e encourage pupils to take a responsible and conscientious attitude to their own work and study. Is not yet able to encourage pupils to take a responsible and conscientious attitude to their own work and study. Can set expectations for pupils that lead to responsible and conscientious attitudes to work and study. Regularly sets high and at times challenging expectations for responsible and conscientious attitudes to work and study which are reflected in the pupils’ responses. Consistently and effectively encourages pupils to meet high and challenging expectations resulting in a responsible and conscientious attitude to work and study. QTS Audit | Standard S2: Promote good progress and outcomes by pupils
S3: Demonstrate good subject and curriculum knowledge e if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) * The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’. Is not yet able to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. Is able to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. Applies this knowledge to devise appropriate learning opportunities to support pupils’ developing mathematical skills with some success. Regularly demonstrates a secure understanding of strategies for the teaching of early mathematics. Increasingly applies this knowledge well to prepare and deliver engaging and challenging learning opportunities to develop pupils’ mathematical skills. Consistently demonstrates a thorough understanding of strategies for the teaching of early mathematics. Consistently applies this knowledge to prepare and deliver engaging and challenging learning opportunities which develop pupils’ mathematical skills over time. QTS Audit | Standard S3: Demonstrate good subject and curriculum knowledge (for phonics see following page)
d maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. Does not demonstrate the ability to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary. Can maintain relationships with pupils which create a supportive learning environment. Is able to exercise appropriate authority and act decisively when necessary. Can form positive relationships with a range of pupils and this ensures timely and effective interventions are made to maintain behaviour conducive to learning. Demonstrates confidence when it becomes necessary to exercise appropriate authority and act decisively to address behaviour Consistently demonstrates strong and effective relationships with a range of pupils leading to a classroom environment which is highly conducive to learning. Ensures that pupils respond positively and appropriately when it becomes necessary to exercise appropriate authority and act decisively to address behaviour QTS Audit | Standard S7: Manage behaviour effectively to ensure a good and safe learning environment
How well does the trainee: Have a secure understanding of how learners learn? Take account of prior learning in planning and teaching? Construct and scaffold learning and analyse learner’s progress and make accurate assessments of their learning and achievements? Monitor and assess progress and give feedback so that all pupils make good progress in their learning? Plan for continuity and progression across the key stage(s) building on pupils’ prior knowledge and attainment? Devise opportunities for individuals, groups and whole classes to recall, review and draw conclusions about what they have achieved and guide and support them in what they need to do next to improve? Encourage pupils to take pride in their work and achievements? Engage learners in setting objectives for the development of their own learning and development? Evidence for this standard may be demonstrated by: Planning documentation which evidences that: Assessment data is used to inform planning Planning of high order and diagnostic questions promotes learning Learning sequences are planned which promote sustained progress Lesson planning takes account of wider objectives linked to social and personal skills Lesson plans promote independent and collaborative working The structure of lessons reflect the needs of pupils and their learning e.g. appropriate pace and resources Reflective Documents Evaluations which identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence pupil performance Lesson observations from mentors and tutors which identify that: Lessons and sequences of learning promote good progress and outcomes Questioning builds on answers and pupils are asked to build upon and reflect upon their answers Effective use is made of plenaries including requiring learners to reflect upon learning Pupils are attentive at the start of episodes of learning, enabling them to make good progress Opportunities are built into lessons to celebrate success Pupil assessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback is provided to pupils There are opportunities for pupils to reflect upon their progress and identify areas for development Guidance for Standard S3: Demonstrate good subject and curriculum knowledge Useful questions to ask when looking at the standards Where and how evidence may be demonstrated
How well does the trainee: Select and adapt teaching styles and strategies to suit the stage of the lesson, and the learning of individuals, groups and whole classes as appropriate? Manage the timing and pace of lessons, intervene effectively and change direction and the shift in emphasis to support learning? Use a variety of imaginative resources and innovative learning activities that interest and challenge pupils’ learning and put this into the context of the real world? Design homework and out of class work that takes account of learners’ attainment, needs and interests that can be completed independently or with appropriate support? Use the feedback from more experienced colleagues and the experience of observing others to identify ways of improving their practice? Seek opportunities to engage in collaborative planning and teaching? Understand the need to consider the role of parents and carers in supporting learners with homework? Know about the appropriate arrangements and risk assessments required for out of class activities? Evidence for this standard may be demonstrated by: Planning documentation which identifies that: Challenging learning objectives are based upon prior learning Planning shows variety and effective use of time Homework is suitably challenging and engaging The trainee has an understanding of school, national curriculum, examination requirements Lesson planning takes account of wider objectives linked to social and personal skills Lesson plans promote independent and collaborative working Reflective Documents Accurate evaluations consistent with colleagues’ judgements’ Reflection activities that actively seek to improve practice Evaluations and reflections that have led to improvements Lesson observations from mentors and tutors which identify that: Effective use is made of pace, variety and lesson structure and timing to maximise learning. Lessons utilise appropriate teaching and learning strategies, including out of class work as appropriate Pupil assessment records Assessment of work is consistent with subject/ school policy and promotes progress Appropriate and timely feedback is given to learners Guidance for Standard S5: Adapt teaching to respond to the strengths and needs of all pupils Useful questions to ask when looking at the standards Where and how evidence may be demonstrated How well does the Trainee: Evidence for this standard may be demonstrated by: