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LTU Partnerships TEACHING STANDARDS ASSESSMENT REPORTSTAGE TWO/THREE

Stage Two / Three Placement Assessment SummaryStage TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part

2: Two Y/N

FINAL Y/N(Please make sure that these grades match the report and comments written in the report.)

Indicative Grade: Please give an estimate of the end of course grade at the end of Stage Two, based on trainee’s progress during this placement and on continuing levels of effort and achievement in the next Stage. Please choose one (not 1/2 or 3/4) – please tick √:

Outstanding (1) Good (2) RI (3) Inadequate (4)

Overall Assessment Grade for each Stage

Descriptor Grade Stage Two FINAL

Much of the quality of trainees’ teaching over time is outstanding and never less

than consistently good. Pupil progress and learning over time is good or better than

expected.

Outstanding (1)

Much of the quality of trainees’ teaching over time is good; some is outstanding.

Pupil Progress and learning over time is at least as expected.

Good (2)

The quality of trainees’ teaching over time requires improvement as it is not yet

good. Pupil progress and learning over time is not always as expected.

Requires Improvement (3)

The quality of trainees’ teaching over time is weak - such that it contributes to

pupils/learners or groups of pupils/learners making inadequate

progress.

Inadequate (4)

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TRAINEE:SUBJECT:SCHOOL:

MENTOR:CO-ORDINATING TUTOR:

AGE RANGE : (11-16/14-19)

Stage Two Report Date:

Stage Three Report Date:

FOR COMPLETION BY SCHOOL MENTOR. PLEASE RETURN TO [email protected] BY 2ND MARCH (STAGE 2)OR 5TH JUNE (STAGE 3).(UNLESS LATER BY SPECIAL ARRANGEMENT)PLEASE ENSURE THAT A COPY IS INCLUDED IN THE TRAINEE’S PORTFOLIO

mailto:[email protected]

How to Use this Report – End of Stage TwoAt the End of Stage Two you will highlight the trainee’s current level of performance for each item of the scope, as shown below. You will also write some formative comments in the boxes provided for you. You should focus on the trainee’s key areas for development under each standard. It would really help your trainee if you provided examples, perhaps related to particular classes the trainee teaches.

These comments will help focus the trainee’s development in Stage Three – which is generally where most progress is made.

Type up your commentsWe encourage trainees and mentors to use a rough draft of this report throughout each stage, to help focus minds on areas for development, and so the report writes itself as the stage goes on. Please make sure that you type up the finished report. Long passages of prose are not necessary, or helpful indeed, so please feel free to write in note form.

How to Use this Report – End of Stage ThreeAt the end of the last Stage of the PGCE you will be asked to prepare a draft report to send to your trainee’s Link Tutor. This report will build on the Stage Two report and show the Link Tutor where most (and least) progress has been made.

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Days of trainee absence Stage Two Stage Three

(interviews):(sickness / other):

Again you should be highlighting the scope of each Teacher Standard. This time using a different highlighter colour, so that the change in performance can be clearly seen.

You should then discuss, agree and write some final comments about the trainee’s strengths and those areas which are priorities for development during the Early Career phase.

Send to Link Tutor for Moderation MeetingThe Report and your grading will be moderated in a meeting at the end of the course between you, the trainee and the Link Tutor. At the end of this meeting you will finalise the Report, and use our online reporting system to report on the grades. You should then send a finished, typed-up version of this Report to the email address on the front of the document by the deadline, unless your trainee has an ‘extended’ placement for one reason or another.

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Assessing your grades at the end of Stage Two/Three. Remember your Stage Two grade is a formative grade.

Grade 1 (Outstanding) Much of the quality of trainee’s teaching over time is outstanding and never less than consistently good. Pupil progress and learning over time is good or better than expected.

For a trainee’s Stage Two grading to be 1:

o pupil progress and learning over time must be good or better than expected, and

or o At least four Standards graded 1 overall o All other Standards are grade 2 and also have outstanding features; o There must be no grade 3 or 4 for any Standard.

