differentiate so that learners can make some progress.

Knows 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.

Is beginning to recognise some potential barriers to learning and can suggest some strategies to overcome them.

Has 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.

Shows a basic awareness of the physical, social and intellectual development of children, and with support can adapt teaching to support pupils’ education at different stages of development.

Demonstrates an awareness of the physical, social and intellectual development of children, and knows 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.

Shows a basic awareness of the needs of pupils, including those with special educational needs; those of high ability; those with English as an additional language and those with disabilities. Is beginning to identify some teaching approaches to engage and support the pupils.

Has 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 and those with disabilities. Is able to use and evaluate distinctive teaching approaches to engage and support the pupils.

Possible evidence Planning showing appropriate differentiation. Interventions that have been planned/carried out for specific learners. Critical reflections describing situations where the needs of pupils have been considered. Examples of support for children receiving pupil premium or an awareness of those children on a class list. Planning shows evidence of SEND/MAP pupils. Examples of resources used for SEND and EAL pupils.

6. Make accurate and productive use of assessment

Emerging

Met (minimum requirements)

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

Is beginning to assess pupils’ attainment against national benchmarks.

Knows and understands 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.

Is beginning to make use of a basic range of formative and summative assessment strategies that indicate a learner has made progress.

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

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

With support is beginning to use relevant data to monitor progress, set targets and plan subsequent lessons.

Uses 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.

With guidance is beginning to give pupils regular feedback, both orally and through accurate marking. Is beginning to encourage pupils to respond to the feedback.

Gives pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Possible evidence Examples of school assessment records such as SPTO. Examples of marking, class lists, annotated plans. School’s assessment policy. Staff meeting minutes linked to moderation.

7. Manage behaviour effectively to ensure a good and

safe learning environment

Emerging

Met (minimum requirements)

a. 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.

Is beginning to have clear rules and routines for behaviour in classrooms, and with support can take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.

Has clear rules and routines for behaviour in classrooms, and takes 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.

Is beginning to maintain high expectations of behaviour. Is beginning to use praise, sanctions and rewards consistently and fairly.

Has high expectations of behaviour, and establishes 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.

With support is able to manage the class effectively. Is beginning to use approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Manages 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.

Is beginning to develop a positive relationship with pupils and exercise appropriate authority.

Maintains good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Possible evidence School’s behaviour policy. Lesson plan highlighting health and safety. Behaviour rewards/sanctions. Lesson observations providing evidence of effective behaviour management. Critical reflections where behaviour has been the focus.

8. Fulfil wider professional responsibilities

Emerging

Met (minimum requirements)

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

Is developing an understanding of the school ethos and is beginning to contribute to the wider life of the school.

Makes 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.

Is beginning to build professional relationships with colleagues and basic skills in working collaboratively. Is beginning to seek information/advice from specialist support.

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

c. Deploy support staff effectively.

Is developing their communication with support staff and with support is beginning to deploy them.

Deploys support staff effectively.

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

Is beginning to implement appropriate professional development and respond to advice and feedback from colleagues with regards to improving teaching.

Takes 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.

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

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

Possible evidence Examples of letters to parents. Lesson observations which highlight positive relationships with pupils. Lesson plans showing how support staff are deployed. Planning that has been annotated with the class teacher/mentor. Weekly reviews.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT (PASS REQUIREMENTS)

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:

Expectation Evidence (include link to sub standard e.g. 1a)

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

(e.g. TS1a, Lesson observation Week 3 evidences excellence in relationships)

Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

(e.g. TS4a, Anonymised record sheet linked to a concern for a child, risk assessment of a learning opportunity, lesson plan detailing a child’s specific needs)

Showing tolerance of and respect for the rights of others

(e.g. TS4e Week 6, Annotated lesson plan)

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.g. TS1/TS7, class rules created with the children or school council in action, RE or PSHE based displays detailing the range of beliefs and experiences within a class)

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

(e.g Lesson observation evidencing professional approach)

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.

(e.g.TS7a Annotated/highlighted policy linked to lesson observation showing policy in action, Attendance sheet)

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

SE2

SE2

WEEKLY TRAINEE REVIEW (to be completed by class teacher and trainee and/or SE tutor and trainee)

During the Weekly Review meeting, it is expected that trainees will work alongside their class teacher/SE tutor, utilising the orange Meeting the Teachers’ Standards booklet to gain an understanding of where strengths and areas for development lie. The tripartite system of lesson observation, work scrutiny (RP/SE folder) and professional discussion should be used at all times to make judgements on progress towards the Teachers’ Standards. Initial review by SE tutor on first visit

Student name School name

SE tutor Year Group

Phonics Target

Actions (How the target will be met/evidenced?)

Achieved (Date)

Behaviour Management Target Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by Transition task discussed

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to

provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to

provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

University of Worcester Primary Partnership - Additional Support Record

School Date University Date

Discussion with SENCo about additional support strategies (Wave 1) for children with SEND

Tutorial support face to face and/or by ‘phone;

Mathematics

Observation of subject lead for Mathematics (modelling) English

Observation of subject lead for English (modelling) Science

Observation of subject lead for Science (modelling) PE

Observation of subject lead for PE (modelling) Dyslexic support strategies

Observation of behaviour strategies utilised by Outstanding teacher (modelling)

Exploration of how to reflect effectively

Observation of other subject area (modelling) Other

Reduction in teaching load for an agreed period in consultation with the SE tutor

Peer buddy to support

Visit specialist teachers/professionals in other link schools Meet with PAT tutor

Other Reading

Teacher presence – Building Skills for Effective Primary Teaching. Rachael Paige, Sue Lambert, Rebecca Geeson. Chapter 2 (p.21)

Assessment – Training to teach in Primary Schools. Jane Medwell. Chapter 6 (p.91)

SEND – Teaching and supporting children with Special Educational Needs and Disabilities in Primary Schools. Jonathan Glazzard, Jane Stokoe, Alison Hughes, Annette Netherwood, Lesley Neve. Chapter 11 (p.134)

Deployment of additional adults –http://maximisingtas.co.uk/research/the-edta-project.php E.g. Consider the TES Podagogy podcast

Behaviour management – The Teachers’ Standards in Primary Schools. Joy Carroll and Genea N. Alexander (pp. 150-169)

