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BA Hons Primary Education Year 1 School-Based Training Handbook

2019/20

The University of Brighton Initial Teacher Education Partnership

Our Partnership Vision

The School of Education at the University of Brighton is proud to work in partnership with schools

across the South East of England and beyond. We are:

Committed to the holistic development and well-being of all learners

Underpinned by an enduring commitment to inclusivity and diversity, where all learners are valued, individuality is celebrated and barriers are removed

Built on a collaborative culture of mutual trust and innovation that engages all stakeholders in evaluation, challenge and meaningful change

Centred around a cohesive learning community where professional development is transformational and research-based practice is valued and communicated

Driven by an understanding of local knowledge, regional and national priorities coupled with the agility and capacity to adapt

Keys to Quality

Our Partnership is committed to continually driving improvements to ensure consistency in the quality

of training. Representatives from across the Partnership worked together to identify six overarching

‘Keys to Quality’ that are essential to securing high quality school-based provision. These six Keys to

Quality act as a shared reference point for all parties engaged in training including mentors, trainees,

university tutors and headteachers. All members of the Partnership are expected to commit to and

enable the Keys to Quality.

The 6 Keys to Quality:

A warm welcoming induction, including safeguarding;

Ongoing and supportive informal guidance and advice;

Effective regular mentor meetings;

Individualised training and development opportunities;

Constructive, personalised verbal and written feedback;

Accurate assessment using grading descriptors

BA Primary Priority for 2019/20:

TS6 – Make accurate and productive use of assessment

Please note:

This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes

may be made to some of the information during the academic year. At the time this document was

published all information was correct. The Partnership reserves the right to make changes as

necessary.

Contents

1. Introduction ...................................................................................................................................... 1

1.1 Safeguarding ................................................................................................................................... 2

1.2 School Induction ............................................................................................................................. 3

2. Useful Information ........................................................................................................................... 4

2.1 Key to frequently used Acronyms and Terms ................................................................................. 4

2.2 Key University Contacts .................................................................................................................. 4

2.3 Early years Foundation Setting School-Based Training ................................................................. 4

2.4 Guide to frequently used Pro formas .............................................................................................. 5

3. School-Based Training (SBT1) Aims and Expectations ................................................................. 6

3.1 Aims of SBT1 .................................................................................................................................. 6

3.2 Learning Outcomes for SBT1 ......................................................................................................... 6

3.3 Guidance and Support for SBT1 ..................................................................................................... 7

3.4 Weekly Overview of Expectations................................................................................................. 12

3.5 Areas of Learning and Subjects .................................................................................................... 25

4. Professional Development ............................................................................................................ 26

4.1 Maximising Professional Development Opportunities .................................................................. 26

4.2 Professional School File Requirements ........................................................................................ 26

Section one: Lesson plans and evaluations ................................................................................. 27

Section two: Medium term plans ................................................................................................... 27

Section three: Pupil records .......................................................................................................... 27

Section four: Additional information .............................................................................................. 27

4.3 e-Portfolio (PebblePad) Requirements ......................................................................................... 28

4.4 Professional Action Plan ............................................................................................................... 29

4.5 Mentor-Trainee Professional Meeting (PH Form) ......................................................................... 29

4.6 Minimum Expectations for Engagement with the e-Portfolio (PebblePad) ................................... 31

5. Assessment of Trainees ................................................................................................................ 32

5.1 Assessing Trainee Progress ......................................................................................................... 32

5.2 Grading SBT1 ............................................................................................................................... 32

5.3 Final Reports (PC) ........................................................................................................................ 33

Appendices ........................................................................................................................................ 34

1. Task 1: School Context ................................................................................................................. 34

2. Task 2: Supporting Disadvantaged Pupils (Teachers’ Standard 5) .............................................. 35

3. Task 3: Behaviour Management (Teachers’ Standard 7) ............................................................. 37

4. Task 4: Systematic Synthetic Phonics (SSP) Task (TS3d) .......................................................... 39

5. Task 5: Mathematics (Teachers’ Standard 3e) ............................................................................. 41

6. Task 6: Special Educational Needs and/or Disabilities (SEND) (Teachers’ Standard 5d) ........... 41

7. Task 7: Grammar, Punctuation and Spelling Task (TS3) ............................................................. 42

8. Professional Learning Opportunity 1: English as an Additional Language (EAL) ....................... 43

9. Professional Learning Opportunity 2: Languages ....................................................................... 43

10. BA (Hons) Primary Education with QTS (3-7 & 5-11) Module Timetables for 2019/20 ................ 44

11. GDPR (the EU’s General Data Protection Regulation) Guidance for Trainees ............................ 45

12. Appendix 12: DfE Teachers’ Standards - Parts 1 & 2 ................................................................. 46

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1. Introduction

Thank you for welcoming trainees into your school. This handbook relates to the first school-based training (SBT1) period for the following programmes:

Primary Education (3-7 Years) BA (Hons) with QTS;

Primary Education (5-11 Years) BA (Hons) with QTS;

Primary Mathematics Education BA (Hons) with QTS;

Primary English Education BA (Hons) with QTS.

This school-based training provides trainees with an opportunity to build on their experiences to date and develop their pedagogic, subject and curriculum knowledge with a positive impact on pupils’ learning and progress.

Trainees from all routes have:

Engaged in university modules in maths, English, computing, foundation subjects including PE and science (please note that Maths and English specialists do not cover science until year 2 of the course).

Been proactive in developing themselves both academically and professionally through engagement with the e-Portfolio (PebblePad).

In this booklet you will find details that are specific to the school-based training such as:

Contact details;

Dates and significant stages;

Aims and learning outcomes;

Assessment of trainees.

Further information of a generic nature related to Partnership matters can be found in the handbook

entitled Primary Partnership in Education Agreement and Handbook* which is sent to all schools in

the Partnership. This includes information such as:

Pro formas that are used to assess and give feedback to trainees;

Criteria for assessing trainees;

Roles and responsibilities of all within the Partnership;

‘Enhanced Support’ procedures;

Action plan requirements for the trainee.

*Please note that you can find the Partnership in Education Agreement and Handbook document and

all electronic versions of the school-based training forms and the SBT1 handbook at:

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/


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1.1 Safeguarding

Safeguarding relates to the actions taken to promote the welfare of children and learners and protect

them from harm and is the responsibility of everyone who works with children and learners.

Safeguarding is defined in Working Together to Safeguard Children (Gov.uk, 2018) as:

• protecting children and learners from maltreatment

• preventing impairment of children’s and learners’ health and development

• ensuring that children and learners grow up in circumstances consistent with the provision of

safe and effective care

• taking action to enable all children and learners to have the best outcomes

Keeping Children Safe in Education (Department for Education, 2019) identifies the following issues

for those working in schools and other educational settings to be aware of:

abuse (multiple forms of)

bullying including cyberbullying

child criminal exploitation (county lines)

child sexual exploitation (CSE)

children in the court system

children missing education

children missing from home or care

children with family members in prison

criminal exploitation of children and vulnerable adults

domestic abuse

drugs

fabricated or induced illness

faith based abuse

female genital mutilation (FGM)

forced marriage

gangs and youth violence

gender-based violence/violence (VAWG)

hate

homelessness

mental health

missing children and adults

peer on peer abuse

preventing radicalisation

private fostering

relationship abuse

sexual violence and sexual harassment between children in schools and colleges

sexting

(so called) honour based violence

trafficking and modern slavery

upskirting

The UoB ITE Partnership is committed to ensuring trainees are aware and able to act upon their

safeguarding duties as members of school and setting communities. Our Partnership Agreement

states that every trainee:

• Receives safeguarding training and induction in each training setting which is recorded

on the Record of Mentor Meeting form (PH)

• Is fully briefed upon and signs the Partnership’s ‘Code of Personal and Professional

Conduct’ that includes the following duties for trainees:

o become familiar with, respect and adhere to all relevant statutory frameworks,

university policies and documentation and the policies and practices of Partnership

settings/schools in which they teach

o prioritise the health, welfare and education of the children in their care

• Is fully briefed on the Partnership’s policy on the ‘Use of Social Media’, this includes

full guidance on the use of electronic communication, appropriate use of social media

and what to do if they have any concerns.

• Engages in university-based study where additional support and guidance related to

safeguarding takes place. For example, online units such as the Home Office Prevent

training: https://www.elearning.prevent.homeoffice.gov.uk/

• Is made aware of key safeguarding policies and practice guidance through our safeguarding

web page www.brighton.ac.uk/safeguarding

University tutors are supported with safeguarding updates.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/835733/Keeping_children_safe_in_education_2019.pdf

https://www.elearning.prevent.homeoffice.gov.uk/

http://www.brighton.ac.uk/safeguarding

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1.2 School Induction

As per our Partnership Agreement with schools, we expect that the trainee receives safeguarding training / induction in each training setting. This is a requirement for week 1 and should be recorded on the pro forma ‘Mentor- Trainee Professional Developmental Meeting’ (PH). It must include:

the safeguarding and child protection policy and procedures;

the role of designated safeguarding lead;

the staff behaviour policy (sometimes called a code of conduct).

4

2. Useful Information

This handbook relates to the final phase of school-based training (SBT1) for BA Primary trainees.

