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 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 mathematics, demonstrate a clear understanding of appropriate teaching strategies. Does not yet demonstrate a 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. the information above, identify key strengths in this area: Development areas Overall grade for this section: Inadequate progress (4) Minimum level practice (3) Good level practice (2) Outstanding level practice (1) Working towards Fully met Working towards Fully met Working towards Fully met
5. Adapt teaching to respond to the strengths and needs of all pupils Highlight relevant statements met Inadequate (4) Pass level (3) Good (2) Outstanding (1) 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. Often differentiates appropriately using approaches, which enable pupils to be taught effectively. Consistently and effectively differentiates appropriately timely approaches, which enable pupils to be taught effectively. Have a secure understanding of how a of factors can inhibit pupils’ ability to learn, and how best to overcome these Does not yet 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 of factors can inhibit pupils’ ability to learn, and how best to overcome these. Has secure understanding of how to effectively challenge and motivate pupils where attainment is low and uses intervention strategies to support underperforming groups including deploying support staff to good effect. Has a well-developed understanding of the causes of low achievement; effectively challenges and motivates pupils where attainment is low; and uses a range of effective intervention strategies to target and support underperforming groups. Demonstrate an awareness of the physical, social and intellectual development of children, and know how to teaching to support pupils’ education at different stages of development Does not yet 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 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.
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 be able to use and evaluate distinctive teaching approaches to engage and support them. Does not yet 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 understanding of the needs of all pupils, including those with SEND; those of high ability; those with EAL and is able to use and evaluate distinctive teaching approaches to engage and support them. Often evaluates and adapts teaching to support all pupils, including those with SEND, high ability , EAL, and disadvantaged pupils . Understands how to effectively challenge and motivate pupils attainment is low and use a range of effective strategies to support underperforming groups. Often 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 SEND, high ability EAL, and disadvantaged pupils . Challenges and motivates pupils where attainment is low; and use effective strategies to target and support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support all pupils. Using the information above, identify key strengths in this area: Development areas Overall grade for this section: Inadequate progress (4) Minimum level practice (3) Good level practice (2) Outstanding level practice (1) Working towards Fully met Working towards Fully met Working towards Fully met
decisively when necessary. act decisively when necessary. Using the information above, identify key strengths in this area: Development Overall grade for this section: Inadequate progress (4) Minimum level practice (3) Good level practice (2) Outstanding level practice (1) Working towards Fully met Working towards Fully met Working towards Fully met 8. Fulfil professional responsibilities Inadequate (4) Pass (3) Good (2) Outstanding (1) Make a positive contribution to the life and ethos of the school Does not yet make a positive contribution to the 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. 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.
Teachers’ Standard: Part Two descriptor Key questions Consistently high standards for concern i 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 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. Does the trainee have a commitment to upholding the high standards of the teaching profession, within and outside school? Does the trainee develop appropriate professional relationships with colleagues and pupils? Is the trainee able to safeguard pupils’ well-being, in accordance with statutory provisions? Does the trainee understand that schools are required to develop pupils’ wider understanding of social and cultural diversity, tolerance for others and respect for different faiths and beliefs, in line with the maintenance of fundamental British values?* Does the trainee understand the challenges of teaching in modern British schools? * Is the trainee aware of the Prevent strategy and its implications? * Does the trainee understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions?* Does the trainee understand and adhere to the school’s and provider’s VLE/internet safety policy, including the safe and responsible use of social media? Teachers’ Standard: Part Two descriptor Key questions Consistently high standards Cause for concern