Extra SE tutor visit to;

discuss RP and possible evidence

further consider planning

explore how to utilise the behaviour toolkit effectively

Other

Access;

counselling services – [email protected] (01905)542832

finance support – [email protected] (01905) 542551

disability and dyslexia service – [email protected] (01905)855531

SE 2 Mid Point Grades

Please highlight/tick Emerging, Met, Embedded or Consistently Embedded for each Teachers’ Standards

PART 2

X or

Emerging

Met

Embedded

Consistently

Embedded

Teachers’

Standard 1

Teachers’ Standard

2

Teachers’ Standard

3

Teachers’

Standard

4

Teachers’

Standard

5

Teachers’

Standard

6

Teachers’

Standard

7

Teachers’

Standard

8

SE2 Final SE grades

Please highlight/tick Emerging, Met, Embedded or Consistently Embedded for each Teachers’ Standards

PART 2

X or

Emerging

Met

Embedded

Consistently

Embedded

Teachers’

Standard

1

Teachers’ Standard

2

Teachers’ Standard

3

Teachers’

Standard

4

Teachers’

Standard

5

Teachers’

Standard

6

Teachers’

Standard

7

Teachers’

Standard

8

It is expected that trainees do not receive Emerging for any Teachers’ Standard at the end of SE2, therefore if there are concerns about a

trainee’s progress this must be highlighted before the end of the placement.

SE2

Meeting the Teachers’ Standards

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

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded a Is beginning to recognise how

to create an appropriate working environment and with support is able to maintain a safe learning environment.

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

Builds good working relationships with pupils and makes classrooms co-operative places. Establishes an atmosphere conducive to learning by setting high expectations of learners that are generally appropriate.

Has excellent working relationships with pupils in which they feel that their contributions are consistently valued and welcomed. Pays explicit attention to the content of pupils’ contributions. Sets high expectations for learners that are appropriate.

b Is starting to discuss the need for varying goals and approaches in lesson planning.

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

Shows good practice and understanding of differentiation and regularly uses appropriate and varied teaching approaches, setting varied learning objectives and success criteria.

Shows excellent practice and understanding of differentiation. Consistently uses varied teaching approaches which offer a wide range of differentiated activities and multiple access routes to learning.

c Is beginning to demonstrate the positive attitudes, values and behaviour with pupils in line with the ethos of the school.

Consistently demonstrates the positive attitudes, values and behaviour which are expected of pupils.

Demonstrates positive attitudes, values and behaviour required for effective working relationships with pupils, colleagues and parents. Most learners are enthused and motivated to actively participate in learning.

Demonstrates positive working relationships that consistently model positive attitudes, values and behaviour. Model exemplary positive attitudes and values when working with pupils, colleagues and parents. All pupils show high levels of enthusiasm, participation and commitment to learning.

Possible evidence Planning shows opportunities for independent and group work. Planning that shows evidence of high expectations for all learners. Pupil’s responses to written feedback from the teacher. Evidence of planning/ Critical reflections. Lesson observations show evidence of the pupils’ reflection opportunities. Lesson observations show evidence of encouraging creative thinking. Lesson plans show evidence of differentiation, challenge for all abilities etc. Lesson observations that highlight the effective use of questioning to challenge.

2. Promote good progress and outcomes by pupils.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Beginning to understand teachers’ accountability for learners’ attainment, progress and outcomes.

Is accountable for attainment, progress and outcomes of the pupils.

Ensures that learners are sufficiently challenged and achieve the learning objectives. Monitors and assesses learners’ achievement and provides feedback to them that is based on the specific needs of learners or groups of learners that leads to further progress.

Ensures that all learners make very good progress so that they achieve the challenging learning objectives. Effectively monitors learners’ progress to evaluate their learning. Provides detailed feedback and targets appropriate to individual learners to further their progress.

b With support takes account of prior achievement when planning and/or teaching.

Plans teaching to build on learners’ capabilities and prior knowledge.

Planning shows flexibility / adaptability that takes account of prior knowledge and the progress made by learners. Lesson plans take account of the needs of groups of learners and individuals.

Short and medium term planning demonstrates a clear and deep understanding of how to plan for progression, stages in learning, different rates of progress, identifying clear ‘strands of progression’ and the use of these to plan next ‘steps in learning’.

c With support guides pupils to reflect on the progress they have made and their emerging needs.

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

Regularly provides learners with the opportunity to reflect on specific aspects of their learning. Learners are given opportunity to reflect on their progress and identify emerging needs.

Routinely creates time and opportunities for learners to reflect on their progress. Consistently encourages pupils to identify their emerging needs and suggest their own ways to meet them.

d Beginning to demonstrate an awareness of how pupils learn and how this impacts on teaching.

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

Uses knowledge and understanding of how learners learn to select effective teaching strategies and evaluate how this impacts on teaching and ways outcomes could be improved.

Able to use their depth of subject-specific pedagogical understanding to explain in detail why they use particular teaching approaches and why these are likely to be more successful than others.

e With support encourages pupils to take a responsible and conscientious attitude to their own work and study.

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

Uses effective teaching strategies to encourage independent learning and sets appropriately challenging tasks which enables the majority of learners to make good progress.

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

Possible evidence Evidence of planning/ Critical reflections Lesson observations show evidence of the pupils’ reflection opportunities Lesson observations show evidence of encouraging creative thinking Lesson plans show evidence of differentiation, challenge for all abilities etc. Lesson observations that highlight the effective use of questioning to challenge. Planning shows opportunities for independent and group work. Planning that shows evidence of high expectations for all learners. Pupils responses to written feedback from the teacher

3. Demonstrate good subject and curriculum knowledge.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to demonstrate a knowledge of the relevant subject(s) and curriculum areas. With support fosters and maintains pupils’ interest in the subject and addresses misunderstandings.

Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and

maintains pupils’ interest in the subject, and addresses misunderstandings.

Uses subject knowledge to find different ways of explaining or modeling teaching approaches. Teaches in a way that engages pupils’ interest so that pupils become fully involved in the lesson and make good progress. Has a clear recognition of how to deal with misconceptions and through this demonstrates good subject knowledge.

Demonstrates the ability to apply excellent subject knowledge to support pupils in acquiring understanding and skills, through application of a range of different approaches. Has a depth of subject knowledge and subject pedagogy that ensures planning and teaching anticipates potential misconceptions and addresses misunderstandings.

b Is beginning to demonstrate a critical understanding of developments in the subject and curriculum areas and promotes the value of scholarship.

Demonstrates a critical understanding of developments in the subject and curriculum areas promoting the value of scholarship.

Employs appropriate professional development strategies to develop and extend subject knowledge. Maintains subject knowledge files to track and audit development of subject knowledge.