SBT1 will begin on Monday March 2nd 2020 until Friday May 22nd 2020.

2.1 Key to frequently used Acronyms and Terms

PPiE: Primary Partnership in Education (Handbook)

QTS: Qualified Teacher Status

PebblePad: The e-Portfolio system used by trainees to track and support their professional

development.

2.2 Key University Contacts

The partnership office can be contacted at any time if you have a query / question regarding procedures.

Deputy Head: Partnership and Engagement Sarah Fitzjohn-Scott [email protected]

Programme Leader BA (Hons) Primary Education/ Year 1 Leader

Keith Triggs [email protected]

Assistant Programme Leader (Professional Lead) BA (Hons) Primary

Education / SBT1 Key Contact

Faye Worthy-Pauling [email protected]

SBT1 Key Contact

Amy Hulkes [email protected]

Student Experience Lead/ Assistant Programme Leader

Polly Herbert [email protected]

Senior School-Based Training Supervisor (QA)

Kathryn Clements [email protected]

Partnership Office (PO) Primary Administrators

01273 643411

01273 643412

[email protected]

Reporting Absence (PO) 01273 641041 (24 hour answerphone) [email protected]

2.3 Early years Foundation Setting School-Based Training

Throughout this booklet reference is made to schools, teachers and lessons. Those working in a

Foundation Stage setting should read these as setting, practitioner and session.

mailto:[email protected]







5

2.4 Guide to frequently used Pro formas

PA: Progress Report: completed to feedback holistically about trainee and pupil progress,

including observation of teaching

PB: Interim Report: completed at the interim review to evaluate progress and indicate potential

PC: Final Assessment Report: completed at the end of the SBT

PD: Need for Enhanced Support: completed when a trainee is not making sufficient progress and

is at risk of not passing SBT

PH: Mentor-Trainee Professional Meeting Form:

section A completed by the trainee prior to the mentor meeting as a weekly

evaluation

section C targets for professional action plan agreed and actions to meet targets set

whole form completed by the trainee and uploaded to e-Portfolio (PebblePad) after

the weekly mentor meeting

PI: Record of Attendance: completed by the trainee and signed by the mentor

PK: Lesson Observation: informal feedback for trainee OR trainee uses this form when observing

others

Support for mentors

For more detailed information about the purpose, distribution and completion of forms, including the

corresponding use of assessment descriptors, please see the PPiE handbook found here:


In addition, there is an E-Learning course which covers everything mentors need to know about

Partnership-wide expectations and forms. The link for this training can be found on the SBT blog. All

2019-20 mentors are expected to complete this training.

Mentors please note

Please note that if there are concerns regarding the trainee’s progress, it is in the trainee’s interest to

implement the Enhanced Support process as soon as possible (see section 3.6 of the PPiE

handbook).


http://blogs.brighton.ac.uk/mentors/training/

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3. School-Based Training (SBT1) Aims and Expectations

3.1 Aims of SBT1

This first school-based training period aims to provide opportunities for trainees to gain specific

experiences in order to develop and demonstrate professional attributes, skills, knowledge and

understanding linked explicitly to the Teachers’ Standards. It also enables trainees to reflect on and

evaluate their experiences, identify professional strengths and development needs and set targets for

improvement.

3.2 Learning Outcomes for SBT1

By the end of SBT1, trainees will need to have taken active and practical account of the principles of

equality, inclusion and diversity and demonstrated that they:

Recognise pupils’ learning needs and interpret them in order to inform planning and support

pupil progress (TS2, TS4, TS5);

Plan, teach and evaluate group sessions that demonstrate secure subject and pedagogical

knowledge appropriate to the context, curriculum and age phase (TS3, TS4, TS5, TS6);

Demonstrate the capacity to work collaboratively and professionally as an effective member

of a team (TS8, TS4);

Establish positive relationships with pupils and demonstrate behaviour management

strategies appropriate to context and age phase (TS1, TS7);

Respond appropriately to feedback and advice from colleagues and engage in supported

professional development activity (TS4, TS8);

Demonstrate achievement of the Teachers’ Standards (Part 1 and 2) relative to the

expectations of the school-based training period.

In SBT1 these can all be achieved at a high grade in the context of working with a group.

With reference to trainees’ professional development, it is the trainees’ responsibility, with support

from the mentor, to carefully track progress and evidence against agreed Standards prior to

completing their SBT1, to ensure that the SBT outcomes above have been met.

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3.3 Guidance and Support for SBT1

Each SBT has a set of outcomes that are linked to the Teachers’ Standards. There are some core

expectations designed to enable trainee progress and meet SBT1 outcomes. A detailed weekly

schedule is provided in section 3.4 and includes reference to the following.

What do we mean

by…?

The information in each section is intended to ‘guide’ the trainees/schools. We

appreciate that some of this will need adjustment and organisation in a way that best

fits the specific school/class context.

Professional Action

Plan

The professional action plan is drafted initially under guidance from the University PAT tutor

and subsequently updated regularly on the ‘Mentor-Trainee Professional Development

Meeting’ form (PH) by the trainee throughout the SBT. See section 4.4 for further guidance.

Mentors and trainees may find ‘action plan menus’ on the SBT blog a helpful resource that

provides a wealth of possible activities to choose from in relation to specific targets. Menus

can be found here: http://blogs.brighton.ac.uk/mentors/action-plan-menus/

Contact time /

Teaching load

Weeks 1-4 (serial days)

Teaching Load/Contact time 100%

During the first four weeks, trainees are in school for two days a week. It is envisaged that

trainees will be engaged in classroom based activities for 100% of the school day.

Trainees will be engaged in:

Working with individual pupils.

Focus group teaching and assessment of the group.

Engaging in whole class interactions, (e.g. taking the register, reading a story to the

class, delivering a lesson introduction or plenary).

Observing other teachers or colleagues (based upon areas of development identified

on the Professional Action Plan).

Tasks and Professional Learning Opportunities (PLOs).

At the beginning or end of the school day trainees need to ensure that they engage in

professional discussions relating to planning teaching and assessment with the class teacher

or mentor. These discussions will inform what trainees do during non-contact time on

university days (i.e. planning a group activity, developing subject knowledge). In addition

trainees will be expected to support the class teacher in preparing the classroom for the

following day.

http://blogs.brighton.ac.uk/mentors/action-plan-menus/

8

What do we mean

by…?




Contact time /

Teaching load

(continued)

Non-contact time

During the first four weeks when trainees are in school for two days a week it is envisaged

that up to two hours of non-contact time will take place during university days and not while in

school.

Trainees will use university non-contact time (outside of taught sessions) to engage in the

following:

Recording achievements;

Evaluating teaching (group and/or whole class interactions);

Planning future learning and appropriate resources using the university pro forma

(this may require trainees to meet with their school-based training partner);

Reflecting on personal progress and updating Professional Action Plan and files.

Weeks 5-9 (block weeks)

Teaching load/Contact time 50%

During the block school-based training phase there is an expectation that trainees will be

working in contact with learners for 50% of the school day. During this time the trainee will be

engaged in:

Group teaching and assessment of the group;

Leading elements of whole class teaching (e.g. taking the register, reading a story to

the class, delivering a lesson introduction or plenary);

Delivering a full lesson.

Non-contact time 50%

During this time the trainee can be engaged in:

Recording achievements;

Evaluating teaching (group and/or whole class interactions);

Planning future learning and appropriate resources using the university pro forma;

Reflecting on personal progress and updating Professional Action Plan and files;

Observing other teachers or colleagues (based upon areas of development identified

in their weekly evaluations, Professional Action Plan priorities, feedback from

mentor/university tutor);

Completing any outstanding tasks or professional learning opportunities;

Joint/coached observations with class teacher/mentor;

Meeting key colleagues (Eg subject coordinators/SENCO);

Reading school policies;

Academic reading to support teaching.

This non-contact time may be classroom based. Some of these activities will need to be

negotiated and agreed with colleagues across the school. Mentors will need to assist in the

organisation of these.

9

What do we mean

by…?




Planning for

learning

(including the EYFS

planning template

and the University

lesson planner)

All trainees have TS2b as a target on their action plan ‘Be aware of pupils’ capabilities and

their prior knowledge and plan teaching to build on these’ and TS7b ‘Have high

expectations of behaviour and establish a framework for discipline, using a range of

strategies’.

Trainees should plan on the university template for all subjects. This is to ensure coverage of UoB’s Core Elements.

The Core Elements

TEACHER DEVELOPMENT FOCUS for example: What specific aspects of your practice are you seeking to improve in this lesson? What actions will you take to ensure this happens? Use your action plan targets to guide you.

LESSON CONTEXT for example: What are the broader learning aims within the unit/topic/sequence to which this lesson contributes? How will you build on previous learning and enable progress towards these aims?

OBJECTIVES & OUTCOMES for example: What do you intend pupils to learn? What evidence of learning will enable you to evaluate pupils’ progress?

PRIOR KNOWLEDGE/SKILLS for example: What prior knowledge/skills are pupils bringing to this lesson? What steps do they need to take to get to the learning outcomes? Which aspects might they find challenging?

LEARNING PLAN for example: What will you and the pupils be doing at each stage in the lesson? How will these activities contribute directly to the learning outcomes? Think about how you will ensure effective classroom management at all stages of the lesson.

