development with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading. and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading. If teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. Does not yet demonstrate a clear understanding of appropriate teaching strategies. Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Demonstrates a good understanding of the pedagogy and subject knowledge to teach primary mathematics with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of strategies for the teaching of early mathematics. Demonstrates an excellent understanding of the pedagogy and subject knowledge to teach primary mathematics confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics. Using the information above, identify key strengths in this area: Development areas Overall grade for this section: Inadequate evidence (4) Pass level evidence (3) Good level evidence (2) Outstanding level evidence (1)
Using the information above, identify key strengths in this area: Development areas Overall grade for this section: Inadequate evidence (4) Pass level evidence (3) Good level evidence (2) Outstanding level evidence (1) 8. Fulfil wider professional responsibilities Highlight relevant statements met where this is demonstrated in the Evidence file Inadequate evidence(4) Pass level evidence (3) Good level evidence(2) Outstanding level evidence (1) Make a positive contribution to the wider life and ethos of the school Does not yet 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 significant contribution to the wider life and ethos of the school. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Does not yet 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. Develops effective professional relationships with colleagues. Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. Works well collaboratively to develop creative practice. Is proactive in developing consistently effective relationships with colleagues. Shows initiative in consulting with colleagues effectively, knowing when and how to draw on their advice and specialist support. Works well collaboratively to develop innovative and creative practice. Deploy support staff effectively Does not yet deploy support staff. Is able to deploy support staff effectively. Deploys support staff effectively to support the learning of pupils. Consistently and proactively deploys support staff effectively to maximise the learning of pupils. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from Does not yet take responsibility for improving teaching through appropriate professional development, and is unable to respond to Is able to take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from Takes responsibility for improving their teaching through professional development and is keen to learn. Respects and responds to the Is consistently proactive in taking full responsibility for improving their teaching through professional development and setting themselves challenging targets.