2. Promote good progress and outcomes by pupils be accountable for pupils’ attainment, progress and outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study. Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) -meeting the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): Trainees fail to meet the minimum of practice. a be accountable for pupils’ attainment, progress and outcomes Is consistently accountable for pupils’ attainment, progress and outcomes. Is accountable for pupils’ attainment, progress and outcomes Is able to take accountability for pupils’ attainment, progress and outcomes. Is unable to take accountability for pupils’ attainment, progress and outcomes. b be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Has a detailed understanding of the pupils’ capabilities and their prior knowledge. demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress. Has a good understanding of the pupils’ capabilities and their prior knowledge. assess pupils’ achievement and plan and lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress. Is aware of pupils’ capabilities and their prior knowledge, and plans 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. c guide pupils to reflect on the progress they have made and their emerging needs Pupils are consistently offered high quality intervention and feedback which enables them to identify the progress they Pupils are offered intervention and feedback much of the time, enables them to identify the progress they have made Is able to 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.
have made and understand what they need to do to improve. 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 consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching. Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching. Is able to 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. e encourage pupils to take a responsible and conscientious attitude to their own work and study. Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible and conscientious attitude to work and study. Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations. Is able to 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.
3. Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum and promote the value of scholarship 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 if teaching reading, demonstrate a clear understanding of systematic synthetic phonics (primary) if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): 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 Consistently teach exceptionally well, demonstrating: - strong subject and curriculum knowledge; - phase expertise. Is confident to work within the current and new curriculum. Demonstrates the ability to address misunderstandings and maintain pupils’ interest. teach well, demonstrating: - good subject and curriculum knowledge; - phase expertise. Works within the current and new curriculum arrangements. Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest. Has a secure knowledge of the relevant subject(s) and curriculum fosters and maintains pupils’ interest in the subject, and addresses 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.
b demonstrate a critical understanding of developments in the subject and curriculum and promote 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. Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas. Much of the time promotes 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. Is unable to demonstrate a critical understanding of developments in the subject and curriculum areas, and does not 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 Consistently demonstrates a thorough understanding of how to teach reading, writing, 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. Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they 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. 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. 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.
d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary) Trainee can teach early reading, systematic synthetic phonics, communication and language development … confidently 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 reading. Trainee can teach early reading, systematic synthetic phonics, communication and language 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. Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. Is unable to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
e if teaching mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) * The current ‘Initial teacher education inspection handbook’ frequently replaces with ‘primary’. Trainee can 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 mathematics. Trainee can 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. Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Is unable to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies.
d reflect systematically on the effectiveness of lessons and approaches to teaching Is systematically and critically reflective in analysing, evaluating and improving their practice (paraphrased). Is able to accurately the effectiveness of their lessons and impact on all groups of pupils. Is systematically able to reflect in to improve their practice. Is able to judge the effectiveness of their lessons and impact on all groups of pupils. Is able to 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. e contribute 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). good contributions 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). Is unable to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
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. 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 premium (including Free School Meals). challenge and motivate 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. 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 (including Free School Meals). understand 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. 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. Does not have a 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.
c use relevant data to monitor progress, set targets, and plan subsequent lessons 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. 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. Is able to 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. d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 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 progress and learning over time. 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. Is able to give pupils regular feedback, both orally and through accurate marking, and encourages 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.
7. Manage behaviour effectively to ensure a good and safe learning environment 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 have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) -meeting the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): Trainees fail to meet the minimum 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 In accordance with the school’s behaviour policy: 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 can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying. 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 is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying. 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. Does not have 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.