MEETING INDIVIDUAL NEEDS for example: How will you differentiate to ensure every pupil is making good progress? How will support staff contribute to this? Draw upon data and knowledge of pupils to guide you.

ASSESSMENT for example: How will you assess and provide feedback to inform the progress of all pupils within this lesson and over time? How will you use the outcomes of assessment to track pupil progress and inform ongoing teaching and learning?

EVALUATION & REFLECTION for example: Who learned what, how do you know, and what are the implications of this for your teaching in the future? How did your teacher development actions impact on pupil learning? What next steps emerge for your professional development?

It is expected that trainees will use existing school medium term plans and, in the absence of

these, that staff will work collaboratively with the trainees to ensure they are supported to plan

in alignment with expectations outlined in 3.4 Weekly Overview. It is not expected that

trainees will use the school’s own planning formats at this stage of their development.

Pupil learning should be comprehensively evaluated after every lesson and promptly after the

lesson is concluded. The learning should be reviewed in relation to overall progress made in

that session and this evaluation should be recorded on the lesson plan.

Links to all electronic copies of all planning pro formas are available via:


NB: While trainees have received inputs on planning in university module sessions

most will need support, guidance and modelling in this area.


10

What do we mean

by…?




Lesson evaluations Pupil learning should always be comprehensively and promptly evaluated after every

lesson on your EYFS/Primary lesson planning format. The learning should be reviewed in

relation to overall progress made in that lesson / session. Trainees must make accurate and

productive use of assessment (TS6) throughout the planning cycle, in particular in lesson

evaluations, to monitor progress, set targets, and plan subsequent lessons. It is not

appropriate for the trainee to write a generalised and descriptive overview of any lesson

taught. Trainees should be expected to build up their competence in this area as they plan

and teach across areas of development and subjects.

Pupil assessment

and feedback

Assessment is an essential element of the cycle of planning and teaching. Trainees should

gain as much experience as they can about the procedures and recording strategies adopted

within the school and negotiate an opportunity near the start of SBT1 to discuss the necessary

assessment/record keeping protocols with the class teacher. Trainees will need to be inducted

into the school’s approach to marking as part of the school’s assessment policy. It is important

that trainees understand that the purpose of marking is to advance pupil progress and

outcomes and that effective marking practices are ‘meaningful, manageable and motivating’

Eliminating-unnecessary workload around marking (March 2016).

To be an effective teacher, it is imperative that the trainee takes responsibility for their impact

on pupil progress. The group session records should be used to help trainees to plan the next

session and identify individuals and groups of leaners who need further attention or who

excel. The trainee can access the group session pro forma on Studentcentral. Assessments

can also be used to identify areas of misunderstanding or gaps in knowledge that will need to

be addressed through subsequent teaching and learning cycles. When they are teaching

trainees are responsible for enabling pupils to progress and active engagement with

assessment is an essential part of this process.

We expect that trainees will gain experience of:

Ongoing and daily assessment for learning (evidenced in lesson plan and via teaching

and ‘learning-focused’ evaluation);

Verbal and written feedback to pupils;

INSET / staff development related to new assessment arrangements.

In relation to the school’s data management processes trainees will need support to develop

an awareness of the purpose of the school’s data and how it is utilised to improve provision. It

is also useful to explain how the school makes this a manageable process.

Tasks and

Professional

Learning

Opportunities

(PLOs)

Please refer to the detailed weekly overview in section 3.4 which outlines suggested weeks to complete essential tasks and optional professional learning opportunities (PLOs) and to the appendices for specific information. There are seven essential tasks that need to be completed by all trainees and two additional PLOs that need to be considered and selected where possible.

The tasks and professional learning opportunities found in the appendices provide trainees

with activities to develop their knowledge and understanding essential to the successful

teaching and learning of all pupils. Tasks and PLOs are part of the action planning process

and, where appropriate, can be selected as an action plan target for the week on the trainee’s

e-Portfolio (PebblePad).

Evidence of completion of Tasks and PLOs can be recorded and stored in the Professional

School File (section 4.2) and uploaded to the SBT1 tasks section in the e-Portfolio

(PebblePad)

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf

11

What do we mean

by…?




Disadvantaged

Learners

Trainees should know who the disadvantaged learners are in their class and foster high

expectations of them. Alongside high quality teaching and accurate assessment trainees must

be aware of any interventions taking place for disadvantaged learners, understanding what is

being done when, by whom and the impact of the interventions. Trainees should also ensure

they are aware of their disadvantaged learners’ interests, strengths and needs as individuals.

Trainees should know that disadvantaged learners are eligible for Pupil Premium funding, which is additional to main school funding and is one way to address underlying inequalities by disadvantaged pupils and their peers. Trainees need to understand the school position in terms of disadvantaged learners.

Task 2 Supporting Disadvantaged pupils (appendix 2) is designed to support trainees in developing this understanding.

Behaviour

Management

All trainees have TS7b as a target on their action plan.

Trainees should:

Read the school’s Behaviour Management Policy and talk with the class teacher

about how the systems in the school policy work within the context of the class;

Complete the behaviour management task (appendix 3).

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3.4 Weekly Overview of Expectations

Date Teaching and learning arrangements and expectations

Teaching load/contact time

Tasks & professional learning opportunities (PLOs)

Mentor support and assessment

Prior to SBT1 Professional development & training

Update your Pen Portrait and email the link to your e-Portfolio (PebblePad) to mentor and university tutor.

Organise your Professional School File (section 4.2).

Access your school website before you start:

o What information can you find out about the school?

o Are there policies that you can read?

o Take note of emergency email and contact numbers.

o Familiarise yourself with the area and how you will travel there.

Begin Task 1: School Context (You can get a lot of information from the school website before you start)

Task 2 Supporting disadvantaged pupils (Familiarisation section)

N/A Begin Task 1: School Context (TS8)

&

Task 2 Supporting disadvantaged pupils (Familiarisation)

(TS5)

N/A

13





Week 1

Monday 2nd March

&

Tuesday 3rd March

Classroom experiences

Work with individuals and groups as directed by the class teacher.

Professional development & training

Familiarise yourself with the school/setting, staff members and classroom routines.

Gather and read key school policies relating to: safeguarding and role of designated lead, e-safety, inclusion, behaviour, teaching and learning and assessment policy.

Arrange an initial meeting with your mentor to discuss your professional action plan targets that you have already set out in section C of your first PH form in SBT1 Mentor Meetings in your e-Portfolio (TS2b, TS7b).

After your discussion with your mentor, complete Section B of your first PH form – this should be written up after your mentor meeting and uploaded to your

e-Portfolio (PebblePad) in the SBT1 Mentor Meetings section.

Note: This Section B of the first PH must confirm completion of the safeguarding induction.

100%

Complete

Task 1: School Context (TS8)

& Continue with

Task 2 Supporting disadvantaged pupils (class culture)

(TS5)

First mentor meeting and begin induction into school (trainee records on PH form) Attend mentor and trainee twilight training Tuesday 3rd March Refreshments at 4pm and the session is 4.30-6.00pm Trainees and mentors to attend together

14





Week 2

Monday 9th March

&

Tuesday 10th March

EYFS setting Classroom experiences


Over the next three weeks work with different with children so that, by the end

of this time you have worked with all pupils within the class.

Use the school recording formats to make notes of key observations, to track

pupil progress across the setting. Feed these notes back to the class teacher.

When working with groups, as directed by the class teacher, assess the

children in line with the success criteria for the session and complete the

university ‘Group Record’ pro forma. This can be downloaded from


Most trainees will have engaged in elements of whole class interaction e.g.

taking the register, reading a story.

KS1 and KS2 Classroom experiences


Over the next three weeks work with different groups of children so that, by the

end of this time you have worked with all pupils within the class.

Use the school recording formats to make notes of key observations, to track pupil progress across the setting. Feed these notes back to the class teacher.

Most trainees will have engaged in elements of whole class interaction e.g.

taking the register, reading a story.

100% Begin Task 3 Behaviour Management (TS7)

Informal pastoral support

Informal observation and feedback - notes could be recorded on PK form (form is optional)

Facilitate arrangements for ‘Classroom Experiences’

Facilitate completion of ‘Professional development & training’ activities

Facilitate arrangements for and completion of tasks and support trainee to plan ahead for completion of all tasks


15





Week 2

Monday 9th March

&

Tuesday 10th March

(continued)

Professional development & training for all trainees

With your class teacher or mentor, discuss school policy and practice in assessment and record-keeping. Work alongside teacher/mentor to decide arrangements so that feedback/marking is manageable, motivating and meaningful to pupils.

For those trainees able to access EYFS or KS1 Map out observation times for Task 4 SSP and Task 7 GPS. Agree a timetable for the next few weeks for observations. Agree dates for mentor observations of Task 4 SSP and Task 7 GPS teaching.

16





Week 3

Monday 16th March

&

Tuesday 17th March


As week 2.

EYFS trainees to select 4 children to track across the setting using ‘In the moment planning’ to support progress and learning. http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/


As week 2.

When working with groups, as directed by the class teacher, assess the children in line with the success criteria for the session and complete the university ‘Group Record’ pro forma. This can be downloaded from:



Prior to mentor meeting, review and record progress against Targets in section A of ‘Mentor-Trainee Professional Meeting’ (PH) – in preparation for the next mentor meeting.