Proactive and astutely aware of professional development by extending and updating subject/curriculum/pedagogical knowledge. Maintains subject knowledge files and audits as working documents that are annotated as part of self-evaluation.

c Is beginning to 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.

Demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s

specialist subject.

Confidently uses subject specific terminology when communicating with pupils to develop pupils’ literacy skills. Plans for the development of literacy skills in lessons and understand how to overcome barriers to learning such as low levels of literacy.

Demonstrates highly effective teaching of reading, writing and communication in lessons. Demonstrates a clear and deep understanding of how to plan for the development of pupils’ literacy skills and use this to plan teaching, dealing with barriers to learning and demonstrate depth of subject knowledge and subject pedagogy. Models high standards of written and spoken communication in all professional activities.

d Under close guidance from the class teacher is beginning to develop an understanding of sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics. Is beginning to be apply this across the specific age phases they are training to teach.

With support or working collaboratively, is developing an understanding of sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics. Is able to work collaboratively to apply this effectively across the specific age phases they are training to teach.

Trainees have a secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age phases they are training to teach.

Trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age-phases they are training to teach.

e Is developing a knowledge and understanding of the principles and practices of teaching and assessing early mathematics. Is beginning to apply this effectively across the specific age phases they are training to teach.

With support or working collaboratively is developing a knowledge and understanding of the principles and practices of teaching and assessing early mathematics. Is able to work collaboratively to apply this effectively across the specific age phases they are training to teach.

Trainees have a secure understanding of how to plan for the development of pupils’ numeracy skills’ and uses this to plan their teaching. Confidently uses numeracy within lessons and communicates this effectively. Understands how to overcome barriers to learning such as low levels of numeracy.

Demonstrates a clear and deep understanding of how to plan for the development of pupils’ numeracy skills’ and uses this to plan their teaching, dealing with barriers to learning and demonstrate depth of subject knowledge and subject pedagogy. Models high standards of numeracy, where applicable, in professional activities.

Possible evidence Evidence of school based training opportunities attended by the trainee. Use of university based opportunities to update subject knowledge. Lesson plans provide evidence of key vocabulary. Phonics planning demonstrates clear understanding of literacy skills. Examples of assessment of phonics/early reading. Examples of assessment of mathematics. Mathematics planning. Lesson observations of mathematics and phonics.

4. Plan and teach well-structured lessons.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a With support and guidance from the class teacher, the lessons have some structure.

Imparts knowledge and develops understanding through effective use of lesson time.

Planned activities match the needs of the learners, including matching pace to learning and using a variety of teaching strategies and resources.

Ensures that all learners make excellent progress so that they fully achieve the challenging yet achievable intended learning outcomes. Lessons use well-chosen imaginative and creative teaching strategies. Demonstrates flexibility and adaptability by changing pace, approach and teaching method in a lesson in response to what pupils say and do.

b With support from the class teacher, is beginning to promote a love of learning and children’s intellectual curiosity.

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

Teaches in a way that engages learners’ interest so that they become fully involved in the lesson. Takes some risks when trying to make teaching interesting, are sometimes able to deal with the unexpected and ‘grab the moment’.

Teaches lessons that invariably capture the interest of pupils, are inclusive of all pupils, and feature debate between pupils and between pupils and the teacher. Inspire and communicate enthusiasm to pupils.

Often takes risks when trying to make teaching interesting, are able to deal with the unexpected and ‘grab the moment’.

c With guidance from the class teacher, is beginning to set homework and plan other out-of-class activities.

Sets homework and plans other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Homework and other out-of-class activities are creatively planned to ensure pupils make good progress and consolidate knowledge and understanding. Homework is monitored and recorded.

Inspiring and creative homework, and other out of class activities, engages learners to consolidate and extend their knowledge and understanding ensuring pupils make very good progress. Rigorous and systematic recording and monitoring of homework is employed.

d Is beginning to evaluate and reflect on the effectiveness of their own teaching.

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

Provides clear evidence of understanding the need to take responsibility for their own professional development through evaluating performance and setting challenging targets in weekly and periodic reviews. Works with mentors to monitor progress, and then provides evidence of review and critical reflection.

High quality self-evaluation with clear focus on learners and setting challenging targets for professional development using weekly and periodic reviews to map and review progress. Reflects systematically, and takes account of feedback, from mentors and other professionals.

e Is beginning to work in collaboration with school colleagues and is starting to contribute to curriculum planning and design.

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

Makes a positive contribution to curriculum planning showing some examples of innovation within the constraints of a scheme of work.

Makes creative use of resources to

plan lessons that takes account of the needs of groups of pupils and individuals.

Consistently shows initiative and examples of innovation within the constraints of a scheme of work. Produces high quality innovative resources, to ensure that all pupils make very good progress.

Possible evidence Lesson plans showing clear differentiation. Lesson plans showing specific timings. Critical reflections of opportunities where the lessons has ‘gone off’ plan. Annotation of lesson plans. Lesson plans showing a range of interesting and creative learning opportunities. Evidence of homework that has been set and assessed. Weekly reviews show professional targets. Examples of ‘team’ planning.

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

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to recognise the needs of different learners. With support can differentiate so that learners can make some progress.

Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

Effective strategies, targeted support and intervention are matched well to the needs of most individuals. Teaching takes account of the different progress made by most learners during the lesson. As a result of good differentiation learners make good progress.

Consistently teaches lessons which differentiate effectively to accurately match individual needs. Teaching takes account of the different progress made by each learner during the lesson. As a result of excellent differentiation all learners make excellent progress. Shows understanding of the principles of differentiation which go beyond planning for varying abilities.

b Is beginning to recognise some potential barriers to learning and can suggest some strategies to overcome them.

Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Uses a variety of strategies to overcome barriers to learning for all learners, enabling them to make good progress.

Consistently uses a variety of strategies to overcome barriers to learning for all learners, enabling them to make very good progress.

c Shows a basic awareness of the physical, social and intellectual development of children, and with support can adapt teaching to support pupils’ education at different stages of development.

Demonstrates an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development.

Adapts teaching to support pupils’ education at different stages of development, showing awareness of the physical, social and intellectual development of learners. Employs a variety of teaching approaches to engage and support learners in an inclusive classroom including those for which the pupil premium provides support.

