FACULTY OF EDUCATION
PRIMARY PROGRAMME OF INITIAL TEACHER TRAINING
PGCE FIRST & FINAL PLACEMENT REPORT 2014 - 15
PG1 REPORT
Student:
X
Year Group taught:
Y2
School:
Class Mentor:
Professional Mentor:
University Tutor:
Number of days absent:
Interim Report Grades
2
Final Report Grades
Professional Responsibilities
3
Professional Responsibilities
2
Subject/Curriculum and Pedagogical
Knowledge & Understanding
3
Subject/Curriculum and Pedagogical
Knowledge & Understanding
2
Planning
3
Planning
2
Teaching
3
Teaching
2
Assessment and Monitoring
3
Assessment and Monitoring
3
Classroom Organisation and Behaviour
Management
Part 2: Personal and Professional conduct
Recommended Outcome:
Outstanding Pass (O), Good Pass (G) ,
Pass Requires Improvement (RI), At Risk (AR)
Date Interim Report completed:
Please identify colour used to highlight standards
achieved at Interim
3
2
RI
____
Classroom Organisation and Behaviour
Management
Part 2: Personal and Professional conduct
Recommended Outcome:
Outstanding Pass (O), Good Pass (G) ,
Pass Requires Improvement (RI), Fail (F)
Date Final Report completed:
Please identify colour used to highlight standards
achieved at Final
2
1
G
____
2
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PGF REPORT
Student:
X
Year Group taught:
Y3
School:
Class Mentor:
Professional Mentor:
University Tutor:
Number of days absent:
Interim Report Grades
1
Final Report Grades
Professional Responsibilities
2
Professional Responsibilities
1
Subject/Curriculum and Pedagogical
Knowledge & Understanding
3
Subject/Curriculum and Pedagogical
Knowledge & Understanding
2
Planning
2
Planning
1
Teaching
3
Teaching
2
Assessment and Monitoring
2
Assessment and Monitoring
2
Classroom Organisation and Behaviour
Management
Recommended Outcome:
Outstanding Pass (O), Good Pass (G) ,
Pass Requires Improvement (RI), At Risk (AR)
Date Interim Report completed:
Please identify colour used to highlight
standards achieved at Interim
2
RI
_____
Classroom Organisation and Behaviour
Management
Recommended Outcome:
Outstanding Pass (O), Good Pass (G) ,
Pass Requires Improvement (RI), Fail (F)
Date Final Report completed:
Please identify colour used to highlight
standards achieved at Final
1
G
____
3
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CONTEXT OF EACH PLACEMENT
Contextual description of the school/setting (to be completed by the Professional Mentor)
Please include information such as number on roll, age range, type of school and a brief description of the catchment area.
Context of PG1 Placement
X Primary school - number on roll: 182, Reception to Y6. Mixed year group classes in KS2.
Urban catchment area
41% of pupils eligible for FSM
12.6% of pupils supported by school action plus or with a statement of SEN
Context of PGF Placement
This is a two-form entry Primary school with a Nursery. There are 415 on roll. The school is housed in two buildings on the same site.
7% FSM; 2% EAL;
Number of pupils on:
School Action = 54
School Action + = 8
Statements = 7
Although this school is in an area with relatively low levels of economic deprivation, our catchment draws on areas of social housing as well as
private residential and we have a higher proportion of families in challenging circumstances than our neighbouring schools.
The class this student has been based in presents some challenging behaviour and a very wide range of ability. There are two teaching
assistants, one allocated to work with a child with a specific and significant learning difficulty, the other to support learning across the class in
maths and English.
4
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Guidance for Completion of Interim and Final Report Form for both PG1 and PGF
Please do not print this report! This is a lengthy document, designed to be completed and submitted electronically
As a result of consultations with colleagues in school and in response to feedback, the Interim and Final Reports for both PG First and PG Final placements
have been merged into one document, which also contains the Grading Criteria. We are asking that all School Based Training documentation is completed
and submitted electronically (when used electronically the size of the boxes will grow to accommodate your comments). The intention is that there will be a
clearer indication of the student’s progression over a longer period of time whilst retaining all the excellent work schools, students and tutors do using the
Grading Criteria. This will also provide the university with detailed evidence for any future placements for the students and for Ofsted inspection of initial
teacher education.
The first page of the report is the summary of student’s progress within the first block placement (PG1). At Interim you are required to provide grades for each
cell: (Outstanding Pass (O), Good Pass (G), Pass Requires Improvement (RI), At Risk (AR). The Final element of the report requires you to provide grades
again for each of the cells but here in some cases some students will no longer be ‘At Risk’ of failure but will either have failed or improved: (Outstanding Pass
(O), Good Pass (G), Pass Requires Improvement (RI), Fail (F). There then follows a summary of the student’s progress in the final placement (PGF) which will
be completed in PGF.
The following pages contain the grading criteria for Professional Responsibilities, Subject/Curriculum and Pedagogical Understanding, Professional SkillsPlanning, Professional Skills-Teaching, Professional Skills-Assessment, Monitoring and Reviewing and Professional Skills-Classroom Organisation and
Behaviour Management. These are no longer differentiated for each placement, but reflect ‘end of training’ outcomes. This will more clearly evidence a
student’s progress from first to final placements of the programme. The grading criteria pages will be highlighted electronically using a different colour at
interim and then final assessment points. Where a student has not progressed from one grade band to another within any of the cells for any Standard, the
highlighting will remain the same as the previous assessment. Each of the six sections ends with a space for your formative feedback comments, at both
interim and final report points. This provides an opportunity for you to personalise the report further, to record the progress the student has made, to identify
what they have done well and what they can work upon next. You will also assign a grade for each section which will be transferred to the front page. (Please
refer to the 'Guidance on arriving at a final grade'.) Towards the end of the document for the Interim stage, you will identify the students’ strengths and with
them you will set targets for the remainder of the placement. For the Final report, you will complete the students’ areas of strength and targets for future
placements/employment/study. These must make specific reference to the appropriate Teachers’ Standards.
This assessment process will then be carried out in PGF using the same grading criteria but with two different colours from those previously used in PG1.
Formative feedback comments will be added to the PGF sections for each section below the comments from PG1. This will demonstrate very clear
progression in relation to the standards. A grade will be assigned for each section and transferred to the PGF summary page. Students have been advised to
complete their own version of the Grading Criteria to provide a sound basis for discussion with their class mentor/professional mentor during the placement
and at Interim and Final report stages.
Thank you for your role in the education and training of the Partnership's students.
5
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Guidance on arriving at a final grade for SBT
The grading is for:
Professional Responsibilities
Subject/Curriculum and Pedagogical Knowledge and Understanding
Professional Practice – Planning
Professional Practice – Teaching
Professional Practice – Assessment
Professional Practice – Classroom and Behaviour Management
Grade 1 Profile student:
4 or more Grade 1s which must include: Professional Practice - Teaching at Grade 1. No Grade 3s
Grade 2 Profile student:
4 or more Grade 2s which must include: Professional Practice - Teaching at Grade 1 or 2
Grade 3 Profile student:
A Grade 3 in Teaching is a Grade 3 overall
4 or more grade 3s is a Grade 3 overall
Fail Profile Student:
Grade 4 in ONE or more elements
In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome.