During and after mentor meeting, complete parts A, B and C ‘ Mentor-Trainee Professional Meeting’ (PH) – this should be written up in detail and uploaded to your e-Portfolio (PebblePad) in the SBT1 Mentor Meetings Section.

100% Complete Task 2 Supporting disadvantaged pupils (school culture) (TS5)

Continue with Task 3 Behaviour Management (TS7)

For those trainees able to access EYFS or KS1; begin Task 4 SSP observations of best practice

(TS3)

All trainees to begin Task 7 GPS observations of good practice

(TS3)

Second mentor meeting (PH)

Continue to facilitate completion of ‘Professional development & training’ activities and ‘Classroom Experiences’

Continue to facilitate arrangements for and completion of tasks



17





Week 4

Monday 23rd March

&

Tuesday 24th March


As week 3.

EYFS trainees to select 4 new children to track across the setting using ‘In the moment planning’ to support progress and learning.

http://blogs.brighton.ac.uk/mentors/lesson-planning/

Some trainees will be ready to experience some elements of whole class teaching, perhaps leading an introduction to a lesson or running the plenary, planning in collaboration with the class teacher.

In addition all trainees will continue to work with individuals and groups as directed by the class teacher and engage in some whole class interaction on a daily basis, as appropriate.

Trainees should be using the UoB lesson EYFS plan/session pro forma to plan for all group activities or elements of whole class teaching (i.e. a plenary) for which they have responsibility.

EYFS trainees to take the class teacher’s planning for an area of learning and to re-write it using the EYFS planning format. This will support you in learning how to plan.


As week 3.

Some trainees will be ready to experience some elements of whole class teaching, perhaps leading an introduction to a lesson or running the plenary, planning in collaboration with the class teacher.

In addition all trainees will continue to work with individuals and groups as directed by the class teacher and engage in some whole class interaction on a daily basis, as appropriate.

100% Begin Task 4 SSP (TS3)

&

Task 7 GPS observations

(TS3)

Informal observation and feedback - notes could be recorded on PK form (form is optional)



18





Week 4

Monday 23rd March

&

Tuesday 24th March

(continued)

Trainees should be using the UoB lesson plan/session pro forma to plan for all group activities or elements of whole class teaching (i.e. a plenary) for which they have responsibility.

KS1/KS2 trainees to take the class teacher’s planning for an area of the curriculum and to re-write it using the UoB lesson planning format. This will support you in learning how to plan.


Prior to next mentor meeting, review progress against Targets in section A of ‘Mentor-Trainee Professional Meeting’ (PH) – in preparation for the next mentor meeting.

Week 5

Block week 1

Week beginning Monday 30th March

NB During the five week block there is no requirement for the class teacher to leave the trainees on their own at any stage.


Plan a focus group session for Communication and Language/Literacy and maths to be

taught with groups across the week. Differentiation will need to be at the heart of this

planning and you will need to evaluate and adapt your teaching after each session you

teach. In the moment planning may also influence how you evaluate pupil progress in

Literacy and maths.

At other times continue to work with individuals and groups as directed by the class teacher.

In addition most trainees should be leading an introduction to a lesson or running a plenary, planning in collaboration with the class teacher.

Some trainees will be confident to independently plan a starter, plenary or a range of

activities based upon learning objectives provided by the class teacher.

50% Begin Task 4 SSP (where EYFS and KS1 can be accessed)

Begin Task 7 GPS teaching & observation by mentor/English lead/Class teacher

Complete Task 5 Maths (TS3)

Preferred week for first progress report form (PA1) to be completed by mentor (preferably jointly with university tutor)

3rd mentor meeting

19





Week 5

Block week 1

Week beginning Monday 30th March

(continued)


Over the next week take responsibility for working with a focus group in maths and English.

For example, you might work with a group as directed by the Class teacher on the Monday and then plan and teach sessions for the same group for the rest of the week. Evaluating progress and learning at the end of each session are key to the next day’s teaching here. Use your assessments (group records) to inform planning for the next session and monitor pupil progress to show progression. Discuss your observations with the class teacher.

At other times continue to work with individuals and groups as directed by the class teacher.

In addition most trainees should be leading an introduction to a lesson or running a plenary, planning in collaboration with the class teacher.

Some trainees will be confident to independently plan a starter, plenary or a range of

activities based upon learning objectives provided by the class teacher.


Prior to mentor meeting, review and record progress against Targets in section A of ‘Mentor-Trainee Professional Meeting’ form (PH) – in preparation for the next mentor meeting.

During and after mentor meeting, complete parts A, B and C ‘ Mentor-Trainee Professional Meeting’ form (PH) – this should be written up in detail and uploaded to your e-Portfolio (PebblePad) in the SBT1 Mentor Meetings Section.

Ensure observations of teaching phonics is timetabled for after the Easter break.

20

University Easter Vacation

Trainees are reminded that the University is open.

Consider using this time to:

Use the Open Learning Centre/Library to aid planning;

Seek support / guidance from university tutors;

Meet with peers to discuss and share successes;

Updating professional action plans.

Trainees are expected to follow the holiday dates of their school-based training and attend any INSET training.

21





Week 6

Block week 2

W/B

Monday 27th April 2020

NB During the five week block there is no requirement for the class teacher to leave the trainees on their own at any stage.


Plan and teach one area of learning (as directed by the class teacher) for provision

across the setting using the UoB EYFS planning format. Ensure that you plan an

introductory session, a focus group activity and provision for the continued and

enhanced learning experiences across the setting and a plenary. It is important that you

also use the ‘In the moment planning’ to record, observe and adjust teaching.


Plan and teach a group activity each day; work with the same group of children so you are planning a sequence of group activities. Use your assessments (group records) to inform planning for the next session and monitor pupil progress to show progression.

Most trainees will be confident to independently plan and teach an occasional starter, plenary or a range of activities based upon learning objectives provided by the class teacher.

Under the guidance of the class teacher some trainees will build up to taking responsibility for planning and delivering a full lesson(s) in a subject/ area of learning appropriate for both the class and trainee. A paired trainee and the CT will work with groups of children to support.


Prior to mentor meeting, review and record progress against Targets in section A of ‘Mentor-Trainee Professional Meeting’ form (PH) – in preparation for the next mentor meeting.

During and after mentor meeting, complete parts A, B and C ‘Mentor-Trainee Professional Meeting’ form (PH) – this should be written up in detail and uploaded to your e-Portfolio (PebblePad) in the SBT1 Mentor Meetings Section.

50% Complete Task 4 SSP and Task 7 GPS (TS3)

Begin Task 6 SEND (TS5)

Mentor meeting (PH)

Informal observation and feedback - notes could be recorded on PK form (form is optional).

Continue to facilitate completion of ‘Professional development & training’ activities, ‘Classroom Experiences’ and tasks.

22





Week 7

Block week 3

W/B

Monday 4th May 2020

(4 day week) Friday is a bank holiday


Plan and teach a different area of learning (as directed by the class teacher) for

provision across the setting using the UoB EYFS planning format. Ensure that you plan

an introductory session, a focus group activity and provision for the continued and




Plan and teach a group activity in maths and/or English each day. Work with the same group of children so you are planning a sequence of group activities. Use your assessments (group records) to inform planning for the next session and monitor pupil progress to show progression.


Under the guidance of the class teacher some trainees will build up to taking responsibility for planning and delivering a full lesson(s) in a subject / area of learning, appropriate for both the class and trainee. A paired trainee and the CT will work with groups of children to support.


Prior to mentor meeting, review and record progress against Targets in section A of ‘ Mentor-Trainee Professional Meeting’ form (PH) – in preparation for the next mentor meeting.

During and after mentor meeting, complete parts A, B and C ‘ Mentor-Trainee Professional Meeting’ form (PH) – this should be written up in detail and uploaded to your e-Portfolio (PebblePad) in the SBT1 Mentor Meetings Section.

50% Complete Task 6: SEND (TS5)

Complete:

PLO 1: EAL

&

PLO 2: Languages

(TS5)

Preferred week for second progress report form (PA2) to be completed by mentor (could be jointly with university tutor as required). Mentor meeting

(PH)

Continue to facilitate completion of ‘Professional development & training’ activities, ‘Classroom Experiences’ and tasks.

23





Week 8

Block week 4

W/B

Monday 11th May 2020


Plan and teach a different area of learning (as directed by the class teacher) for

provision across the setting using the UoB EYFS planning format. Ensure that you plan

an introductory session, a focus group activity and provision for the continued and




Plan and teach a group activity in maths and/or English each day. Work with the same group of children so you are planning a sequence of group activities. Use your assessments (group records) to inform planning for the next session and monitor pupil progress to show progression.


Under the guidance of the class teacher some trainees will build up to taking responsibility for planning and delivering a full lesson(s) in a subject / area of learning, appropriate for both the class and trainee. A paired trainee and the CT will work with groups of children to support.


Suggestion: use the Teaching Standards (Parts 1 and 2) to self-assess where you think you are in your progress to date. Highlight this on a copy of the descriptors in order to prepare for your mentor meeting and final report discussions.