Uses creative approaches in response to the different physical, social and intellectual needs of learners. Employs a wide range of distinctive and innovative approaches to support pupils with a range of educational needs, ensuring all pupils make very good progress including those for which the pupil premium provides support.

d Shows a basic awareness of the needs of pupils, including those with special educational needs; those of high ability; those with English as an additional language and those with disabilities. Is beginning to identify some teaching approaches to engage and support the pupils.

Has 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 and those with disabilities. Is able to use and evaluate distinctive teaching approaches to engage and support the pupils.

Has 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 is able to use and evaluate distinctive teaching approaches to engage and support them, enabling all to make good progress.

Consistently plans effectively to meet 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 those for which the pupil premium provides support. Consistently employs distinctive teaching approaches to engage and support all learners, enabling all to make very good progress.

Possible evidence Planning showing appropriate differentiation. Interventions that have been planned/carried out for specific learners. Critical reflections describing situations where the needs of pupils have been considered. Examples of support for children receiving pupil premium or an awareness of those children on a class list. Planning shows evidence of SEND/MAP pupils. Examples of resources used for SEND and EAL pupils.

6. Make accurate and productive use of assessment.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to assess pupils’ attainment against national benchmarks.

Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Good understanding of the assessment requirements for the subjects and age ranges taught. Matches teaching and learning activities to the intended learning outcomes for groups of pupils. Independently assesses accurately against national benchmarks.

Excellent understanding of the assessment requirements for the subjects and age phases taught. Confidently, accurately and independently assesses pupils’ attainment against national benchmarks.

b Is beginning to make use of a basic range of formative and summative assessment strategies that indicate a learner has made progress.

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

Uses a range of appropriate formative and summative assessment strategies effectively. Knows how progression has been secured for groups of learners through a sequence of lessons, including how they know that learners have made progress.

Uses a wide range of formative and summative assessment strategies very effectively in day to day practice to monitor every learners’ progress. Assessment methods match well to the expected learning outcomes and show an understanding of why a particular method was chosen. Evaluates quickly how well individual pupils have progressed so approaches can be changed if necessary.

c With support is beginning to use relevant data to monitor progress, set targets and plan subsequent lessons.

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

Maintains accurate records of pupils’ progress and uses these to set appropriately challenging targets. Provides evidence of monitoring and recording learners’ progress and how the outcomes are used in subsequent planning, with a clear focus on groups and individual learners. Uses data to monitor and secure good progress.

Systematically and effectively uses relevant data to set challenging targets; uses data to monitor and secure very good progress. Planning is dependent on the review and monitoring of data from previous learning.

d With guidance is beginning to give pupils regular feedback, both orally and through accurate marking. Is beginning to encourage pupils to respond to the feedback.

Gives pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Monitors and assesses learners’ achievement in line with the school policy. Provides written and oral feedback based on the specific needs of learners or groups of learners that leads to further progress. Builds time into lessons to encourage pupils to respond to feedback and as a consequence make good progress.

Systematically and regularly monitors learners’ progress to evaluate quickly how well they are learning so that a change in approach can be employed during the lesson if necessary. Provides detailed feedback and targets to individual learners that are focused to ensure very good progress. In partnership with pupils discusses in detail individual’s progress as well as attainment and achievement.

Possible evidence Examples of school assessment records such as SPTO. Examples of marking, class lists, annotated plans. School’s assessment policy. Staff meeting minutes linked to moderation.

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

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to have clear rules and routines for behaviour in classrooms, and with support can take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.

Has clear rules and routines for behaviour in classrooms, and takes responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.

Uses the school’s behaviour policy to ensure pupils are safe and feel safe. Ensures pupils are properly prepared for each lesson, bringing the right equipment, and are ready and eager to learn. Consistently promotes good behaviour in the classroom and around school.

Understands very clearly what constitutes unsafe situations and are highly aware of how to promote safety in different situations, including in relation to e-safety and wider behavioural contexts.

b Is beginning to maintain high expectations of behaviour. Is beginning to use praise, sanctions and rewards consistently and fairly.

Has high expectations of behaviour, and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

Has routinely high expectations of pupils’ attitudes and behaviour in all aspects of learning, including in whole class work, group work, or when working on their own. Are consistently positive which has an impact on the progress pupils make. There is a positive ethos, good attitudes and pupils are punctual to lessons. Pupils are involved and highly motivated, taking pride in their work.

Skilled and highly consistent behaviour management makes a strong contribution to an exceptionally positive climate for learning. Very high levels of engagement, collaboration and cooperation; creates an environment that is highly supportive of learning. Learners are consistently involved and highly motivated.

c With support is able to manage the class effectively. Is beginning to use approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Manages classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Behaviour is managed consistently well. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs. Pupils respond very quickly to instructions and requests allowing lessons to flow smoothly and without interruption. Low-level disruption in lessons is uncommon. Pupils’ attitudes to learning are positive across subjects, years and classes.

There are excellent improvements in behaviour over time for individuals or groups with particular behaviour needs.

Pupils attitudes to learning is consistently of an equally high standard across subjects (if applicable), years and classes.

d Is beginning to develop a positive relationship with pupils and exercise appropriate authority.

Maintains good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Pupils understand the importance of good attitudes and behaviour in school life, adult life and work.

There are few instances of bullying and these are dealt with effectively. There is a positive rapport with learners.

Unreservedly positive about both behaviour and safety. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work. Demonstrates a rapport with learners – including high-quality dialogue and questioning, guided learning, with attention to individuals and groups.

Possible evidence School’s behaviour policy. Lesson plan highlighting health and safety. Behaviour rewards/sanctions. Lesson observations providing evidence of effective behaviour management. Critical reflections where behaviour has been the focus.

8. Fulfil wider professional responsibilities.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is developing an understanding of the school ethos and is beginning to contribute to the wider life of the school.

Makes a positive contribution to the wider life and ethos of the school.

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

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

b Is beginning to build professional relationships with colleagues and basic skills in working collaboratively. Is beginning to seek information/advice from specialist support.

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

Effective in building good relationships with colleagues and can work well collaboratively. With some independence seeks advice from relevant staff and professionals in relation to learners’ specific needs.

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

c Is developing their communication with support staff and with support is beginning to deploy them.

Deploys support staff effectively.

Works effectively with learning support and other professionals in planning, teaching and monitoring and reviewing learners’ progress. Independently instigates appropriate intervention strategies from support staff.

Takes responsibility for creatively deploying and managing support staff in lessons to support the full range of learners in their leaning.

d Is beginning to implement appropriate professional development and respond to advice and feedback from colleagues with regards to improving teaching.