Please note that receipt of your Final report is the trigger to ensure that payment for the placement is received by the school.
6
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Professional Responsibilities (Contribution to school life, Relationship with colleagues, Personal professional development)
Standard Prompts
Make a positive
contribution to the
wider life and ethos
of the school
4 (Not meeting)
Has very limited knowledge of
teacher’s legal liabilities and
responsibilities.
3 (Requires improvement)
Beginning to contribute
positively to the wider life and
ethos of the setting.
2 (Good pass)
Contributes positively to the life
and ethos of the setting.
1 (Outstanding pass)
Takes a proactive approach and
makes a positive contribution to the
wider life and ethos of the setting.
Has very limited awareness of
policies and procedures and
requires help seeking advice
and in making professional
judgments.
Beginning to recognise their role
in supporting the school and
wider community.
Recognises their role in
supporting the school and wider
community.
Has an active role in supporting the
school and wider community and is
active in pastoral duties and PSHCE.
Has an understanding of
teachers’ legal responsibilities
Has a good understanding of
teachers’ legal responsibilities
Has as clear understanding of
teachers’ legal responsibilities
Develop effective
professional
relationships with
colleagues,
knowing how and
when to draw on
advice and
specialist support
Has limited awareness of the
roles and responsibilities of
colleagues and additional adults
in the classroom.
Beginning to understand the
roles and responsibilities of
different colleagues.
Makes effective, respectful
relationships with colleagues and
additional adults in the classroom.
Maintains effective, respectful
relationships with colleagues and
additional adults in the classroom,
knowing when to draw on their
support and advice
Shows limited or no evidence of
being able to draw upon other
colleagues’ expertise without
support and guidance
Consults with and can utilise
other colleagues’ expertise
when necessary, including those
with responsibility for special
needs and disabilities
Effectively utilises the expertise of
other colleagues
Deploy support
staff effectively
Limited ability or unable to
deploy support staff effectively
Has some ability to deploy
support staff to facilitate pupil
learning for some groups.
Able to deploy support staff
effectively to facilitate pupil
learning for all groups.
Evidence of consultation with
support staff in planning and
classroom delivery
Evidence of collaborative work
with support staff to facilitate
pupils’ learning
S8a
S8b
S8c
Clear evidence of effective
professional relationships with
support staff that demonstrate
collaborative working and
deployment of support staff to
maximise the learning of all pupils
7
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S8d
S8e
Take responsibility
for improving
teaching through
appropriate
professional
development,
responding to
advice and
feedback from
colleagues
Communicate
effectively with
parents with regard
to pupils’
achievements and
well being
Limited awareness of or not
clear about own strengths and
areas for development. Not
proactive in own development
Engages with own professional
development
Can evaluate their teaching and
set their own targets for
professional development.
Can evaluate their practice well
and set clear, appropriate targets
for development.
Proactive with their own learning and
professional development in order to
improve teaching
Rarely or does not respond to
advice and feedback from
colleagues
Shows willingness to take
advice and feedback from
colleagues and engage in
discussion about improvements
and areas for development
There is evidence of the way in
which self-evaluation, target
setting and the advice of the
school based mentors/university
tutor impact positively on teaching
and learning.
Demonstrates high levels of
understanding of the ways in which
self-evaluation, target setting and the
advice of the school based mentors/
university tutor impact positively on
their teaching and the children’s
learning.
Uses Professional Development
time to observe/talk to other
colleagues in school (curriculum
leaders, SENCO etc) and to
obtain their advice and support
There is clear evidence that
Professional Development time has
been used effectively to improve
teaching and learning
Requires structured guidance to
communicate with parents and
carers about pupils’
achievements and well-being
Communicates well with parents
and carers, verbally and in writing,
with regard to pupils’
achievements and wellbeing
Communicates very effectively in a
variety of contexts to a wide
audience in supporting pupils’
achievements and wellbeing.
Has attended parents’ evenings
and contributed to writing
reports
Can communicate well with
parents and carers in a variety of
different contexts
Is not communicating with
parents and carers
8
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Professional Responsibilities
PG1 Progress made in Professional Responsibilities at Interim Report:
You have established a good working relationship with your TA and have used her expertise and experience of the children to help plan activities to overcome
gaps in their learning. You have given your TA resources to supply you with written feedback as time constraints often prevent verbal ones.
GRADE
3
You have shown a willingness to take part in school life with attendance at parent consultation evenings and twilight sessions to gain First Aid training.
You are beginning to develop an understanding of the wider roles and responsibilities of a class teacher.
PG1 Progress made in Professional Responsibilities at Final Report:
X became involved with the play practices in December and volunteered to supervise the music system during practices and the evening performance.
She also ran a stall at the Christmas fair which gave her a chance to meet parents and children in a less formal setting.
She has continued to attend staff meetings which have helped to deepen her insight into the decisions that need to be made to ensure the smooth running of the
school.
X has established good working relationships with all relevant members of staff and has learnt to make effective use of the class TA to further children’s learning,
using her feedback to inform planning for future lessons.
GRADE
2
X has maintained a positive attitude in this placement and has demonstrated a willingness to incorporate ideas from staff into her planning and classroom
practices.
PGF Progress made in Professional Responsibilities at Interim Report:
X, you have made a good start to your placement and have impressed by your hard-working attitude and your high level of commitment towards the children and
your professional responsibilities. Your files are kept consistently up to date and show high quality self-evaluation with a clear focus on the children. You listen
carefully to advice and act on it in a positive way.
You have established very good relationships and communication with your teaching colleagues and have a clear understanding of your part in the team and of
your professional duties in school. On the occasions when you have been called upon to talk to parents, you have demonstrated a friendly and approachable
manner.
You have been eager to become a part of the whole life of school and have attended parent evenings and staff meetings to enrich and extend your professional
development. You are pro-active in offering support for activities and generous with your time.
You are working hard to fully deploy additional adults working with you in the classroom. You have recognised that at the start of your placement, verbal
feedback with the TA may have been limited through time constraints etc, and you now give the TA the resources to write any important feedback to help inform
your planning and next steps.
Overall, the area of professional responsibility is a strength and you show a strong commitment to be the best teacher you can be.
GRADE
2
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GRADE
PGF Progress made in Professional Responsibilities at Final Report:
Throughout her placement at_______, X has impressed staff with her commitment to her professional role and desire to make a full contribution to the life of the
school. In many instances X has given of her time to improve her own professional development through attendance at staff meetings and parent evenings and
also to enrich her teaching placement by getting involved in after school clubs and planning and delivering a whole school assembly based around Universal
Children’s Day.
1
X has established very good working relationships with colleagues. She is reliable and conscientious and can always be trusted to approach her teaching
thoughtfully and with regard to achieving the best outcome. During her teaching placement she has developed her skills in working as part of a team and now is
confident in the deployment of additional adults working with her, setting appropriate activities and using feedback to help her cater for the needs of individual
children.
X has consistently demonstrated the positive attitudes and values that is expected of a mature and committed member of the teaching profession and because of
this thoroughly deserves the outstanding pass in this area.
Subject/Curriculum and Pedagogical Knowledge and Understanding
S3a
S3b
Standard Prompts
Have a secure
subject knowledge
of the relevant
curriculum areas
4 (Not Meeting)
Requires support with subject
and curriculum knowledge when
planning sessions in order to
meet the needs of their pupils
3 (Requires Improvement)
Appropriate subject and
pedagogical knowledge in
relation to the specific key stage
and year group they are
teaching.