Complete ‘Mentor-Trainee Professional Meeting’ form (PH) – this should be written up in detail after your mentor meeting and uploaded to your e-Portfolio.

50% Complete any outstanding Tasks.

This week’s mentor meeting is a triangulation meeting with mentor, class teacher and trainee to review progress and discuss evidence using the assessment descriptors.

Following this

meeting, mentor

completes final

report (form PC)

Friday 15th May

2020 and sends

a copy to:

headteacher,

trainee, university

tutor and

Partnership

Office:

[email protected]




24





Week 9

Block week 5

W/B

Monday 18th May 2020


For those in EYFS (These guidelines will depend on individual settings and will need to be negotiated and adapted to suit the needs of trainees, schools and children).

You should both work collaboratively to:

Plan the week’s sessions with support of the class teacher so that you work as a team in the setting.

Trainees’ leads on the learning across the setting for one session each day. This will include planning for an area of learning (the continued and enhanced provision) and managing routines, transitions within the setting in the role of the ‘lead teacher’.

Decide when and how you will support and lead focus group activities.

Identify how you will plan opportunities for observation and assessment.

NB: Under the guidance of the class teacher most trainees will take responsibility for planning and delivering some full lesson(s)/ session in a subject/ area of learning, appropriate for both the class and trainee. A paired trainee and the CT will work with groups of children to support.


Plan and lead on whole class teaching for a series of 3 mathematics and/or English lessons with the support of the class teacher.

NB: Under the guidance of the class teacher most trainees will take responsibility for planning and delivering some full lesson(s)/ session in a subject/ area of learning, appropriate for both the class and trainee. A paired trainee and the CT will work with groups of children to support.


Complete ‘Mentor-Trainee Professional Meeting’ form (PH) – this should be written up in detail after your mentor meeting and uploaded to your e-Portfolio.

Upload PC to PA-PH forms section on PebblePad.

50% Complete outstanding Tasks / PLOs

Mentor meeting (PH) to include discussion of final report (PC) and possible priorities and targets for Y2 action plan.

25

3.5 Areas of Learning and Subjects

All trainees should build on the range of subjects/areas of learning taught during university-based

training.

Early Years Foundation Stage

If trainees are placed in this setting they need to engage learners in the three prime areas of learning

and development. These are: communication and language; physical development; and personal,

social and emotional development. In addition they should support children in the four specific areas,

through which the three prime areas are strengthened and applied. The specific areas are literacy;

mathematics; understanding the world and expressive arts and design.

Trainees are encouraged to devise planning that reflects the three characteristics of effective teaching and learning (DfE, 2015) i.e.

playing and exploring - children investigate and experience things, and ‘have a go’;

active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;

creating and thinking critically - children have and develop their own ideas, make links

between ideas, and develop strategies for doing things.

The trainee should choose an area of interest from, or consistent with, the class teacher’s medium

term planning from which to plan. The first few weeks of school-based training and the School

Context Task should enable the trainee to acquire the necessary background information in order to

learn how to prepare their plans. Trainees will need support in this from the class teacher/mentor. The

guidance given in university should also be used to support the trainee in their planning.

KS1/2

Trainees are expected to have the opportunity to teach Mathematics and English (including SSP and

GPS, in accordance with the guidance from the English team). Opportunities to teach science,

religious education or foundation subjects may need to be flexible and will depend upon the way in

which the curriculum is organised in the school.

Trainees have engaged in a physical education module. They should be encouraged to team-teach

PE alongside the class teacher/specialist so they can draw upon and consolidate many of the

activities introduced to them in their PE module.

26

4. Professional Development

4.1 Maximising Professional Development Opportunities

Prior to SBT1, trainees will work with their PAT tutor to develop an action plan containing common

and bespoke targets. This will be presented for discussion with the mentor at the beginning of SBT1

and arrangements negotiated for these areas to be addressed through a range of professional

learning opportunities e.g. lesson observations, learning walks, in depth assessments of pupils, data

or policy scrutiny, guided discussions, etc. The action plan is updated regularly.

The school is a ‘training site’ and there are many opportunities that can benefit and impact on

practice. There are significant opportunities for a trainee to develop their professional profile within

any school and these may be limited or expanded as the school context, capacity and personnel

allow.

We expect trainees will be pro-active and maximise the opportunities that the school context has to

offer. We expect that trainees should attend meetings and any INSET as/when directed. It may also

be appropriate for trainees to engage in activities such as:

Observation of good and outstanding practice;

Learning about subject-specific pedagogy (subject coordinator observations/meetings);

Targeting time to spend in other key stages/year groups;

Observations of, or meetings with, specialist teachers / staff;

Videoing/recording own teaching; (ensure this is in line with school policies and that all

footage is deleted immediately after use);

Contributing more widely to the life of the school including other special events e.g. school

fetes or after-school clubs.

Trainees are able to reflect on what they have learnt from such opportunities during their regular

mentor meetings.

4.2 Professional School File Requirements

The professional school file must be accessible and house the documents detailed below. It must be

available at all times for the class teacher, mentor, head teacher and university tutor. This file will

provide evidence of trainees’ progress and professional development towards meeting the Teachers’

Standards.

This is more than just having an orderly file (although this in itself can be indicative about how

systematic and organised trainees are). This is about ensuring that the evidence ‘tells the trainee’s

story’ to date: this should be one of maximising the opportunities across the school, familiarising

themselves with pupils and their learning as well as with pupil data, key policies, planning and

assessment. This is a working file and the trainee/teacher/mentor/university tutor may annotate it.

Please note that all GDPR Guidelines should be followed by all trainees and applies to the pupils and

learners with whom our trainees work as well as the trainees themselves (appendix 11).

Please ensure that any personal data for your pupils or the school is not taken outside of school in

your file (this includes photographs).

Upon finishing SBT1 all personal data should be destroyed.

27

Section one: Lesson plans and evaluations

This section of the file must contain all records of lesson planning and evaluations. The plans must

be organised in chronological order and subdivided week by week. A timetable (indicating the

trainee’s teaching responsibilities) should be placed at the beginning of each weekly section.

Lesson planning must be completed for all taught sessions (group and whole class) and should

ensure coverage of the core elements (see page 9).

1. Pupil learning should be comprehensively evaluated promptly after every lesson is

concluded. How the trainee is acting upon pupil progress should be evidenced in their file.

2. University Tutors will prioritise looking at planning and record keeping/pupil progress

in your files.

3. Files must be taken to mentor and university tutor meetings.

Section two: Medium term plans

This section should include all medium term planning and any school plans that are used to inform

short term (or lesson) planning.

Section three: Pupil records

This section will contain a record of the assessments undertaken during the school-based training.

It is essential that all pupil information is kept secure and confidential.

Section four: Additional information

This section will contain any additional information about the school/pupils that may support

professional development and help trainees to make a positive impact on pupil progress. Responses

to essential tasks and optional professional learning opportunities (PLOs) can also be filed in this

section, where appropriate.

How to organise your professional school file (we recommend a plain A4 lever-arch file)

28

4.3 e-Portfolio (PebblePad) Requirements

Carter’s review of initial teacher training (2015, Department for Education) highlighted that the

University of Brighton’s e-Portfolio (PebblePad) is a good example of how technology can support

trainees’ development.

“It allows trainees to evaluate their progress and collate evidence drawn from university and school-

based training against the Teachers’ Standards. As an online learning space, it enables all those

involved (for example, mentors and tutors) to interact and view the materials remotely and monitor

and track trainee progress. It strengthens dialogue between partners and is useful for early tracking

and intervention strategies that support trainee development. Trainees have found this a really

effective way of storing evidence of meeting the Teachers’ Standards electronically, without creating

excessive amounts of paperwork. By uploading work to their e-portfolio, trainees always have

access to their work and the file, as well as staff, despite being miles apart.”

Trainees should use their e-Portfolio (PebblePad) as a tool to reflect critically on their practice and

their professional development. The e-Portfolio both supports and tracks trainees’ learning and

progress.

Primarily evidence to support trainee’s progress towards the Standards should come from:

Progress report forms (PA)

Interim assessment form (PB)

Final assessment form (PC)

Records of mentor meetings (PH)

Informal written feedback (PK) – Trainee decides to use/not use for e-Portfolio

Lesson plans and evaluations linked to trainee progress (PA) reviews

Completion of tasks

Evidence to demonstrate contribution to the wider life of school such as: making a display,

taking part in delivering a staff meeting, talking to parents, giving something back activities,

etc.

Evidence of the impact of trainee’s teaching on pupil progress in relation to the Teachers’

Standards

Evidence might also be supplemented to a limited extent with:

Lesson plans and evaluations

Samples of whole class, group and individual assessments

Trainees’ e-Portfolio (PebblePad) should be available to the school mentor and university tutor at the

start of and throughout the school-based training.

29

4.4 Professional Action Plan

The professional action plan is recorded on the Mentor-Trainee Professional Meeting form (PH). It

is the responsibility of the trainee to update this weekly as described in section 4.5.

This is intended to be a significant element of the school-based training through which trainees,

supported by their mentor, plan opportunities for extending the range and level of their

competence.