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

Actively evaluates professional practice to identify challenging targets; actively seeks and values feedback from colleagues, using the advice to develop professional practice. Lesson evaluations, weekly and periodic reviews show evidence of implementation of targets, review and critical reflection.

Critically and rigorously evaluates professional practice to identify challenging/focused targets; deliberately seeks out wide-ranging opportunities to develop professional learning; responds positively and proactively to advice/feedback from colleagues. Maintains files (including lesson evaluations, weekly and periodic reviews) as working documents and annotated as part of self-evaluation.

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

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

Communicates effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being. Assumes some responsibility for doing so in response to individual pupils’ emergent needs.

Communicates very effectively both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being either formally or informally. Proactive in communicating in relation to individual pupils’ emergent needs.

Possible evidence Examples of letters to parents. Lesson observations which highlight positive relationships with pupils. Lesson plans showing how support staff are deployed. Planning that has been annotated with the class teacher/mentor. Weekly reviews.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT (PASS REQUIREMENTS)

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:

Expectation Evidence (include link to sub standard e.g. 1a)

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

(e.g. TS1a, Lesson observation Week 3 evidences excellence in relationships)

Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions.

(e.g. TS4a, Anonymised record sheet linked to a concern for a child, risk assessment of a learning opportunity, lesson plan detailing a child’s specific needs)

Showing tolerance of and respect for the rights of others.

(e.g. TS4e Week 6, Annotated lesson plan)

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.g. TS1/TS7, class rules created with the children or school council in action, RE or PSHE based displays detailing the range of beliefs and experiences within a class)

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

(e.g Lesson observation evidencing professional approach)

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.

(e.g.TS7a Annotated/highlighted policy linked to lesson observation showing policy in action, Attendance sheet)

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

SE3

SE3

WEEKLY TRAINEES REVIEW (to be completed by class teacher and trainees and/or SE tutor and trainee)

During the Weekly Review meeting, it is expected that trainees will work alongside their class teacher/SE tutor, utilising this orange Meeting the Teachers’ Standards booklet to gain an understanding of where strengths and areas for development lie. The tripartite system of lesson observation, work scrutiny (RP/SE folder) and professional discussion should be used at all times to make judgements on progress towards the Teachers’ Standards. Initial review by SE tutor on first visit

Student name School name

SE tutor Year Group

Phonics Target

Actions (How the target will be met/evidenced?)

Achieved (Date)

Behaviour Management Target Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by Transition task discussed

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective

Portfolio (RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

Date of weekly review

Identified Strength/s To be completed by trainee (How successful have you been? What has been the impact of your teaching on pupil progress?) Use your Reflective Portfolio

(RP) to provide evidence linked to the Teachers’ Standards.

Teachers’ Standards

Targeted Support

required?

Target/s (maximum 2/3 per week)

Teachers’ Standards

Actions (How the target will be met/evidenced?)

Achieved (Date)

Completed by

University of Worcester Primary Partnership - Additional Support Record

School Date University Date

Discussion with SENCo about additional support strategies (Wave 1) for children with SEND.

Tutorial support face to face and/or by ‘phone;

Mathematics

Observation of subject lead for Mathematics (modelling). English

Observation of subject lead for English (modelling). Science

Observation of subject lead for Science (modelling). PE

Observation of subject lead for PE (modelling). Dyslexic support strategies

Observation of behaviour strategies utilised by Outstanding teacher (modelling).

Exploration of how to reflect effectively

Observation of other subject area (modelling). Other

Reduction in teaching load for an agreed period in consultation with the SE tutor.

Peer buddy to support

Visit specialist teachers/professionals in other link schools. Meet with PAT tutor

Other Reading

Teacher presence – Building Skills for Effective Primary Teaching. Rachael Paige, Sue Lambert, Rebecca Geeson. Chapter 2 (p.21)

Assessment – Training to teach in Primary Schools. Jane Medwell. Chapter 6 (p.91)

SEND – Teaching and supporting children with Special Educational Needs and Disabilities in Primary Schools. Jonathan Glazzard, Jane Stokoe, Alison Hughes, Annette Netherwood, Lesley Neve. Chapter 11 (p.134)

Deployment of additional adults –http://maximisingtas.co.uk/research/the-edta-project.php E.g. Consider the TES Podagogy podcast

Behaviour management – The Teachers’ Standards in Primary Schools. Joy Carroll and Genea N. Alexander (pp. 150-169)

Extra SE tutor visit to;

discuss RP and possible evidence

further consider planning

explore how to utilise the behaviour toolkit effectively

Other

Access;

counselling services – [email protected] (01905)542832

finance support – [email protected] (01905) 542551

disability and dyslexia service – [email protected] (01905)855531

SE 3 Mid Point Grades

Please highlight/tick Emerging, Met, Embedded or Consistently Embedded for each Teachers’ Standards

PART 2

X or

Emerging

Met

Embedded

Consistently

Embedded

SE3 Final SE grades

Please highlight/tick Emerging, Met, Embedded or Consistently Embedded for each Teachers’ Standards

Teachers’

Standard

1

Teachers’ Standard

2

Teachers’ Standard

3

Teachers’

Standard

4

Teachers’

Standard

5

Teachers’

Standard

6

Teachers’

Standard

7

Teachers’

Standard

8

It is expected that trainees do not receive Emerging for any Teachers’ Standard at the end of SE3, therefore if there are concerns about a

trainee’s progress this must be highlighted before the end of the placement.

PART 2

X or

Emerging

Met

Embedded

Consistently

Embedded

Teachers’

Standard

1

Teachers’ Standard

2

Teachers’ Standard

3

Teachers’

Standard

4

Teachers’

Standard

5

Teachers’

Standard

6

Teachers’

Standard

7

Teachers’

Standard

8

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

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded a Is beginning to recognise

how to create an appropriate working environment and with support is able to maintain a safe learning environment.

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

Builds good working relationships with pupils and makes classrooms co-operative places. Establishes an atmosphere conducive to learning by setting high expectations of learners that are generally appropriate.

Has excellent working relationships with pupils in which they feel that their contributions are consistently valued and welcomed. Pays explicit attention to the content of pupils’ contributions. Sets high expectations for learners that are appropriate.

b Is starting to discuss the need for varying goals and approaches in lesson planning.

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

Shows good practice and understanding of differentiation and regularly uses appropriate and varied teaching approaches, setting varied learning objectives and success criteria.