2 (Good Pass)
Competent level of subject and
pedagogical knowledge in relation
to the specific key stage and year
group they are teaching and to
the wider curriculum
1 (Outstanding Pass)
Highly confident and competent level
of subject and pedagogical
knowledge in relation to the specific
key stage and year group they are
teaching and wider curriculum
Foster and maintain
pupils’ interest in
the subjects
Unable to maintain pupils’
interest due to limited subject
and pedagogical knowledge.
Usually able to maintain pupils’
interest in the subject by
delivering effective teaching
episodes.
Able to foster and maintain pupils’
interest in the subject and the
wider curriculum by delivering
engaging teaching episodes.
Address
misunderstandings
Unable to adequately address
misunderstandings
Beginning to support pupils’
progression and to address
misunderstandings
Supports pupils’ progression and
addresses misunderstandings.
Able to maintain increasing pupils’
interest in the subject by delivering
engaging teaching episodes,
ensuring progression is made by all
learners and addressing
misunderstandings
Demonstrate a
critical
understanding of
the developments
in the subject and
curriculum areas,
and promote the
value of scholarship
Demonstrates no or limited
awareness of developments in
the subject and curriculum areas
Demonstrates awareness of
developments and changes in
the subject and curriculum areas
Demonstrates good awareness
and critical understanding of
developments and changes in
subject and curriculum areas
Demonstrates a high level of
awareness and critical
understanding of developments in
subject and curriculum areas
Promotes scholarship and further
study amongst pupils within
subject and curriculum areas
Promotes high levels of scholarship
and further study amongst pupils
within subject and curriculum areas
Limited subject knowledge to
promote the value of scholarship
10
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S3c
S3d
S3e
Demonstrate an
understanding of
and take
responsibility for
promoting high
standards of
literacy, articulacy
and the correct use
of standard English,
both oral and
written
Limited or no understanding of
strategies for promoting literacy,
articulacy and the correct use of
standard English both oral and
written and hence limited or no
ability to put these into practice
Demonstrates the necessary
understanding of strategies for
promoting high standards in
literacy, articulacy and the
correct use of standard English
both oral and written and is able
to put these into practice.
Demonstrates an established
understanding of strategies for
promoting high standards in
literacy, articulacy and the correct
use of standard English both oral
and written and is able to use a
range of strategies to put these
into practice
Demonstrates a well-established
and thorough understanding of
strategies for promoting high
standards in literacy, articulacy and
the correct use of standard English
both oral and written and is able to
use a wide range of strategies to put
these into practice
When teaching
early reading,
demonstrate a clear
understanding of
systematic
synthetic phonics.
Has no or limited understanding
of the role of systematic
synthetic phonics in the teaching
of early reading and hence no or
limited success in doing this
Beginning to demonstrate an
understanding of the role of
systematic synthetic phonics in
the teaching of early reading to
develop pupils’ reading skills
Demonstrates a good
understanding of the role of
systematic synthetic phonics in
the teaching of early reading to
develop pupils’ reading skills
Demonstrates a thorough
understanding of the role of
systematic synthetic phonics in the
teaching of early reading and applies
this knowledge to provide engaging
and challenging learning
opportunities to develop pupils’
reading skills
When teaching
early mathematics,
demonstrate a clear
understanding of
appropriate
teaching strategies.
Has no or limited understanding
of strategies for the teaching of
early mathematics and hence no
or limited success in doing this
Beginning to demonstrate an
understanding of strategies for
the teaching of early
mathematics
Demonstrates a good
understanding of strategies for the
teaching of early mathematics
Demonstrates a good understanding
of strategies for the teaching of early
mathematics
Unable to devise appropriate
learning opportunities to support
the development of pupils’
mathematical skills.
Beginning to apply this subject
knowledge to devise appropriate
learning opportunities to support
pupils’ developing mathematical
skills
Increasingly applies this
knowledge to prepare and deliver
engaging and challenging
learning opportunities to develop
pupils’ mathematical skills
Consistently applies this knowledge
to prepare and deliver engaging and
challenging learning opportunities to
develop pupils’ mathematical skills
11
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Subject/Curriculum and Pedagogical Knowledge and Understanding
Comments should relate to the impact on learning of all pupils including those who have SEN / EAL
PG1 Progress made in Subject/Curriculum and Pedagogical Knowledge and Understanding at Interim Report:
GRADE
You are beginning to think more deeply about the prior knowledge of different groups and taking the time to check the level of their understanding before moving
on to the planned objectives. You also used this information to plan extra activities for the group before allowing them to continue with the exercise.
3
You are thinking more carefully about the key questions that need to be asked to probe prior learning and help inform your assessments.
Your knowledge of the correct use of standard English, both written and verbal, is good and you have observed some synthetic phonic teaching although you
appreciate your need to observe more.
In curriculum areas that are unfamiliar, you have researched the relevant vocabulary and added to your own prior knowledge in preparation for delivering the unit
to the children.
PG1 Progress made in Subject/Curriculum and Pedagogical Knowledge and Understanding at Final Report:
GRADE
X uses the plans within the scheme confidently. She is beginning to think of alternative activities and has delivered these successfully, engaging the children and
furthering their learning.
X has shown a growing understanding of the necessity of exploring the children’s prior knowledge to enable her to select a suitable starting point for different
groups of children. When pupils have failed to show understanding of a new concept, she has been able to take these pupils back until she has established their
level of understanding, reinforced it and then moved them forward, displayimg patience and striving to build confidence in these children.
2
X has developed her understanding of the level of knowledge in Literacy and Numeracy that needs to be taught to Yr 2 and her subject knowledge has been
sound, having taken time to research vocabulary or teaching strategies that may have been unfamiliar to her at times.
PGF Progress made in Subject/Curriculum and Pedagogical Knowledge and Understanding at Interim Report:
Your knowledge of the curriculum and of the subjects you are teaching is developing. You are demonstrating that you are becoming more aware of the strategies
needed to promote progression in literacy and maths and differentiate to cater for different abilities. In planning, you are starting to be thoughtful about any
misconceptions that may arise and preparing your answers and strategies to address them. This is enabling you to give clear explanations and not being in the
situation of having to think on your feet!
GRADE
3
Your knowledge of the correct use of standard English, both written and verbal, is good and you have observed some synthetic phonic teaching although you
appreciate your need to observe more.
Knowledge of unfamiliar curriculum areas is being extended as you are teaching D and T and will be taking on some Science teaching soon. You are using the
correct technical vocabulary and read up on areas on which you feel unsure.
One area of development that has been highlighted for future action is to think carefully about your learning objectives, making sure they are rooted in your
understanding of prior knowledge. This will make the children’s next steps clearer to you.
12
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PGF Progress made in Subject/Curriculum and Pedagogical Knowledge and Understanding at Final Report:
GRADE
X's awareness of the children's abilities has developed very well over this placement and she takes the child's academic and emotional needs into consideration
when planning her teaching. Because of the range of abilities and needs that X has taught in this class, she has gained knowledge in specific barriers to learning
that some children experience and has been thoughtful in her approach to this, developing the skill of becoming creative in her planning as she has striven to
provide meaningful and stimulating activities. She has been patient when dealing with misconceptions and has demonstrated an ability to monitor what the whole
class is doing.