Prior to SBT1

Trainees must begin to identify and discuss appropriate targets. This is to enable them to learn how to plan for their professional development during school-based training and how to track their achievements towards meeting the Teachers’ Standards in relation to SBT1 outcomes. Trainees should draft these onto Section C of their first PH form, and share these through the e-Portfolio (PebblePad) with their PAT tutor. During SBT1

In week 1 of the school-based training, trainees should negotiate how they might develop these

targets and actions with their school mentor. An up-to-date action plan, with appropriate targets and

actions, must be available on the most recent ‘Mentor-Trainee Professional Meeting’ form (PH) and

uploaded to the e-Portfolio (PebblePad) promptly after the mentor meeting.

‘Action plan menus’ can found here: http://blogs.brighton.ac.uk/mentors/action-plan-menus/ which

provide a wealth of activities to support action planning.

4.5 Mentor-Trainee Professional Meeting (PH Form)

We advise that mentor meetings are:

Weekly

Timetabled

Held in an appropriate space

Prepared for beforehand

Structured using the ‘Mentor-Trainee Professional Meeting’ pro forma (PH)

As trainees’ progress through their programme it is expected that they will become progressively

more pro-active and critically reflective so that as an NQT and beyond they are able to autonomously

drive their own professional learning needs.

The mentor meeting is structured in three parts as detailed on the Mentor-Trainee Professional

Meeting (PH) pro forma:

A: Trainee reflection on professional learning

B: Record of discussion

C: Professional Action Plan

The PH pro forma can be found on the Primary SBT Blog.

Within the three parts described above there are five steps that support professional learning:

Step 1: Preparing for the meeting

It is expected that trainees will be working on a maximum of three professional development targets

each week. In order to prepare for the meeting, on the PH form (step 1), trainees should review their

weekly professional action plan targets, reflect on additional learning if relevant and note where

evidence of each of these can be found.

http://blogs.brighton.ac.uk/mentors/action-plan-menus/


30

Steps 2-5: During the Meeting

The e-Portfolio should remain open throughout the mentor meeting. In order to minimise workload

trainees should complete the PH pro forma as the meeting progresses and as they work through each

of the steps (2-5) with their mentor. The PH pro forma is a record that is used as part of the evidence

to demonstrate trainee’s progress towards meeting the Teachers’ Standards.

After the Meeting

Having agreed and recorded professional action plan targets and actions in steps 4 and 5, it is

important that trainees show in their lesson planning (Box A) how their targets are being applied,

developed and evaluated in practice. These plans and evaluations can then be shared with their

mentor at the next mentor meeting as evidence of progress. Where possible this should be linked to

the impact on pupil response and learning.

N.B. If the mentor meeting does not take place trainees will still need to complete the PH form for

steps 1, 4 and 5. Step 2 can be left blank and ‘mentor meeting did not take place’ is to be recorded in

step 3.

31

4.6 Minimum Expectations for Engagement with the e-Portfolio (PebblePad)

Trainees must:

Prior to commencing SBT1 review and update their Pen Portrait and send a link to their e-

Portfolio (PebblePad) to the mentor and their university tutor;

Regularly update and review their evidence and professional action plan on the PH form as part

of the weekly mentor meeting and upload to SBT1 Mentor Meetings area;

Use and share their e-Portfolio, specifically feedback and professional action planning, in a

proactive manner during meetings with their mentor;

Upload all reports/assessments/feedback forms to the SBT1 Forms area;

Upload evaluated lesson plans for all PA progress reviews to the SBT1 Lesson Plans area;

Upload all tasks/PLOs to SBT1 Tasks area.

Mentors should:

Receive and read the trainee’s e-Portfolio (PebblePad) which includes the Pen Portrait;

Enable the trainee to discuss their progress and targets with reference to the e-Portfolio

(PebblePad) and professional action planning as part of mentor meetings.

University tutors should:

Receive and read the trainee’s e-Portfolio (PebblePad);

Make one comment prior to each progress visit;

Focus on professional action planning and trainee progress so far. The comment will be a

global one and there will be a notification to the trainee.

PAT tutors must:

Write two short pieces of feedback per academic year at specific review points determined by

the pattern of their programme;

Relate feedback to the Teachers' Standards, professional action planning and evidence with

a specific focus.

32

5. Assessment of Trainees

5.1 Assessing Trainee Progress

Mentors can refer to the Primary SBT Blog for templates and examples of all forms.

Further details and support can be found in the E-Learning course that all mentors are required to

complete.

School mentors and university tutors will assess trainee progress at agreed points. This will enable

them to identify ways forward and areas for further development. The quality of the trainee’s progress

will be graded (1, 2, 3 or 4) against the UoB Grading Descriptors (see appendix 1 of the PPiE

Handbook) and an overall grade will be given using a ‘best fit’ approach. However, if trainee progress

is judged as grade 4, or if the trainee is not meeting professional requirements as outlined in part 2 of

the Teachers’ Standards / Code of Conduct, this will trigger an ‘Enhanced Support’ process. This

process can be found in section 3.6 of the PPiE Handbook.

The school mentor will complete a trainee progress report (PA) on at least two occasions during the

school-based training (the phonics task is in addition to this). At least one will be joint with the

university tutor.

The quality of the trainee’s progress is assessed on the quality of their impact on the learner’s

progress. Therefore, comments should be made in Box 1 (PA form) regarding evidence of progress

and improvements made in relation to meeting the Standards and trainee impact on pupil progress.

This may derive from responses to previous feedback and scrutiny of the e-Portfolio (PebblePad),

teaching file and completed tasks and PLOs. Box 2 (PA form) is a lesson observation but the overall

grade agreed upon is not solely based on this lesson observation as consideration must be given to

the trainees’ overall progress.

5.2 Grading SBT1

Overall the school-based training is assessed on a pass/fail basis. University tutors and school

mentors use the UoB grading descriptors:

https://staff.brighton.ac.uk/school/edu/Docs/Handbooks/Primary/Guidance/UoB_grading_descriptors.

pdf (link can also be found on trainee’s e-Portfolio) to make judgements about achievement. These

judgements are based on trainee progress and are linked explicitly to the ‘Teachers’ Standards’. To

pass the school-based training period a minimum of grade 3 must be achieved against all the

Standards. A grade 4 on a final report (PC form) against any Standard will indicate an overall fail.

Please note: whilst the University of Brighton (UoB) Grading Descriptors derive from the

Ofsted framework, trainee teachers must be assessed with acknowledgement that they are

pre-qualificatory. They must not be assessed against the Teachers’ Standards as a

qualified teacher, but as a trainee working within the context and expectations of this first

school-based training period.

Mentors please note!

If there are concerns regarding the trainee’s progress, it is in the trainee’s interest to implement

the Enhanced Support process as soon as possible (see PPiE handbook).

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/#Exemplars

http://blogs.brighton.ac.uk/mentors/training/

https://staff.brighton.ac.uk/school/edu/Docs/Handbooks/Primary/Guidance/UoB_grading_descriptors.pdf

https://staff.brighton.ac.uk/school/edu/Docs/Handbooks/Primary/Guidance/UoB_grading_descriptors.pdf

33

5.3 Final Reports (PC)

This is a strong indicator of the trainee’s strengths, areas for development and overall performance. It

will be used by the trainee to set targets for SBT2.The PC form should be completed and shared with

the trainee during the weekly mentor meeting and prior to being submitted to the Partnership Office

and university tutor by Friday 15th May 2020.

Send completed form to ([email protected]) and please copy in the university

tutor to the email.


34

Appendices

Appendix 1

Task 1: School Context

Much of this information can be gained prior to your school-based training by visiting the school

website. Your responses to this task should be evidenced in your professional school file (section 4.2)

and completed by the end of week 1.

How is the school and your class organised? Consider:

Size of school, year groups and number of classes

Teaching staff / teaching assistants /individual needs assistants (INA’s)

Support staff including volunteers

How the school day is organised

How is the curriculum organised?

Start and finish times of the school day and break and lunch times

Assemblies and Acts of Worship

The class timetable (obtain a copy)

The number of children in your class

How the children are grouped in different contexts. Consider different subjects/areas of

learning and time of day.

The individual needs, strengths and interests of the children in the class (class data- including

high attaining pupils).

Who are the disadvantaged learners in the class and what interventions are in place for these

learners.

EAL/ refugee/asylum seekers / new arrival children and the supportive mechanisms available.

How pupil premium funding is used to support the children in your class.

The strategies employed in order to manage pupil behaviour and to create a stimulating,

effective and inclusive learning environment.

What resources are available in and around the school? Consider:

The physical environment such as rooms and facilities

How the classroom is set out

The resources available to staff and children

Any additional support e.g. school counsellor

Any external support e.g. Ethnic Minority Achievement Service (EMAS) Literacy support

service (LSS), Educational psychologists (EP).

What are the medium term plans for the period of the school-based training?

Foundation Stage (FS) trainees should consider the setting’s plans to cover the three prime and four

specific areas of learning and development including the use of the outdoor environment to support

learning. Collect copies of the medium terms plans.

KS1/2 consider:

Mathematics, English, science, computer science

Foundation subjects & RE: art & design, design & technology, history, geography,

modern foreign languages, physical education and religious education

35

Appendix 2

Task 2: Supporting Disadvantaged Pupils (Teachers’ Standard 5)

This task is designed to inform and support your progress towards meeting TS5 in the area of

supporting disadvantaged pupils. It highlights what you need to think about and do in order to

promote and action diminishing difference with the classes you teach.