Shows excellent practice and understanding of differentiation. Consistently uses varied teaching approaches which offer a wide range of differentiated activities and multiple access routes to learning.

c Is beginning to demonstrate the positive attitudes, values and behaviour with pupils in line with the ethos of the school.

Consistently demonstrates the positive attitudes, values and behaviour which are expected of pupils.

Demonstrates positive attitudes, values and behaviour required for effective working relationships with pupils, colleagues and parents. Most learners are enthused and motivated to actively participate in learning.

Demonstrates positive working relationships that consistently model positive attitudes, values and behaviour. Model exemplary positive attitudes and values when working with pupils, colleagues and parents. All pupils show high levels of enthusiasm, participation and commitment to learning.

Possible evidence Planning shows opportunities for independent and group work. Planning that shows evidence of high expectations for all learners. Pupils responses to written feedback from the teacher Evidence of planning/ Critical reflections Lesson observations show evidence of the pupils’ reflection opportunities Lesson observations show evidence of encouraging creative thinking Lesson plans show evidence of differentiation, challenge for all abilities etc. Lesson observations that highlight the effective use of questioning to challenge.

SE3 Meeting the Teachers’ Standards

2. Promote good progress and outcomes by pupils.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Beginning to understand teachers’ accountability for learners’ attainment, progress and outcomes.

Is accountable for attainment, progress and outcomes of the pupils.

Ensures that learners are sufficiently challenged and achieve the learning objectives. Monitors and assesses learners’ achievement and provides feedback to them that is based on the specific needs of learners or groups of learners that leads to further progress.

Ensures that all learners make very good progress so that they achieve the challenging learning objectives. Effectively monitors learners’ progress to evaluate their learning. Provides detailed feedback and targets appropriate to individual learners to further their progress.

b With support, takes account of prior achievement when planning and/or teaching.

Plans teaching to build on learners’ capabilities and prior knowledge.

Planning shows flexibility / adaptability that takes account of prior knowledge and the progress made by learners. Lesson plans take account of the needs of groups of learners and individuals.

Short and medium term planning demonstrates a clear and deep understanding of how to plan for progression, stages in learning, different rates of progress, identifying clear ‘strands of progression’ and the use of these to plan next ‘steps in learning’.

c With support, guides pupils to reflect on the progress they have made and their emerging needs.

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

Regularly provides learners with the opportunity to reflect on specific aspects of their learning. Learners are given opportunity to reflect on their progress and identify emerging needs.

Routinely creates time and opportunities for learners to reflect on their progress. Consistently encourages pupils to identify their emerging needs and suggest their own ways to meet them.

d Beginning to demonstrate an awareness of how pupils learn and how this impacts on teaching.

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

Uses knowledge and understanding of how learners learn to select effective teaching strategies and evaluate how this impacts on teaching and ways outcomes could be improved.

Able to use their depth of subject-specific pedagogical understanding to explain in detail why they use particular teaching approaches and why these are likely to be more successful than others.

e With support, encourages pupils to take a responsible and conscientious attitude to their own work and study.

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

Uses effective teaching strategies to encourage independent learning and sets appropriately challenging tasks which enables the majority of learners to make good progress.

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

Possible evidence Evidence of planning/ Critical reflections. Lesson observations show evidence of the pupils’ reflection opportunities. Lesson observations show evidence of encouraging creative thinking. Lesson plans show evidence of differentiation, challenge for all abilities etc. Lesson observations that highlight the effective use of questioning to challenge. Planning shows opportunities for independent and group work. Planning that shows evidence of high expectations for all learners. Pupil’s responses to written feedback from the teacher.

3. Demonstrate good subject and curriculum knowledge.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to demonstrate a knowledge of the relevant subject(s) and curriculum areas. With support fosters and maintains pupils’ interest in the subject and addresses misunderstandings.

Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and

maintains pupils’ interest in the subject, and addresses misunderstandings.

Uses subject knowledge to find different ways of explaining or modeling teaching approaches. Teaches in a way that engages pupils’ interest so that pupils become fully involved in the lesson and make good progress. Has a clear recognition of how to deal with misconceptions and through this demonstrates good subject knowledge.

Demonstrates the ability to apply excellent subject knowledge to support pupils in acquiring understanding and skills, through application of a range of different approaches. Has a depth of subject knowledge and subject pedagogy that ensures planning and teaching anticipates potential misconceptions and addresses misunderstandings.

b Is beginning to demonstrate a critical understanding of developments in the subject and curriculum areas and promotes the value of scholarship.

Demonstrates a critical understanding of developments in the subject and curriculum areas promotes the value of scholarship.

Employs appropriate professional development strategies to develop and extend subject knowledge. Maintains subject knowledge files to track and audit development of subject knowledge.

Proactive and astutely aware of professional development by extending and updating subject/curriculum/pedagogical knowledge. Maintains subject knowledge files and audits as working documents that are annotated as part of self-evaluation.

c Is beginning to 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.

Demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s

specialist subject.

Confidently uses subject specific terminology when communicating with pupils to develop pupils’ literacy skills. Plans for the development of literacy skills in lessons and understand how to overcome barriers to learning such as low levels of literacy.

Demonstrates highly effective teaching of reading, writing and communication in lessons. Demonstrates a clear and deep understanding of how to plan for the development of pupils’ literacy skills and use this to plan teaching, dealing with barriers to learning and demonstrate depth of subject knowledge and subject pedagogy. Models high standards of written and spoken communication in all professional activities.

d Under close guidance from the class teacher, is beginning to develop an understanding of sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics. Is beginning to apply this across the specific age phases they are training to teach.

With support or working collaboratively, is developing an understanding of sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics. Is able to work collaboratively to apply this effectively across the specific age phases they are training to teach.

Trainees have a secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age phases they are training to teach.

Trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age-phases they are training to teach.

e Is developing a knowledge and understanding of the principles and practices of teaching and assessing early mathematics. Is beginning to apply this effectively across the specific age phases they are training to teach.

With support or working collaboratively, is developing a knowledge and understanding of the principles and practices of teaching and assessing early mathematics. Is able to work collaboratively to apply this effectively across the specific age phases they are training to teach.

Trainees have a secure understanding of how to plan for the development of pupils’ numeracy skills’ and uses this to plan their teaching. Confidently uses numeracy within lessons and communicates this effectively. Understands how to overcome barriers to learning such as low levels of numeracy.