2
X's subject knowledge is sound, and where there has been areas of doubt she has striven to make sure she knows how to answer questions and explain
concepts. She has extended her knowledge of strategies involved in the teaching of literacy and mathematics and taken part in systematic phonics teaching.
Professional Skills - Planning
Standard Prompts
Set goals that
stretch and
challenge pupils of
all backgrounds,
abilities and
dispositions
S1b
4 (Not Meeting)
Lacks awareness of how
individual differences impact on
teaching and learning
3 (Requires Improvement)
Shows sensitivity to the
individual differences that impact
on teaching and learning
2 (Good Pass)
Responds positively to the
individual differences that impact
on teaching and learning
1 (Outstanding Pass)
Positive response to individual
differences are consistently reflected
in the way in which pupils are
involved and motivated
Requires the support of another
professional to set goals that
stretch and challenge pupils
With the support of another
professional is able to set goals
that engage and challenge all
pupils, including those eligible
for pupil premium, high attaining
pupils, underperforming groups
and those with special
educational needs and/or
disabilities
Consistently sets goals that
motivate, enthuse and challenge
all pupils , including those eligible
for pupil premium, high attaining
pupils, underperforming groups
and those with special
educational needs and/or
disabilities
Sets goals that generate high levels
of enthusiasm for and participation in
and commitment to learning in all
pupils , including those eligible for
pupil premium, high attaining pupils,
underperforming groups and those
with special educational needs
and/or disabilities
13
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Plan teaching to
build on pupils’
capabilities and
prior knowledge
S2b
Demonstrate
knowledge and
understanding of
how pupils learn
and how this
impacts on
teaching
S2d
S2e
Encourage pupils to
take a responsible
and conscientious
attitude to their own
work and study
Planning is not informed by
assessment of pupils’
capabilities and prior knowledge
Beginning to use evidence
gathered on pupils’ capabilities
and prior knowledge in their
planning so that some pupils
make progress
Uses evidence gathered on
pupils’ capabilities and prior
knowledge in their planning so
that most pupils make progress
Thorough and detailed understanding
of the pupils’ capabilities and prior
learning based upon systematic use
of focused assessment. Makes good
use of focused assessment to inform
future planning so that all pupils
make progress
Planning is not influenced by
student’s observations and
previous evaluations
Beginning to use observation
and previous evaluations of
teaching and learning to inform
planning
Uses observations and previous
evaluations of teaching and
learning to inform planning
Plans are annotated to support
progression
Plans do not take into account of
the needs of the group
Planning increasingly takes
account of the needs of the
group.
Plans are beginning to be
differentiated to support
progression
Plans are differentiated/personalised
Limited or no awareness of how
pupils learn and of barriers to
learning
Beginning to develop a
knowledge and understanding of
how pupils learn and how to
deal with barriers to learning for
all pupils including those eligible
for pupil premium, high attaining
pupils, underperforming groups
and those with special
educational needs and/or
disabilities
Demonstrates knowledge and
understanding of how pupils learn
and how to deal with barriers to
learning for all learners including
those eligible for pupil premium,
high attaining pupils,
underperforming groups and
those with special educational
needs and/or disabilities
Has good knowledge and
understanding of how pupils learn
and how to overcome potential
barriers to learning for all learners
including those eligible for pupil
premium, high attaining pupils,
underperforming groups and those
with special educational needs
and/or disabilities
Beginning to adapt teaching to
respond to the strengths and
needs of all pupils
Able to use targeted interventions
to facilitate learning for all groups.
Checks pupils’ understanding and
routinely adapts teaching to
respond to the strengths and
needs of all pupils
Consistently able to use well-targeted
interventions to secure learning for all
groups. Systematically and
effectively checks learners’
understanding, anticipating and
acting where intervention is needed
Can set expectations for pupils
that lead to responsible and
conscientious attitudes to work
in most pupils
Sets clear expectations for
responsible and conscientious
attitudes to work which are
consistently reflected in the pupils’
responses
Pupils are strongly motivated to meet
high and consistently challenging
expectations for responsible and
conscientious attitudes to work
Not able to use targeted
interventions to facilitate
learning for all groups. Does not
adapt teaching to respond to the
strengths and needs of pupils
Rarely or not making clear the
expectations for the pupils’
attitude to work
14
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S4c
S4e
Set homework and
plan other out-ofclass activities to
consolidate and
extend the
knowledge and
understanding
pupils have
acquired
Contribute to the
design and
provision of an
engaging
curriculum within
the relevant subject
areas
Little or no thought given to the
possibility of out-of-school or
out-of-class learning
Little involvement with or
contribution to working
collaboratively with school
colleagues to develop
plans/schemes of work
Developing an awareness of the
relevance and benefits of out-ofclass learning
Understands how out-of-class
learning can sustain pupils’
progress and consolidate
learning.
Plans opportunities for out-of-class
learning that consolidates, reinforces
and extends existing knowledge and
understanding and which are
relevant, safe and suitable for the
age and experience
Some thought given to the
possibility of out-of- school
learning
Plans opportunities for out-ofclass activities which are safe and
generally relevant and suitable
Plans out-of-school learning which
consolidates and reinforces
knowledge and understanding and
which is safe, relevant and suitable
Beginning to contribute to the
development of the school’s
plans/schemes of work and is
aware of recent curriculum
developments when adapting
and/or developing existing
curriculum
Collaborates with colleagues and
makes contributions to curricular
developments
Has contributed to curricular
initiatives or developments and
accepts/assumes responsibility for
developing an aspect of the
curriculum
Professional Skills – Planning
PG1 Progress made in Professional Skills – Planning at Interim Report:
GRADE
Lesson plans are starting to take more account of children’s prior learning and evaluation of work has enabled you to plan extra activities to “plug gaps” that were
a barrier to learning. You are becoming better organised and ensuring that plans – and all necessary resources – are available in advance. Lesson evaluations
are beginning to feed forward into planning – this now needs to become consistent – and consistently good.
3
PG1 Progress made in Professional Skills – Planning at Final Report:
GRADE
X has made time to explore more thoroughly the prior knowledge of the children and has developed a greater range of questions when seeking this information.
She has been able to modify tasks to take into account any barriers to learning and has become sensitive to the special adaptations needed for one member of
the class, showing this in her planning.
Since the interim point, she has maintained thorough evaluations of her lessons and reflects well on teaching, using these insights to modify future lessons. X
has learnt to give pupils opportunities to reflect on their own learning and build their confidence in being able to use what they have learnt in future activities
2
15
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PGF Progress made in Professional Skills – Planning at Interim Report:
GRADE
Lesson plans are becoming more informative with due regard to elements such as differentiation, key vocabulary and questions and assessment criteria. As
mentioned above, continue to make careful reference to learning objectives and prior knowledge. Your recent inclusion of ‘I can’ statements clarifies thinking and
supports assessment for learning. You annotate lesson plans thoughtfully and this reflection enables you to plan next steps for the class and to plan interventions
and activities for children who may be struggling.