Grade 2 (Good)Much of the quality of trainee’s teaching over time is good; some is outstanding. Pupil Progress and learning over time is at least as expected.


o pupil progress and learning over time must be at least as expected and at least five Standards graded good (2) overall;

o any grade 3 Standards would be scrutinised and would require grade 2 features;

o There must be no grade 4 for any Whole Standard.

Grade 3 (Requires Improvement)The quality of trainee’s teaching over time requires improvement as it is not yet good. Pupil progress and learning over time is not always as expected.


o pupil progress and learning over time is not always as expected and most Standards graded 3 overall;

o no grade 4 for any Standard.

Grade 4 (Inadequate)The quality of trainees’ teaching over time is weak - such that it contributes to pupils, learners or groups of pupils or learners making inadequate progress.

Without an overall grade 3 or above at the end of Stage Two you may not be able to progress to the next stage.

Your profile would be scrutinised carefully by the end of Stage Progression Panel to decide if you can progress to Stage Two. If you have not reached grade 3 by the end of the course, you will not get QTS.

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Personal and Professional ConductSub-Headings Scope AssessmentTeachers uphold public trust in the profession and maintain highstandards of ethics and behaviour within and outside school

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 pupil’s 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.

High Standards

or

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

The trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times.

The trainee reads, understands and applies school policies at all times, e.g.health and safety, risk assessments before trips, homework, etc.

The trainee is punctual for school, lessons, meetings, etc. The trainee always informs the school/colleagues of reasons for any non-attendance involving his/her

teaching obligations or other professional meetings and responsibilities in line with school policy. The trainee’s language and dress are highly professional and in line with school policy.

High Standards

or

Cause for Concern

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

The trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks.

The trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding.

The trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality.

High Standards

or

Cause for ConcernComments (Only if cause for concern).

Mentor Signature Date:

TS1: Set high expectations which inspire, motivate and challenge pupils (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum

3 Requires improvement The quality of trainee’s teaching over time

2 Good Much of the quality of trainee’s

1 OutstandingMuch of the quality of trainee’s teaching over time is

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level of practice. requires improvement as it is not yet good. Trainees need targeted advice to support further development.

teaching over time is good; some is outstanding.

outstanding and never less than consistently good.

a. Establish a safe and stimulating environment for pupils routed in mutual respectIs unable to establish a safe and stimulating environment for pupils.

Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect.

Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect.

Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject.

b. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositionsIs unable to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Sets goals that stretch, challenge and motivate pupils. Uses strategies to support the learning and progress of underperforming groups.

Consistently sets goals that stretch, challenge and motivate pupils. Uses effective strategies to support the learning and progress of underperforming groups.

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

Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

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

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

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Teaching Standard 1 Stage Two formative grade:

Statements in support of the judgement, and areas for further development, with a focus on:Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.

Mentor Signature: Trainee Signature:

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END OF COURSE FINAL GRADE FOR TS1Statements in support of the judgement, and areas for further development, with a focus on:

Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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TS2: Promote good progress and outcomes by pupils (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum level of practice.

3 Requires improvement The quality of trainee’s teaching over time requires improvement as it is not yet good.

2 Good Much of the quality of trainee’s teaching over time is good; some is outstanding.

1 OutstandingMuch of the quality of trainee’s teaching over time is outstanding and never less than consistently good.

a. Be accountable for pupils’ attainment, progress and outcomesIs unable to take accountability for pupils’ attainment, progress and outcomes.

Is able to take accountability for pupils’ attainment, progress and outcomes.

Is accountable for pupils’ attainment, progress and outcomes

Is consistently accountable for pupils’ attainment, progress and outcomes.

b. Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Is unable to demonstrate an awareness of pupils’ capabilities and their prior knowledge, and is unable to plan teaching to build on these.