Disadvantaged pupils are defined as:

Pupils recorded as Ever6 FSM (Free School Meals)

This means pupils who are currently eligible or have been eligible for FSM in the past 6 years.

Looked After Children (LAC)

This means pupils who have been looked after continuously for one day or more. They may have

been in foster care, at home with their parents under the supervision of social services, in residential

children’s homes, other residential settings like schools or secure units.

Post LAC

This means pupils who are no longer LAC because of an adoption, a special guardianship order, a

child arrangements order or a residence order.

Remember: There is no simple way to improve the outcomes for disadvantaged pupils. Every school

is unique and every pupil is unique. Therefore approaches may be individual and may need to change

over time. Teaching is the main and universal approach to promoting disadvantaged pupils’ learning.

Small changes in the classroom can make a difference and everyone can make a difference,

including you.

Research prior to SBT1: Familiarisation Completed

Please tick

Find, read and familiarise yourself with the bulletin on Disadvantaged Learners and Pupil Premium Funding

Find, read and familiarise yourself with information on Supporting underperforming groups of pupils on the UoB website, available at:

https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx



36

Your Class Culture and Disadvantaged Pupils

Discuss these questions with your class teacher.

Completed

Please tick

Who are the most able disadvantaged pupils in your class?

How are relationships established and developed with disadvantaged pupils’ parents and carers in your class?

Is there specific support and intervention for disadvantaged pupils in your class? What does this look like?

How is data used to track, support and intervene for disadvantaged pupils in your class?

How well do disadvantaged pupils in the class attend school?

School Culture and Disadvantaged Pupils

During one of your mentor meetings, have disadvantaged learners as a focus

and discuss these questions.

Completed

Please tick

Who is responsible for disadvantaged pupils in your school?

What is the school vision for improving the achievement of disadvantaged pupils?

How does the school tackle barriers relating to pupils’ welfare?

37

Appendix 3

Task 3: Behaviour Management (Teachers’ Standard 7)

Please review your progress against the TS7b target on your professional action plan.

Ensure you have read the school’s Behaviour Management Policy. Consider how the systems in this policy work within the context of the class / school.

Aspects to consider:

Routines

What are the in-class routines and expectations?

How does the layout of the classroom support behaviour management?

What whole school systems exist?

Relationships

How are you building personalised and meaningful relationship with pupils?

How does SEND affect behaviour?

Reflect on your ability to keep calm, patient and act professionally at all times.

Responses

What specific strategies (praise / rewards) are used in your class to promote good behaviour and reduce the attention misbehaviour receives?

How are significant incidents dealt with (de-escalation, use of sanctions, restorative conversations).

Update your TS7b action plan in response to your reflection and progress review.

Continue to observe, practise and review behaviour management throughout SBT1.

38

Teachers’ Standards

Targets (linked to specific Standards, identified prior to SBT1)

Actions (negotiated with the mentor at the beginning of the SBT and reviewed / amended at weekly intervals)

Who will you talk to? Who or what will you observe? What might you read scrutinise?

What will you do and evaluate within your own classroom practice?

Review date

Achieved or new review date

TS7b

Have high

expectations

of behaviour,

and

establish a

framework

for discipline

with a range

of strategies,

using praise,

sanctions

and rewards

consistently

and fairly.

Personal target:

Work within school’s

framework for

behaviour and apply

rules and routines

consistently and

fairly with groups

and whole class.

Talk with:

Class teacher to discuss practical application of school’s behaviour management

policy.

Class teacher / TAs / other relevant staff and possibly SENCO to discuss specific

pupils and approaches.

Read:

School’s policy on Behaviour Management.

Observe and note:

The range of behaviour management strategies in my own, and other classes.

How these can be categorised (proactive/reactive / rewards / sanctions).

How CT uses their voice and body language to support behaviour management.

Do and evaluate:

Work with groups and individuals using the existing class strategies for behaviour

and evaluate impact in lesson and weekly evaluations. Be observed (informally and

formally (PA)) and gain specific feedback focused on my use of behaviour

management strategies.

Be videoed working with a group (maximum of 5 minutes of video – agree this with

school and use one of their devices e.g. Ipad ). Watch this back with partner and or

CT/ mentor with a focus on how you managed behaviour - what range of strategies

did you use? How effective were they? How did you use your voice and body

language?

3 weeks

into

SBT1

Achieved (add date)

Not achieved (add new review

date).

Evidence could be found in:

Focused observation notes

following observation of and

discussions with CT /

scrutiny of policy;

Reflection based on video

of own practice;

Feedback (formal or

informal) from observer;

Lesson evaluation;

PH meeting write-up.

39

Appendix 4

Task 4: Systematic Synthetic Phonics (SSP) Task (TS3d)

This task should be completed in your first Early Years or KS1 setting on SBT1, SBT2 OR SBT3. The

task must be completed at least once across the three SBT experiences to meet TS3.

If you would like to develop you confidence in SSP further, please use your timetabled contact time to

observe in your placement setting.

Trainee’s role

SSP Research

1. Trainees gather information regarding:

Which SSP programme the school uses;

The range of SSP materials/resources available and how they are used;

The stage at which the class is working (for reading and writing/spelling) and how the needs of children working ahead or below this stage are met.

SSP Teaching & Learning Observation Task

2. Trainees observe teaching:

Trainees arrange to observe a class teacher teaching a series (2 minimum) of SSP sessions using the following phonics observation form.

Trainees note the strategies and approaches used, and record on the SSP pro forma provided under the headings: 1. Subject Knowledge and Skills 2. Use of motivating and appropriate resources and teaching strategies 3. Role of talk/ opportunities for language comprehension

3. Trainees plan and teach:

Plan and teach a sequence of SSP lessons (minimum 2), following the school SSP policy/planning.

Arrange for at least one of the SSP lessons to be observed by the teacher / mentor/ subject coordinator, with feedback completed on a PK form.

Discuss the children’s attainment and make notes re pupil progress.

Continue teaching SSP where possible, beginning with groups and then moving towards whole class teaching.

NB. Initially the above may be carried out with small groups, for further development trainees will work with the whole class where possible.

40

Phonics Observation Form

Trainee teacher: Date:

School/Setting: Observer:

Context: Discrete / Contextualised / Shared Reading

(underline & give details)

Year Group / No. of Pupils:

Subject knowledge and skills

E.g. phoneme grapheme correspondence; hearing, identifying, segmenting and blending sounds; sight

vocabulary; use of correct terminology; structure of phonics session (revisit and review, teach, practise and

apply); learning objective appropriate to age phase / school’s phonics framework.

Use of motivating and appropriate resources and teaching strategies

E.g. suitability of texts; modelling of reading skills; application of phonics knowledge and skills (in real

contexts e.g. reading & writing); interactive opportunities; the print environment.

Role of talk / opportunities for language comprehension

E.g. use of speaking and listening opportunities; vocabulary enrichment and reading comprehension;

speaking and listening central to the teaching phase.

Assessment

E.g. targeted intervention for individuals; constructive use of pupils’ misconceptions through the assessment

of oral and written work.

Strengths

Ways forward

41

Appendix 5

Task 5: Mathematics (Teachers’ Standard 3e)

Appendix 6

Task 6: Special Educational Needs and/or Disabilities (SEND) (Teachers’ Standard 5d)

Trainees should make notes; these will inform critical discussion in the Y2 education studies module.

Support materials can be found at:


Task (TS3e) Trainee’s role Teacher’s role

Resources

Find out which resources, used during your university sessions (EM406), are available in your classroom and school

Which other resources are available?

Calculation policy

Obtain and read (if your school has one) a copy of the calculation policy.

Gather information in and add to your professional school file.

Highlight the strategies covered so far in your university sessions (EM406) for your age phase.

With your class teacher identify and highlight any other calculation strategies you may be required to support during your school –based training e.g. grid multiplication.

Use the relevant chapters in Haylock/Haylock and Cockburn to support your subject knowledge development. Also draw on the calculation screen casts on Studentcentral and page 3 of your Audit Booklet-Where to go for Additional sources of Information.

Gather information and add to your professional school file.

Provide trainees with the school’s calculation policy.

Support the trainee in identifying any calculation strategies they will be required to support/teach.

Task Trainee’s role Teacher’s role

SEND ‘profile child’ activity (TS5)

Find out in detail about the educational needs of one pupil with special educational needs.

Form a teaching relationship with that pupil and gain experience of how they learn.

Start to develop skills in planning and teaching to meet the pupil’s identified educational needs. Monitor the progress that the pupil makes as a result and collect information about the pupil through reading pupil records; observing the pupil in various teaching and learning contexts; meetings with the SENCO and/or class teacher.

Briefing by the class teacher or support from the SENCO will support the trainee teacher to complete this task.


42

Appendix 7

Task 7: Grammar, Punctuation and Spelling Task (TS3)

GPS Task

Trainee’s role

GPS Research

1. Trainees gather information regarding:

The school’s approach to teaching GPS (including how their planning ensures progression, coverage of the National Curriculum and how they meet the requirements for the GPS end of Key Stage tests).

The range of materials/resources available and how they are used.