2
PGF Progress made in Professional Skills – Planning at Final Report:
GRADE
X is conscientious in her planning and evaluates her teaching thoughtfully. This reflection is used to formulate her next steps effectively and she is now
consistently planning for progression. Over her practice she has listened carefully to advice and has included features such as key vocabulary and rich questions
to clarify her aims and assessment. X is capable of adapting her planning and teaching to suit individual needs and is flexible in her approach when faced with
new situations or unexpected events. Her use of success criteria and I can statements give the children an opportunity to self-evaluate their learning. Evaluations
are detailed and informative for future learning
1
Professional Skills – Teaching
Standard Prompts
Demonstrate
knowledge and
understanding of
how pupils learn
and how this
impacts on
teaching
4 (Not Meeting)
Limited or no awareness of how
pupils learn and of barriers to
learning
3 (Requires Improvement)
Beginning to develop a
knowledge and understanding of
how pupils learn and how to
deal with barriers to learning for
all pupils including those eligible
for pupil premium, high attaining
pupils, underperforming groups
and those with special
educational needs and/or
disabilities
2 (Good Pass)
Demonstrates knowledge and
understanding of how pupils learn
and how to deal with barriers to
learning for all learners including
those eligible for pupil premium,
high attaining pupils,
underperforming groups and
those with special educational
needs and/or disabilities
1 (Outstanding Pass)
Has good knowledge and
understanding of how pupils learn
and how to overcome potential
barriers to learning for all learners
including those eligible for pupil
premium, high attaining pupils,
underperforming groups and those
with special educational needs
and/or disabilities
Not able to use targeted
interventions to facilitate
learning for all groups. Does not
adapt teaching to respond to the
strengths and needs of pupils
Beginning to adapt teaching to
respond to the strengths and
needs of all pupils
Able to use targeted interventions
to facilitate learning for all groups.
Checks pupils’ understanding and
routinely adapts teaching to
respond to the strengths and
needs of all pupils
Consistently able to use well-targeted
interventions to secure learning for all
groups. Systematically and
effectively checks learners’
understanding, anticipating and
acting where intervention is needed
S2d
16
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S2e
S4a
Encourage pupils to
take a responsible
and conscientious
attitude to their own
work and study
Rarely or not making clear the
expectations for the pupils’
attitude to work
Can set expectations for pupils
that lead to responsible and
conscientious attitudes to work
in most pupils
Sets clear expectations for
responsible and conscientious
attitudes to work which are
consistently reflected in the pupils’
responses
Pupils are strongly motivated to meet
high and consistently challenging
expectations for responsible and
conscientious attitudes to work
Develop knowledge
and understanding
through effective
use of session time
Shows little effective use of time
and pacing. Lacks confidence to
adapt learning as the need
arises. Pupils are often over or
under challenged
Usually maintains the pace of
the learning, is able to respond
flexibly to events and has the
confidence to adapt their
teaching in order to respond to
the needs of pupils
Maintains the pace of learning,
responds flexibly to events and
adapts teaching to respond to the
needs of pupils
Sessions show constructive use
of time
Session pace is well maintained and
shows constructive use of time
promoting high levels of commitment
to learning
Promote a love of
learning and pupils’
intellectual curiosity
Does not take into account
pupils’ responses and shows
little evidence of being able to
develop and expand on their
knowledge, skills,
understanding, interests,
enthusiasm and intellectual
curiosity
Employs teaching strategies and
resources which support pupils
in developing their knowledge,
skills, understanding, interests,
enthusiasm and intellectual
curiosity
Interactions are carefully planned
to allow pupils to develop and
apply knowledge, skills,
understanding, interests and
enthusiasm to a range of
situations. Resources are
carefully developed in order to
match the needs of the pupils
Consistently supports all learners to
develop, enhance and apply new
knowledge, skills and understanding
in a range of circumstances and
situations
Unable to make learning
interesting by taking risks
Beginning to take risks to
capture interest and make
learning interesting
Willing to take risks to capture
interest and make learning
interesting
Takes risks to make learning
interesting
Unable to make pupils see the
relevance of their learning
Pupils can generally see the
relevance of their learning and
this stimulates their intellectual
curiosity
Pupils generally see the
relevance of their learning and
this stimulates their intellectual
curiosity
Pupils see the relevance of their
learning and this stimulates their
intellectual curiosity
Sessions are inappropriately
matched to the needs of the
pupils which results in ineffective
teaching and use of time
Sessions show evidence of
having considered some
individual learning needs and
employ some differentiation
strategies that address the
learning needs of some pupils
Sessions show evidence of
having considered individual
learning needs and employ
differentiation strategies that
address the learning needs of
pupils and thus remove many
barriers to learning
Sessions show consistently good
evidence of having considered
individual learning needs of most
pupils and employ differentiation
strategies that address these needs
S4b
S5a
Know when and
how to differentiate
appropriately, using
approaches which
enable pupils to be
taught effectively
17
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S5c
S5d
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
Does not demonstrate
understanding of the physical,
social and intellectual
differences and needs at
different stages in pupils’
development
Demonstrates some awareness
of how physical, social and
intellectual development can
influence pupils’ educational
outcomes.
Demonstrates a good awareness
of how physical, social and
intellectual development
caninfluence pupils’ educational
outcomes
Demonstrates an excellent
awareness of how physical, social
and intellectual development
caninfluence pupils’ educational
outcomes
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
Fails to demonstrate an
understanding of the diverse
needs of pupils
Beginning to demonstrate a
sound understanding of the
diverse needs of pupils
Demonstrates a good
understanding of the diverse
needs of most pupils
Demonstrates an excellent
understanding of the diverse needs
of all pupils
Unable to adapt or evaluate their
teaching to meet the different
needs of pupils
Beginning to adjust teaching
and evaluate it to meet the
different needs of most pupils
including those eligible for pupil
premium, high attaining,
underperforming groups and
those with special educational
needs and/or disabilities
Able to adapt teaching effectively
and evaluate it to meet the
different needs of most pupils
including those eligible for pupil
premium, high attaining,
underperforming groups and
those with disabilities
Consistently able to adapt teaching
effectively and evaluate it, to meet
the different needs of all pupils
including those eligible for pupil
premium, high attaining,
underperforming groups and those
with disabilities
18
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Professional Skills – Teaching
PG1 Progress made in Professional Skills – Teaching at Interim Report:
GRADE
You are becoming more familiar with the needs of individuals within the class and are starting to adapt tasks to allow them to access the lesson.
Some lessons show an awareness of providing a range of tasks to ensure that different learning styles are catered for. You are just starting to try out your own
ideas to give a variety of activities to reinforce the children’s learning.
Although the standard plans give a foundation, start to have the confidence to adapt or exchange the suggested activities.
3
PG1 Progress made in Professional Skills – Teaching at Final Report:
GRADE
X has now demonstrated that she can adapt her lessons when she realises that some pupils are not ready to start at the planned point and require reinforcement
in earlier steps. She is looking for more exciting ways to engage children in their learning, using more multi-sensory approaches to allow pupils to practise skills.
X is using a greater range of questions to motivate pupils to reflect and extend their learning. Her use of praise and the school reward systems have been
effective and motivating for pupils. She moves between groups, effectively checking that pupils are on task and gives less confident pupils the chance to voice
queries in a smaller supportive group.