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

Has a good understanding of the pupils’ capabilities and their prior knowledge. Can assess pupils’ achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress.

Has a detailed understanding of the pupils’ capabilities and their prior knowledge.

Can demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress.

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

Is able to guide pupils to reflect on the progress they have made and their emerging needs.

Pupils are offered intervention and feedback which, much of the time, enables them to identify the progress they have made and understand what they need to do to improve.

Pupils are consistently offered high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve.

d. Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Is unable to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Is able to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching.

Is consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching.

e. Encourage pupils to take a responsible and conscientious attitude to their own work and study. Is unable to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Is able to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations.

Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible and conscientious attitude to work and study.

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Statements in support of the judgement, and areas for further development, with a focus on: pupil progress over time: Better than expected pupil progress over time = Grade 1; Expected progress = Grade 2; Pupils’ progress not always as expected = Grade 3. Please note that Grade 1 in TS2 would suggest that the trainee is outstanding overall.

Grade 2 in this aspect would suggest that the trainee is good overall.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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END OF COURSE FINAL GRADE FOR TS2Statements in support of the judgement, and areas for further development, with a focus on: pupil progress over time: Better than expected pupil progress over time = Grade 1; Expected progress = Grade 2; Pupils’ progress not always as expected = Grade 3. Please note that Grade 1 in TS2 would suggest that the trainee is outstanding overall.

Grade 2 in this aspect would suggest that the trainee is good overall.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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TS3: Demonstrate good subject and curriculum knowledge (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum level of practice.




a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Does not have a secure knowledge of the relevant subject(s) and curriculum areas, does not foster and maintain pupils’ interest in the subject, and does not address misunderstandings.

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

Can teach well, demonstrating good subject and curriculum knowledge and phase expertise. Works within the current and new curriculum arrangements. Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest.

Consistently teach exceptionally well, demonstrating strong subject and curriculum knowledge and phase expertise. Is confident to work within the current and new curriculum. Demonstrates the ability to address misunderstandings and maintain pupils’ interest.

b. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Is unable to demonstrate a critical understanding of developments in the subject and curriculum areas, and does not promote the value of scholarship.

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

Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas. Much of the time promotes the value of scholarship.

Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas. Consistently and effectively promotes the value of scholarship.

c. Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject Is unable to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

Is able to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

Demonstrates a good understanding of how to develop the reading, writing and communication skills of the pupils they teach.Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

Consistently demonstrates a thorough understanding of how to teach reading, writing and communication effectively to enhance the progress of pupils they teach. Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist.

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Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s understanding of common pupil misconceptions and their understanding of progression in strands of learning in subjects



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END OF COURSE FINAL GRADE FOR TS3Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s understanding of common pupil misconceptions and their

understanding of progression in strands of learning in subjectsEmerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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TS4: Plan and teach well-structured lessons (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum level of practice.




a. Impart knowledge and develop understanding through effective use of lesson time Is unable to impart knowledge and develop understanding through effective use of lesson time.

Is able to impart knowledge and develop understanding through effective use of lesson time.

Much of the time imparts knowledge and develops understanding through using lesson time to good effect.

Consistently and effectively imparts knowledge and develops understanding through using lesson time to great effect.

b. Promote a love of learning and children’s intellectual curiosity Is unable to promote a love of learning and children’s intellectual curiosity.

Is able to promote a love of learning and children’s intellectual curiosity.

Much of the time promotes a love of learning and children’s intellectual curiosity.

Consistently and effectively promotes a love of learning and children’s intellectual curiosity.

c. Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Is unable to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Is able to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Much of the time plans differentiated homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

Consistently and effectively plans differentiated, purposeful homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

d. Reflect systematically on the effectiveness of lessons and approaches to teaching Is unable to reflect systematically on the effectiveness of lessons and approaches to teaching.

Is able to reflect systematically on the effectiveness of lessons and approaches to teaching.