The stage at which the class is working and how the needs of children working ahead or below this stage are met.

2. GPS Teaching & Learning Observation Task

Trainee’s role:

Trainees arrange to observe a class teacher teaching a series (2 minimum) of GPS sessions.

Trainees note the strategies and approaches used.

Trainees make notes re pupils’ attainment and progress.

1. GPS Teaching & Learning Task

Trainee’s role:

Plan and teach at least 3 GPS lessons (at least one of these to be within the context of Shared Reading and /or Shared Writing).

Arrange for at least one GPS lesson to be observed by the teacher / English Lead.

Discuss the children’s attainment with class teacher and evaluate pupil progress on your lesson evaluation.

NB. Initially the above may be carried out with small groups, for further development trainees will work with the whole class.

43

Appendix 8

Professional Learning Opportunity 1

English as an Additional Language (EAL)

Support materials can be found at:


Appendix 9

Professional Learning Opportunity 2

Languages

This task is designed to help you:

Understand the place of language-learning in the primary curriculum;

Investigate the role of the primary class teacher in language-learning;

Begin to understand how children make progress in language-learning;

Build your confidence in teaching a foreign language at primary level.

Completing the task

Carry out an audit of language-learning at your school-based training school:

Which foreign language is taught at this school?

Which year groups or classes learn this language?

Who teaches the foreign language?

How is the foreign language-learning curriculum organised? (e.g. is there a scheme of work, is it

embedded in cross-curricular projects, is it linked with the creative curriculum?)

How is children’s progress in learning a foreign language assessed?

Observe some Foreign Languages teaching: Negotiate with the teacher/teachers which

language lessons/activities you can observe.

Team Teach: Plan ahead with the language/class teacher. Aim to support at least one language-

learning activity by helping to present this with the class teacher.

Individual Teaching: Take the opportunity to engage in some Foreign Language activities in which you

take a lead.

Task Trainee’s role Teacher’s role

English as an Additional Language (TS5)

Make yourself familiar with policies relevant to ‘EAL’ learners at the school.

Discuss the implementation of these policies with your class teacher.

If possible observe, identify and evaluate the range of strategies being used to support different EAL learners.

Briefing by the class teacher and/or support from the EAL coordinator (if available) will support the trainee teacher to complete this task.

44

Appendix 10: Working in Partnership

BA (Hons) Primary Education with QTS (3-7 & 5-11) Module Timetables for 2019/20

Year 1: Introducing subject specific curriculum / skills / knowledge and child development / learning theory

Module Credits Starts Finishes

EP405: Introducing the Foundation Subjects

20 Level 4 Credits

Beginning of

Semester 1

End of

Semester 1

EV403: Education Studies: How Children Learn

20 Level 4 Credits

Beginning of

Semester 1

Middle of

Semester 2

EE405: English and Language Acquisition

20 Level 4 Credits

Beginning of

Semester 1 Middle of

Semester 2 EM406: Exploring Learning and Teaching in Mathematics and Computing

20 Level 4 Credits

Beginning of

Semester 1

Middle of

Semester 2

ES402: Teaching Primary Science

20 Level 4 Credits

Beginning of


Semester 2 ET402: School-Based Training 1

20 Level 4 Credits

Beginning of

Semester 2

End of

Semester 2

BA (Hons) Primary English/Mathematics Education with QTS Module Timetables for 2019/20

Year 1:

Module Credits Starts Finishes

EP405: Introducing the Foundation Subjects

20 Level 4 Credits Beginning of

Semester 1 End of

Semester 1 EV403: Education Studies: How Children Learn



Semester 2

EM406: Exploring Learning and Teaching in Mathematics and Computing



Semester 2

EE405: English and Language Acquisition



Semester 2 Subject Specialism 1:

EE406: Children’s Literature

or

EM407: Exploring Mathematical Thinking


Semester 1 Semester 2

ET402: School-Based Training 1

20 Level 4 Credits

Beginning of

Semester 2

End of

Semester 2

45

Appendix 11

GDPR (the EU’s General Data Protection Regulation) Guidance for Trainees

Get Ready: Familiarise yourself with the information below, on the Information Commissioner’s Office and the

policies and practices of your school / setting as part of induction.

Dispose: Dispose of any information that you hold where the original purpose it was intended or used for has

gone or if it is no longer needed. Clear email regularly.

Paperwork: Treat confidential/sensitive paperwork with the utmost of care. If keeping documents store them away

securely. If disposing of documents use a shredder or confidential waste bin.

Remove: Remove non-compliant software from use, only use secure (password protected) platforms or systems

for storing information. Avoid using memory sticks to store high risk data.

Prompt Data Handling Advice

THINK Before you work with or use data think:

What will I do with the data; will I be sharing it and where will it be kept? Does it need to be kept?

How will I keep it safe? Don’t leave information lying around. If away from your workspace, lock or shut down your computer and ensure hardcopy documents are not left out for others to see.

CHECK Before you use, send by email or print information of any kind be clear about:

Whether individuals who provided the data given their consent for it to be shared;

How it will be used;

Who will be able to access it or use it;

Who it is going to and are they authorised to see it. If given in person check the recipient’s ID;

Whether any information is sensitive and should not be shared.

SECURE & SHARE

Secure data or use passwords/encryption (inc. for portable drives & mobile devices).

Avoid keeping individual passwords in places where others can see or get access to these.

Take extra care when dealing with information that is confidential, sensitive or has copyright protection. If you are ever in any doubt do not share it.

For storing your own data using online/cloud storage be careful. It is an offence to share data outside of the EEA without permitted safeguards. If you are in doubt do not use these services.

Emailing documents:

Double check that email addresses are correct before sending, check any attachments/links before pressing send;

Avoid sharing high/risk or confidential information e.g. personal data about individuals. When you receive an email with personal data, don’t share it unless you have permission/it is required for work purposes;

Where possible avoid emailing documents as attachments. If unavoidable ensure confidential documents sent are password protected/encrypted;

Never email a password in the same email/message as the password protected document.

DISPOSE Dispose of any information that you hold:

Where the original purpose it was intended or used for has gone;

When it is no longer needed.

This includes:

Information stored on old equipment no longer used e.g. PC, laptop, tablet, mobile, etc.;

Paper records with sensitive information (use a shredder or confidential waste bin);

Old emails stored in your inbox.

Data/Area Useful information to be aware of: Personal Information

Always treat personal information with the utmost of care. Follow the policies of your school/setting to remain.

Individuals can request all information held on them by an organisation for free, including any emails in which they are discussed. Always think carefully about what you write down/email.

When uploading information to your e-Portfolio (PebblePad) avoid including personal information and data related to pupils. Take care when sharing the e-Portfolio link.

High Risk Data

High risk/confidential information can be in the following forms:

Printed – e.g. lists with names and/or addresses and phone numbers; purchase orders; CVs.

Electronic – e.g. data/mailing lists with names, addresses and/or phone numbers; student record information.

Phishing/ Scams

Always be suspicious of emails asking (phishing) for bank details, passwords or personal information. Move these to the ‘Report Spam’ folder in your inbox. Always delete suspicious texts, scams, etc.

https://ico.org.uk/

46

Appendix 12: DfE Teachers’ Standards - Parts 1 & 2

Standard Sub-Standards

TS1 Set high expectations which inspire, motivate and challenge pupils

a) establish a safe and stimulating environment for pupils, rooted in mutual respect;

b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions;

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

TS2 Promote good progress and outcomes by pupils

a) be accountable for pupils’ attainment, progress and outcomes; b) be aware of pupils’ capabilities and their prior knowledge, and plan

teaching to build on these; c) guide pupils to reflect on the progress they have made and their

emerging needs; d) demonstrate knowledge and understanding of how pupils learn and

how this impacts on teaching; e) encourage pupils to take a responsible and conscientious attitude to

their own work and study.

TS3 Demonstrate good subject and curriculum knowledge

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

b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship;

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

d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;

e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

TS4 Plan and teach well-structured lessons

a) impart knowledge and develop understanding through effective use of lesson time;

b) promote a love of learning and children’s intellectual curiosity; c) set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired; d) reflect systematically on the effectiveness of lessons and approaches

to teaching; e) contribute to the design and provision of an engaging curriculum within

the relevant subject area(s).

TS5 Adapt teaching to respond to the strengths and needs of all pupils

a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;

b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

c) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;

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

47

PART 2 PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

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

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

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

- showing tolerance of and respect for the rights of others; - not undermining fundamental British values, including democracy, the rule of law,

individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

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

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

Standard Sub-Standards

TS6 Make accurate and productive use of assessment

a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements;

b) make use of formative and summative assessment to secure pupils’ progress;

c) use relevant data to monitor progress, set targets, and plan subsequent lessons;

d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

TS7 Manage behaviour effectively to ensure a good and safe learning environment

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;

b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

c) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

d) maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

TS8 Fulfil wider professional responsibilities

a) make a positive contribution to the wider life and ethos of the school; b) develop effective professional relationships with colleagues, knowing

how and when to draw on advice and specialist support; c) deploy support staff effectively; d) take responsibility for improving teaching through appropriate

professional development, responding to advice and feedback from colleagues;

e) communicate effectively with parents with regard to pupils’ achievements and well-being.

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