2
PGF Progress made in Professional Skills – Teaching at Interim Report:
GRADE
You are aware of the differing abilities within the group, including those with additional needs, and it is evident that you are starting to consider how to overcome
learning barriers. You are acting on advice to employ a variety of multi-sensory teaching strategies to cater for all learning styles and this should be continued to
ensure understanding of all learners. Also, you are just starting to try out your own ideas and be a little more creative, both in lesson planning and approach.
You session on carnival masks was a good example of this. Now you have the first few weeks of your placement behind you, you will find that adopting more of a
dynamic style and taking a risk or two to move away from standard plans will add more interest to your lessons and engage learners.
3
PGF Progress made in Professional Skills – Teaching at Final Report:
GRADE
In her teaching X has really blossomed and developed over this placement. She works hard to present concepts in an interesting way for the children and her
use of praise and encouragement motivates the children to try their best. She is starting to cater for differing learning styles by using visual and multi-sensory
methods and must continue to ensure that the resources that she uses are of the highest quality. Questioning techniques are good as she demands explanations
and development and uses the pupils answers to address misconceptions. When the children settle down to group work, X ensures that all children are involved
in lessons by moving around the classroom well and she is developing the skill to stop the class effectively to stress a teaching point or to praise the efforts of
pupils. She has taken on board targets from her interim report and has ensured that her delivery includes the use of varied and expressive tones of voice to
capture attention.
2
19
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Professional Skills – Assessment, Monitoring and Reviewing
Standard Prompts
Be accountable for
pupils’ attainment,
progress and
outcomes
4 (Not Meeting)
Unable to identify the impact of
teaching on pupils’ attainment,
progress or outcomes and
incapable of explaining how
pupils have made progress
3 (Requires Improvement)
Able to identify the impact of
teaching on pupils’ attainment,
progress or outcomes and is
sometimes able to explain how they
know pupils have made progress.
2 (Good Pass)
Maintains and communicates
detailed and informed evaluations
of the impact of teaching which
highlight the attainment and
progress of the pupils in most
lessons/sessions
Unaware of the role of additional
adults in the classroom
Beginning to plan for the
deployment of additional adults in
the classroom to raise pupils’
attainment
Evaluations of impact of teaching
take into account the contributions
of others acting in support
There is no evidence of
evaluation and assessment of
pupils’ attainment and progress
There is some evidence of a
systematic approach to the
assessment and recording of
pupils’ attainment and progress
There is increasing evidence of a
systematic approach to the
assessment and recording of
pupils’ attainment and progress
There is convincing evidence of a
systematic approach to the
assessment and recording of
pupils’ attainment and progress
Not aware of school policy or
practice
Aware of school policy and practice
and is broadly in line with this
Follows school policy and practice
Provides extensive and varied
examples of how sustained
progression for all groups of
learners has been secured
Unable to identify pupils’
progress
Beginning to identify and
communicate the progress made by
pupils
Able to identify and communicate
the progress made by pupils and
has a sound understanding of their
emerging needs
Identifies the personal progress and
learning needs of each pupil
No verbal/written feedback to
prompt pupils to reflect on their
learning and recognise what
they need to do next
Provides some verbal/written
feedback to prompt pupils to reflect
on their learning and recognise
what they need to do next
Provides frequent, consistent and
clear feedback which enables
pupils to recognise their
achievements and explain what
they need to do next
Pupils receive systematic and
developmental feedback which
enables them to identify attainment
and contribute to longer-term
target-setting
S2a
Guide pupils to
reflect on the
progress they have
made and their
emerging needs
S2c
1 (Outstanding Pass)
Systematic, in-depth evaluation of
the impact of teaching takes into
account and informs the
contributions of others acting in
support and enables pupils to make
progress in all areas of learning
20
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S4d
S6a
S6b
Reflect
systematically on
the effectiveness
of sessions and
approaches to
teaching
Does not evaluate and reflect on
own practice
Beginning to use evaluation and
reflection in order to improve
practice but may not consider in
sufficient depth the impact of
selected teaching strategies on
pupils’ learning
Shows ability to learn from both
success and ‘failure’ by
systematically evaluating practice,
including its impact on pupils’
learning
Critically reflective in systematically
evaluating their own practice,
judging its impact on all groups of
learners to inform future planning,
teaching and learning.
Pays little or no attention to
advice and does not accept
constructive criticism to improve
practice
Beginning to accept advice from
colleagues on how to improve and
acts appropriately on feedback and
targets.
Uses reflective practice in
discussion with colleagues, accepts
and acts upon advice and support
Seeks and acts upon advice and
guidance to develop their
professional practice
Know and
understand how to
assess the relevant
subject and
curriculum areas,
including statutory
assessment
requirements
Rarely or does not recognise
opportunities to assess relevant
subject knowledge.
Beginning to recognise
opportunities to assess relevant
subject knowledge
Uses well-developed subject
knowledge and accurate
assessment of pupils’ prior skills,
knowledge and understanding to
plan effectively and set challenging
tasks
Draws on excellent subject
knowledge and accurate
assessment of pupils’ prior skills,
knowledge and understanding to
plan effectively and set challenging
tasks
Demonstrates limited
understanding of statutory
assessment requirements
Increasingly demonstrates
knowledge and understanding of
statutory assessment requirements
for the age range taught and, with
guidance, can make assessments
against benchmarks
Demonstrates knowledge of the
statutory assessment requirements
for the age range taught, carries out
assessment effectively and, with
guidance, can make accurate
assessments against benchmarks
Carries out assessment of relevant
subject knowledge effectively and
demonstrates a good
understanding of statutory
assessment requirements
Make use of
formative and
summative
assessment to
secure pupils’
progress
Not always able to recognise
opportunities to make use of
formative and/or summative
assessment in securing pupils’
progress
Beginning to make use of
appropriate opportunities for
formative and/or summative
assessment to secure pupil
progress for all including those
eligible for pupil premium, high
attaining pupils, underperforming
groups and those with special
educational needs and/or
disabilities
Recognises and uses appropriate
opportunities for formative and/or
summative assessment to secure
pupil progress
Makes frequent use of a range of
formative and/or summative
assessment strategies to secure
pupil progress for all including
those eligible for pupil premium,
high attaining pupils,
underperforming groups and those
with special educational needs
and/or disabilities
Does not use formative and/or
summative assessment
Understands how to monitor and
assess pupils’ achievements to
ensure that all pupils, including
those eligible for pupil premium,
high attaining pupils,
underperforming groups and those
with special educational needs
and/or disabilities have made
progress
21
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Use relevant data
to monitor
progress, set
targets and plan
subsequent lessons
Does not use relevant data to
monitor progress, give feedback,
set targets or plan subsequent
sessions
Beginning to use relevant data to
monitor progress, give feedback,
set targets and plan subsequent
sessions
Uses relevant data to monitor
progress, give feedback, set targets
and plan subsequent sessions
Effectively and systematically uses
a range of relevant data to monitor
pupil progress and set targets
Records of pupils’ progress are
not maintained
Records of pupils’ progress are
maintained
Records of pupils’ progress and
attainment are maintained and
used to inform future planning
Records of pupils’ progress and
attainment are up to date and used
to inform future planning and target
setting
Can make use of assessment to
monitor progress and give feedback
Assesses pupils’ progress regularly
and accurately; discusses
assessments with pupils so that
learners know how well they have
done and what they need to do to
improve
Assessment of pupils’ progress is
systematic and accurate. Following
effective feedback, learners have a
clear understanding of their
achievements and what they need
to do to improve
Does not use opportunities to
give pupils regular oral feedback
or written comments
Recognises and uses appropriate
opportunities to give pupils regular
oral or written feedback
Uses a range of methods to give
pupils regular and constructive
feedback
Uses and analyses a range of
methods to give pupils regular and
constructive feedback.