Is systematically able to reflect in order to improve their practice. Is able to judge the effectiveness of their lessons and impact on all groups of pupils.

Is systematically and critically reflective in analysing, evaluating and improving their practice. Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils.

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

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

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

Consistently makes effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

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Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to plan for progression both in lessons and over time and the pace of learning in lessons. Also focus on the quality of the trainee’s teaching but link this to pupils’ progress over time. Please note: The judgement should link to TS2

because teaching can only be good if pupil progress is good.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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END OF COURSE FINAL GRADE FOR TS4Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to plan for progression both in lessons and over time and the

pace of learning in lessons. Also focus on the quality of the trainee’s teaching but link this to pupils’ progress over time. Please note: The judgement should link to TS2 because teaching can only be good if pupil progress is good.



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TS5: Adapt teaching to respond to the needs of all learners (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum level of practice.




a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Does not know when and how to differentiate appropriately.

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

Much of the time differentiates appropriately using approaches which enable pupils to be taught effectively.

Consistently and effectively differentiates appropriately using timely 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 Does not have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

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

Understands how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.

Understands the causes of low achievement; challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

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 Is unable to demonstrate an awareness of the physical, social and intellectual development of children, and does not know how to adapt teaching to support pupils’ education at different stages of development.

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

Demonstrates an awareness of the physical, social and intellectual development of pupils and, much of the time, adapts teaching to support pupils’ education at different stages of development.

Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of children, and effectively adapts 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. Does not 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 is not able to use and evaluate distinctive teaching approaches to engage and support them.

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

Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium.Understands how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.

Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premiumChallenges and motivates pupils where attainment is low; and use effective strategies to support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.

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Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to differentiate teaching to meet the needs of all learners including those with SEND.



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END OF COURSE FINAL GRADE FOR TS5Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to differentiate teaching to meet the needs of all learners

including those with SEND.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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TS6: Make accurate and productive use of assessment (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum level of practice.

3 Requires improvement The quality of trainees’ teaching over time requires improvement as it is not yet good.

2 Good Much of the quality of trainees’ teaching over time is good; some is outstanding.

1 OutstandingMuch of the quality of trainees’ teaching over time is outstanding and never less than consistently good.

a. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Does not know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

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

Assesses pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements.

Accurately assesses achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements.

b. Make use of formative and summative assessment to secure pupils’ progress Is unable to make use of formative and summative assessment to secure pupils’ progress.

Is able to make use of formative and summative assessment to secure pupils’ progress.

Much of the time uses formative, continuous assessment and summative tests to secure progress through a sequence of lessons over time.

Consistently and effectively uses formative, continuous assessment and summative tests to great effect to secure progress for all pupils, through a sequence of lessons over time.

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

Is able to use relevant data to monitor progress, set targets, and plan subsequent lessons.

Uses a range of relevant data including school progress data to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting.

Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting.

d. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.

Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time.

Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.

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Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to ‘notice and respond’ in lessons to misconceptions and where further challenge is needed and to adapt teaching accordingly in lessons. Also comment on the trainee’s ability to use assessment and assessment data to inform

planning and the quality of marking.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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END OF COURSE FINAL GRADE FOR TS6Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to ‘notice and respond’ in lessons to misconceptions and where further challenge is needed and to adapt teaching accordingly in lessons. Also comment on the trainee’s ability to use assessment and assessment data to inform

planning and the quality of marking.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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TS7: Manage behaviour effectively to ensure a good and safe learning environment (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum level of practice.




a. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy Does not have clear rules and routines for behaviour in classrooms, and does not take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy.

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

In accordance with the school’s behaviour policy, takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment. Encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation and is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

In accordance with the school’s behaviour policy, takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning.Actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation and can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

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 Does not have high expectations of behaviour, and does not establish a framework for discipline with a range of strategies.

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

Sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, using a range of strategies.