Demonstrates a clear and deep understanding of how to plan for the development of pupils’ numeracy skills’ and uses this to plan their teaching, dealing with barriers to learning and demonstrate depth of subject knowledge and subject pedagogy. Models high standards of numeracy, where applicable, in professional activities.

Possible evidence Evidence of school based training opportunities attended by the trainee. Use of university based opportunities to update subject knowledge. Lesson plans provide evidence of key vocabulary. Phonics planning demonstrates clear understanding of literacy skills. Examples of assessment of phonics/early reading. Examples of assessment of mathematics. Mathematics planning. Lesson observations of mathematics and phonics.

4. Plan and teach well-structured lessons.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a With support and guidance from the class teacher, the lessons have some structure.

Imparts knowledge and develops understanding through effective use of lesson time.

Planned activities match the needs of the learners, including matching pace to learning and using a variety of teaching strategies and resources.

Ensures that all learners make excellent progress so that they fully achieve the challenging yet achievable intended learning outcomes. Lessons use well-chosen imaginative and creative teaching strategies. Demonstrates flexibility and adaptability by changing pace, approach and teaching method in a lesson in response to what pupils say and do.

b With support from the class teacher, is beginning to promote a love of learning and children’s intellectual curiosity.

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

Teaches in a way that engages learners’ interest so that they become fully involved in the lesson. Takes some risks when trying to make teaching interesting, are sometimes able to deal with the unexpected and ‘grab the moment’.

Teaches lessons that invariably capture the interest of pupils, are inclusive of all pupils, and feature debate between pupils and between pupils and the teacher. Inspire and communicate enthusiasm to pupils.

Often takes risks when trying to make teaching interesting, are able to deal with the unexpected and ‘grab the moment’.

c With guidance from the class teacher, is beginning to set homework and plan other out-of-class activities.

Sets homework and plans other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Homework and other out-of-class activities are creatively planned to ensure pupils make good progress and consolidate knowledge and understanding. Homework is monitored and recorded.

Inspiring and creative homework, and other out of class activities, engages learners to consolidate and extend their knowledge and understanding ensuring pupils make very good progress. Rigorous and systematic recording and monitoring of homework is employed.

d Is beginning to evaluate and reflect on the effectiveness of their own teaching.

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

Provides clear evidence of understanding the need to take responsibility for their own professional development through evaluating performance and setting challenging targets in weekly and periodic reviews. Works with mentors to monitor progress, and then provides evidence of review and critical reflection.

High quality self-evaluation with clear focus on learners and setting challenging targets for professional development using weekly and periodic reviews to map and review progress. Reflects systematically, and takes account of feedback, from mentors and other professionals.

e Is beginning to work in collaboration with school colleagues and is starting to contribute to curriculum planning and design.

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

Makes a positive contribution to curriculum planning showing some examples of innovation within the constraints of a scheme of work.

Makes creative use of resources to plan lessons that takes account of the needs of groups of pupils and individuals.

Consistently shows initiative and examples of innovation within the constraints of a scheme of work. Produces high quality innovative resources, to ensure that all pupils make very good progress.

Possible evidence Lesson plans showing clear differentiation. Lesson plans showing specific timings. Critical reflections of opportunities where the lessons has ‘gone off’ plan. Annotation of lesson plans. Lesson plans showing a range of interesting and creative learning opportunities. Evidence of homework that has been set and assessed. Weekly reviews show professional targets. Examples of ‘team’ planning.

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

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to recognise the needs of different learners. With support can differentiate so that learners can make some progress.

Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

Effective strategies, targeted support and intervention are matched well to the needs of most individuals. Teaching takes account of the different progress made by most learners during the lesson. As a result of good differentiation learners make good progress.

Consistently teaches lessons which differentiate effectively to accurately match individual needs. Teaching takes account of the different progress made by each learner during the lesson. As a result of excellent differentiation all learners make excellent progress. Shows understanding of the principles of differentiation which go beyond planning for varying abilities.

b Is beginning to recognise some potential barriers to learning and can suggest some strategies to overcome them.

Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Uses a variety of strategies to overcome barriers to learning for all learners, enabling them to make good progress.

Consistently uses a variety of strategies to overcome barriers to learning for all learners, enabling them to make very good progress.

c Shows a basic awareness of the physical, social and intellectual development of children, and with support can adapt teaching to support pupils’ education at different stages of development.

Demonstrates an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development.

Adapts teaching to support pupils’ education at different stages of development, showing awareness of the physical, social and intellectual development of learners. Employs a variety of teaching approaches to engage and support learners in an inclusive classroom including those for which the pupil premium provides support.

Uses creative approaches in response to the different physical, social and intellectual needs of learners. Employs a wide range of distinctive and innovative approaches to support pupils with a range of educational needs, ensuring all pupils make very good progress including those for which the pupil premium provides support.

d Shows a basic awareness of the needs of pupils, including those with special educational needs; those of high ability; those with English as an additional language and those with disabilities. Is beginning to identify some teaching approaches to engage and support the pupils.

Has 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 and those with disabilities. Is able to use and evaluate distinctive teaching approaches to engage and support the pupils.

Has 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 is able to use and evaluate distinctive teaching approaches to engage and support them, enabling all to make good progress.

Consistently plans effectively to meet 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 those for which the pupil premium provides support. Consistently employs distinctive teaching approaches to engage and support all learners, enabling all to make very good progress.

Possible evidence Planning showing appropriate differentiation. Interventions that have been planned/carried out for specific learners. Critical reflections describing situations where the needs of pupils have been considered. Examples of support for children receiving pupil premium or an awareness of those children on a class list. Planning shows evidence of SEND/MAP pupils. Examples of resources used for SEND and EAL pupils.

6. Make accurate and productive use of assessment.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to assess pupils’ attainment against national benchmarks.

Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Good understanding of the assessment requirements for the subjects and age ranges taught. Matches teaching and learning activities to the intended learning outcomes for groups of pupils. Independently assesses accurately against national benchmarks.

Excellent understanding of the assessment requirements for the subjects and age phases taught. Confidently, accurately and independently assesses pupils’ attainment against national benchmarks.

b Is beginning to make use of a basic range of formative and summative assessment strategies that indicate a learner has made progress.

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

Uses a range of appropriate formative and summative assessment strategies effectively. Knows how progression has been secured for groups of learners through a sequence of lessons, including how they know that learners have made progress.

Uses a wide range of formative and summative assessment strategies very effectively in day to day practice to monitor every learners’ progress. Assessment methods match well to the expected learning outcomes and show an understanding of why a particular method was chosen. Evaluates quickly how well individual pupils have progressed so approaches can be changed if necessary.

c With support, is beginning to use relevant data to monitor progress, set targets and plan subsequent lessons.