Pupils are not encouraged to
respond to feedback
Pupils are encouraged to respond
to feedback.
Pupils are actively encouraged to
engage with feedback
Pupils are consistently encouraged
and given time to engage with
feedback which is then reflected in
their progress
Class work is not appropriate in
developing learning and is not
marked
Class work is appropriate in
developing learning and is marked
regularly
Class work consolidates learning, is
accurately marked and helps pupils
to make progress
Class work consolidates learning, is
accurately and regularly marked
and helps pupils to make excellent
progress
S6c
S6d
Give pupils regular
feedback, both
orally and through
accurate marking,
and encourage
pupils to respond to
the feedback
22
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Professional Skills – Assessment, Monitoring and Reviewing
PG1 Progress made in Professional Skills – Assessment, Monitoring and Reviewing at Interim Report:
GRADE
Your marking is thorough and you are marking against the lesson objectives and in line with the school’s policy. Also, you are setting next steps targets for the
children and encouraging them to check these and respond in their books. There is evidence of you starting to adapt your planning in light of assessments in
previous lessons.
3
PG1 Progress made in Professional Skills – Assessment, Monitoring and Reviewing at Final Report:
GRADE
There was much progress in this element of X’s practice.
She developed a system to record the progress of pupils against the learning objective for the lesson. She has worked with the class teacher to update the APP
files in Numeracy and Reading, showing a good understanding of the statements related to each level for this age group.
3
X has taken the time to adopt the class marking scheme and has been conscientious in her feedback and comments. She has identified strengths and areas for
improvement for pupils and keeps all work marked and up to date.
PGF Progress made in Professional Skills – Assessment, Monitoring and Reviewing at Interim Report:
GRADE
Your marking is thorough and you take the time and effort to make ‘I can’ statements clear and explicit. There is evidence in your file and lesson plans that you
are using the children’s work and discussion to assess their understanding. An area for development is to ensure that the children themselves know how they are
getting on and their next steps. You have come up with some good ideas about how this could be done, for example, taking a ‘morning work’ session to ask the
children to read your feedback and comments.
2
PGF Progress made in Professional Skills – Assessment, Monitoring and Reviewing at Final Report:
GRADE
X is starting to use her informal assessments to inform her planning and create more personalised programmes for individual children. She is becoming more
familiar with assessment tools and is now knowledgeable about expected levels in writing and maths for this age group. X has taken the time to adopt the class
marking scheme and has been conscientious in her feedback and comments. She has identified strengths and areas for improvement and keeps all work
marked and up to date.
2
Professional Skills - Classroom Organisation and Behaviour Management
23
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Standard Prompts
Establish a safe
and stimulating
environment for
pupils, rooted in
mutual respect
4 (Not Meeting)
Unable to establish a safe and
stimulating environment to
engage pupils’ interest in
learning
3 (Requires Improvement)
Able to establish a safe and
stimulating environment to
engage and sustains most pupils’
interest and learning
2 (Good Pass)
Able to adopt and adapt a range
of approaches to establish a safe
and stimulating environment to
engage and sustain pupils’
interest and learning
1 (Outstanding Pass)
Uses innovative and creative
approaches to establish a safe
and stimulating environment that
sustains pupils’ interest in
learning
Insufficient mutual respect for
pupils to accept and follow
leadership and direction
Sufficient (mutual) respect for
most pupils to accept and follow
leadership and direction
Mutual respect allows for a range
of approaches to learning and
classroom organisation
Highly respected which allows for
a wide range of approaches to
learning and classroom
organisation
Requires the presence and/or
intervention of other
professionals to assist in
establishing and maintaining a
safe and settled learning
environment
Beginning to demonstrate the
necessary understanding,
presence and management skills
to maintain a purposeful and safe
learning environment
Increasingly utilizes an extended
range of strategies to maintain a
purposeful and safe learning
environment
Able to demonstrate innovative
and creative strategies to set up
and maintain a purposeful, safe
learning environment
Demonstrate
consistently the
positive attitudes,
values and
behaviour which
are expected of
pupils
Unable to demonstrate the
positive attitudes, values and
behaviour expected of pupils.
Beginning to demonstrate the
positive attitudes, values and
behaviour expected of all pupils.
Consistently demonstrates the
positive attitudes, values and
behaviour expected of all pupils
and these show an impact on the
conduct and behaviour of all
pupils
Always and effectively
demonstrates the positive
attitudes, values and behaviour
expected of all pupils and these
show a positive impact on the
conduct and behaviour of all
pupils
Have a secure
understanding of
how a range of
factors can inhibit
pupils’ ability to
learn, and how best
to overcome these
Lacks understanding of the
factors that inhibit pupils’
learning
Generally respects and
accommodates individual
differences between pupils and
has an understanding of how a
narrow range of factors can inhibit
pupils’ ability to learn
Respects and accommodates
individual differences between
pupils, has an understanding of a
range of factors that can inhibit
pupils’ ability to learn and can
adapt teaching to help overcome
these
Consistently respects and
accommodates individual
differences between pupils and
has a very good understanding of
a range of factors that can inhibit
pupils’ ability to learn
Limited understanding of the
challenges and opportunities of
teaching in a diverse society
Some understanding of the
challenges and opportunities of
teaching in a diverse society
Developing a deeper
understanding of the challenges
and opportunities of teaching in a
diverse society
Has a good understanding of the
challenges and opportunities of
teaching in a diverse society
S1a
S1c
S5b
24
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S7a
S7b
S7c
Have clear rules
and routines for
behaviour in the
classroom and take
responsibility for
promoting good
and courteous
behaviour in the
classroom and
around the school,
in accordance with
the school’s
behaviour policy
Rules and routines are not yet
established or consistent with
the school’s behaviour policy
Beginning to apply clear rules and
routines for behaviour in the
classroom applied in accordance
with the school’s behaviour policy
Has clear rules and routines for
behaviour in the classroom
applied in accordance with the
school’s behaviour policy
Pupils demonstrate a shared
understanding of rules and
routines for behaviour which are
embedded and implemented
consistently in accordance with
the school’s behaviour policy
Limited awareness of and
engagement with the
responsibility for promoting good
and courteous behaviour in the
classroom and around the
school
Beginning to take responsibility
for promoting good and courteous
behaviour in the classroom and
around the school
Consistently reinforces good and
courteous behaviour in the
classroom and around the school
Actively encourages pupils to
behave well in the classroom and
around the school and to display
high levels of courtesy and
cooperation
Have high
expectations of
behaviour and
establish a
framework for
discipline,
consistently and
fairly, with a range
of strategies, using
praise, sanctions
and rewards
consistently and
fairly
Expectations are not yet evident
Expectations for behaviour are
evident
Maintains high expectations of
pupils’ behaviour
Sustains high expectations for
behaviour which are integral to
learning
Use of praise, sanctions and
rewards not evident
Beginning to establish a
framework for behaviour
management, deploying
strategies including use of praise,
sanctions and rewards
Establishes and maintains an
effective framework for behaviour
management, consistently and
fairly incorporating the use of
praise, sanctions and rewards
Establishes and maintains a very
effective framework for behaviour
management, consistently and
fairly using a wide range of
strategies
Shows no awareness of
derogatory language or how to
address it when it occurs
Has satisfactory knowledge and
understanding of how to tackle
derogatory language use such as
racism, homophobia and other
forms of bullying