Consistently sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies.

c. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Is unable to manage classes effectively.

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

Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs.

Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs.

d. Maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. Is unable to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary.

Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary.

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

Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary.

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Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to promote effective learning behaviours in lessons (perseverance; independence; collaboration etc.).



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END OF COURSE FINAL GRADE FOR TS7Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to promote effective learning behaviours in lessons

(perseverance; independence; collaboration etc.).Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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TS8: Fulfil wider professional responsibilities (please highlight each stage in a different colour)4 Inadequate Trainees fail to meet the minimum level of practice.




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

Is able to make a positive contribution to the wider life and ethos of the school.

Is proactive and makes a positive contribution to the wider life and ethos of the school.

Is consistently proactive and makes a positive contribution to the wider life and ethos of the school.

b. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Is unable to develop effective professional relationships with colleagues, and does not know how and when to draw on advice and specialist support.

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

Professional relationships with colleagues are good. Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Professional relationships with colleagues are consistently effective. Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

c. Deploy support staff effectively Is unable to deploy support staff. Is able to deploy support staff

effectively. Deploys support staff effectively to support the learning of pupils.

Consistently and effectively deploys support staff to maximise the learning of pupils.

d. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Is unable to take responsibility for improving teaching through appropriate professional development, and is unable to respond to advice and feedback from colleagues.

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

Takes responsibility for improving their own teaching through professional development. Respects and responds to the advice and guidance offered by colleagues.

Is consistently proactive in taking full responsibility for improving their own teaching through professional development. Effectively uses the advice and guidance offered by colleagues to secure improvements in practice.

e. Communicate effectively with parents with regard to pupils’ achievements and well-being. Is unable to communicate effectively with parents with regard to pupils’ achievements and well-being.

Is able to communicate effectively with parents with regard to pupils’ achievements and well-being.

Communicates effectively with parents and carers about pupils’ achievements and well-being.

Proactively and consistently communicates effectively with parents and carers about pupils’ achievements and well-being.


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Statements in support of the judgement, and areas for further development, with a focus on how effectively the trainee deploys additional adult support at all stages of the lesson so that all adults are always impacting on learner’s progress.:



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END OF COURSE FINAL GRADE FOR TS8Statements in support of the judgement, and areas for further development, with a focus on how effectively the trainee deploys additional adult support at all stages of

the lesson so that all adults are always impacting on learner’s progress.:Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.


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End of Stage Two Key Development Targets In your Stage Two placement what areas of your practice can you build on, and what areas would you like to develop?

Main StrengthsStrength One Subject Knowledge Strength or interestStrength TwoStrength Three

Key Priorities for Stage TwoTarget One Subject Knowledge TargetTarget TwoTarget Three

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Early Career Passport

One of your final tasks will be to complete a ‘Early Career Passport’ on Abyasa. As well as the targets below you’ll need the following information – make sure you bring this report and this information to your final tutorial with your Subject Tutor or School Direct Lead.

Full Name of Employing School Ofsted URN (School Number) Full Address of the School The name of your NQT mentor or the Head teacher

The email address of that person / school office Whether this is a full time or part time post Whether this is a fixed term or permanent post Start Date

Early Career Phase - Areas of StrengthIn your NQT year (and perhaps beyond) what areas of your practice can you build on?

Discuss these with your Mentor and draft some descriptions of your areas of strength. We will develop these in a final tutorial.

Main StrengthsStrength One Subject Knowledge Strength or interestStrength TwoStrength Three

Early Career Phase – Priorities for DevelopmentIn your NQT year (and perhaps beyond) what areas of your practice can you build on?

Discuss these with your Mentor and draft some descriptions of your areas of strength. We will develop these in a final tutorial.

Key Priorities for Early Career DevelopmentTarget One Subject Knowledge TargetTarget TwoTarget Three

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iteltu.files.wordpress.com · web viewgrade 1 (outstanding) much of the quality of trainee’s ....

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