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

Maintains accurate records of pupils’ progress and uses these to set appropriately challenging targets. Provides evidence of monitoring and recording learners’ progress and how the outcomes are used in subsequent planning, with a clear focus on groups and individual learners. Uses data to monitor and secure good progress.

Systematically and effectively uses relevant data to set challenging targets; uses data to monitor and secure very good progress. Planning is dependent on the review and monitoring of data from previous learning.

d With guidance, is beginning to give pupils regular feedback, both orally and through accurate marking. Is beginning to encourage pupils to respond to the feedback.

Gives pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Monitors and assesses learners’ achievement in line with the school policy. Provides written and oral feedback based on the specific needs of learners or groups of learners that leads to further progress. Builds time into lessons to encourage pupils to respond to feedback and as a consequence make good progress.

Systematically and regularly monitors learners’ progress to evaluate quickly how well they are learning so that a change in approach can be employed during the lesson if necessary. Provides detailed feedback and targets to individual learners that are focused to ensure very good progress. In partnership with pupils, discusses in detail, individual’s progress as well as attainment and achievement.

Possible evidence Examples of school assessment records such as SPTO. Examples of marking, class lists, annotated plans, School’s assessment policy. Staff meeting minutes linked to moderation.

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

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is beginning to have clear rules and routines for behaviour in classrooms, and with support can take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.

Has clear rules and routines for behaviour in classrooms, and takes responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.

Uses the school’s behaviour policy to ensure pupils are safe and feel safe. Ensures pupils are properly prepared for each lesson, bringing the right equipment, and are ready and eager to learn. Consistently promotes good behaviour in the classroom and around school.

Understands very clearly what constitutes unsafe situations and are highly aware of how to promote safety in different situations, including in relation to e-safety and wider behavioural contexts.

b Is beginning to maintain high expectations of behaviour. Is beginning to use praise, sanctions and rewards consistently and fairly.

Has high expectations of behaviour, and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

Has routinely high expectations of pupils’ attitudes and behaviour in all aspects of learning, including in whole class work, group work, or when working on their own. Are consistently positive which has an impact on the progress pupils make. There is a positive ethos, good attitudes and pupils are punctual to lessons. Pupils are involved and highly motivated, taking pride in their work.

Skilled and highly consistent behaviour management makes a strong contribution to an exceptionally positive climate for learning. Very high levels of engagement, collaboration and cooperation; creates an environment that is highly supportive of learning. Learners are consistently involved and highly motivated.

c With support, is able to manage the class effectively. Is beginning to use approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Manages classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Behaviour is managed consistently well. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs. Pupils respond very quickly to instructions and requests allowing lessons to flow smoothly and without interruption. Low-level disruption in lessons is uncommon. Pupils’ attitudes to learning are positive across subjects, years and classes.

There are excellent improvements in behaviour over time for individuals or groups with particular behaviour needs. Pupil’s attitudes to learning is consistently of an equally high standard across subjects (if applicable), years and classes.

d Is beginning to develop a positive relationship with pupils and exercise appropriate authority.

Maintains good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Pupils understand the importance of good attitudes and behaviour in school life, adult life and work. There are few instances of bullying and these are dealt with effectively. There is a positive rapport with learners.

Unreservedly positive about both behaviour and safety. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work. Demonstrates a rapport with learners – including high-quality dialogue and questioning, guided learning, with attention to individuals and groups.

Possible evidence School’s behaviour policy Lesson plan highlighting health and safety. Behaviour rewards/sanctions Lesson observations providing evidence of effective behaviour management Critical reflections where behaviour has been the focus.

8. Fulfil wider professional responsibilities.

Emerging

Meeting the Standards Exceeding the Standards

Met (minimum requirements) Embedded Consistently Embedded

a Is developing an understanding of the school ethos and is beginning to contribute to the wider life of the school.

Makes a positive contribution to the wider life and ethos of the school.

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

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

b Is beginning to build professional relationships with colleagues and basic skills in working collaboratively. Is beginning to seek information/advice from specialist support.

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

Effective in building good relationships with colleagues and can work well collaboratively. With some independence seeks advice from relevant staff and professionals in relation to learners’ specific needs.

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

c Is developing their communication with support staff and with support is beginning to deploy them.

Deploys support staff effectively.

Works effectively with learning support and other professionals in planning, teaching and monitoring and reviewing learners’ progress. Independently instigates appropriate intervention strategies from support staff.

Takes responsibility for creatively deploying and managing support staff in lessons to support the full range of learners in their leaning.

d Is beginning to implement appropriate professional development and respond to advice and feedback from colleagues with regards to improving teaching.

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

Actively evaluates professional practice to identify challenging targets; actively seeks and values feedback from colleagues, using the advice to develop professional practice. Lesson evaluations, weekly and periodic reviews show evidence of implementation of targets, review and critical reflection.

Critically and rigorously evaluates professional practice to identify challenging/focused targets; deliberately seeks out wide-ranging opportunities to develop professional learning; responds positively and proactively to advice/feedback from colleagues. Maintains files (including lesson evaluations, weekly and periodic reviews) as working documents and annotated as part of self-evaluation.

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

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

Communicates effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being. Assumes some responsibility for doing so in response to individual pupils’ emergent needs.

Communicates very effectively both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being either formally or informally. Proactive in communicating in relation to individual pupils’ emergent needs.

Possible evidence Examples of letters to parents Lesson observations which highlight positive relationships with pupils Lesson plans showing how support staff are deployed Planning that has been annotated with the class teacher/mentor Weekly reviews

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT (PASS REQUIREMENTS)

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:

Expectation Evidence (include link to sub standard e.g. 1a)

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

(e.g. TS1a, Lesson observation Week 3 evidences excellence in relationships)

Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

(e.g. TS4a, Anonymised record sheet linked to a concern for a child, risk assessment of a learning opportunity, lesson plan detailing a child’s specific needs)

Showing tolerance of and respect for the rights of others

(e.g. TS4e Week 6, Annotated lesson plan)

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.g. TS1/TS7, class rules created with the children or school council in action, RE or PSHE based displays detailing the range of beliefs and experiences within a class)

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

(e.g Lesson observation evidencing professional approach)

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.

(e.g.TS7a Annotated/highlighted policy linked to lesson observation showing policy in action, Attendance sheet)

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