Has good knowledge and
understanding of how to tackle
derogatory language use such as
racism, homophobia and other
forms of bullying
Has excellent knowledge and
understanding of how to tackle
derogatory language use
Manage classes
effectively, using
approaches which
are appropriate to
pupils in order to
involve and
motivate them
Pupil involvement and
motivation is limited by
ineffective class management
Beginning to use approaches to
manage, involve and motivate
classes effectively which are
appropriate to most pupils’ needs
Uses a range of approaches in
managing, involving and
motivating classes in ways
appropriate to pupils’ needs
Manages a high level of pupil
motivation, involvement and
engagement throughout the
lesson using a wide range of
approaches appropriate to pupils’
needs
Understands how to challenge
and motivate pupils where
attainment is low
Understands the causes of low
achievement and how to
challenge and motivate pupils
where attainment is low
25
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S7d
Maintain good
relationships with
pupils, exercise
appropriate
authority and act
decisively when
necessary
Has difficulties establishing or
fails to establish effective
relationships with pupils
Beginning to maintain effective
relationships with most pupils,
creating a supportive learning
environment
Maintains good relationships with
pupils and makes timely and
appropriate interventions to
maintain good discipline
Strong relationships with pupils
ensure a productive and inspiring
learning environment
Exercising of authority lacks
confidence and interventions are
ineffective
Beginning to exercise appropriate
authority and to act decisively
when necessary
Able to exercise appropriate
authority and act decisively when
necessary, so that pupils respond
promptly to direction and work
cooperatively with each other
Ensures that any matters relating
to pupil behaviour are addressed
immediately in order to maximise
their learning
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Professional Skills – Classroom Organisation and Behaviour Management
PG1 Progress made in Professional Skills – Classroom Organisation and Behaviour Management at Interim Report:
GRADE
You have a calm manner with the children and have set clear expectations of the behaviour in class. You are becoming more confident with employing the
school’s behaviour management policy, although a greater use of rewards is needed to help motivate and reward good behaviour. The children respond well to
you – they are happy and secure in your lessons and respect your authority.
3
PG1 Progress made in Professional Skills – Classroom Organisation and Behaviour Management at Final Report:
GRADE
X used her calm approach to help create a quiet, purposeful learning atmosphere. She took on board the school’s behaviour management and reward systems
and used them effectively, towards the end of the placement introducing some of her own reward systems which were appropriate for this Y2 class. She expects
high standards of behaviour and tries to foster an environment built on mutual respect, which the children are responding to.
2
PGF Progress made in Professional Skills – Classroom Organisation and Behaviour Management at Interim Report:
GRADE
When teaching, you demand a high level of good behaviour from the children and through your calm and fair manner the children respond well to you and
respect your standards. You have used the school behaviour policy effectively and consistently and are starting to employ various strategies to maintain attention
and focus. The children have particularly enjoyed your ‘flag’ rewards. Your ability to use praise and encouragement to promote good behaviour is a strength and
you are able to make pupils feel valued and proud. You are sensitive to the needs of individual children and take time to ensure you deal with situations fairly.
2
PGF Progress made in Professional Skills – Classroom Organisation and Behaviour Management at Final Report:
GRADE
X has taken on board the school’s behaviour management and reward systems and used them very effectively. She expects high standards of behaviour and
fosters an environment built on mutual respect and the children have really responded to this. Her rapport with the class results in a productive and safe
environment to learn. X actively inspires pupils to behave well in the classroom and employs various strategies to maintain attention and focus. She has made
good use of praise and encouragement to motivate and enthuse.
1
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PART TWO: Personal and Professional conduct: overarching judgement
Inadequate (4)
Unable to demonstrate the consistently high
standards of personal and professional conduct
required
Standard Prompts
 Teachers uphold public trust in the profession
and maintain high standards of ethics and
behaviour, within and outside school, by
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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 pupils’ 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.
 Teachers must have proper and
professional regard for the ethos, policies
and practices of the school in which they
teach
 Teachers must maintain high standards
of punctuality.
 Teachers must have an understanding of,
and always act within, the statutory
frameworks which set out their
professional duties and responsibilities.
Requires Improvement (3)
Consistently demonstrates the high standards
of personal and professional conduct required
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Good (2)
Consistently and confidently demonstrates the
high standards of personal and professional
conduct required
Outstanding (1)
Is a confident and competent
professional who demonstrates
consistently high standards of personal
and professional conduct
Areas specific to this section will be exemplified by trainee teachers when they are:
maintaining of professional confidentiality
punctual and prepared for lessons
following procedures for reporting their own absence or lateness, and making suggestions for cover work for their classes
registering classes and coding absences
helping children and young people to become confident and successful learners
addressing the class in ways which demonstrate authority and mutual respect; e.g. learning pupil names and using them
aware of relevant issues in the classes they teach and talking with support staff and pastoral staff about the needs of pupils
discussing any concerns about children with relevant colleagues e.g. notify the relevant member of staff relating to academic and pastoral
matters (usual class teacher/form tutor for emotionally distressed pupils)
meeting with the SENCO and other support staff to ensure understanding of schools’ approach to SEN and disability
sensitive to social background, ethnicity and religious beliefs when interacting with children. This may be evident in lesson observations
and/or their evaluations.
clear which of their own personal beliefs may be sensitive and plan ways to respond to pupils if they arise within the school situations
taking responsibility for maintaining the quality of their teaching practice, upholding the values of the teaching profession and working as
part of a team and co-operate with other professional colleagues
dealing appropriately with incidents of intolerance or prejudice when they arise in the classroom or elsewhere in the school e.g. racism,
homophobia, sexism, religious prejudice, personal appearance
demonstrating an understanding of the child protection procedures in the school
clear who to contact when issues arise e.g. know who the named child protection person is within the school and follow policy relating to
child protection
knowledgeable about the relevant school policies and statutory regulatory frameworks in relation to promoting values/ethos and able to
explain how these policies inform their own planning and teaching e.g. in relation to EAL, SEN, literacy, behaviour; and promoting good
relations between groups
aware of cyber bullying, e-safety and appropriate use of personal data and social media
aware of fire procedures, health and safety measures, first aiders etc
aware of their statutory professional responsibilities including the requirement to promote equal opportunities and to provide reasonable
adjustments for pupils with disabilities, as provided for in current Equalities legislation
aware of any tensions or difficulties in the school as a whole or in the classes they teach, and know what to do about this
putting the wellbeing, development and progress of children and young people first
demonstrating respect for diversity and promote equality and striving to establish productive partnerships with parents and carers
demonstrating honesty and integrity and uphold public trust and confidence in the teaching profession
adheres to appropriate professional dress requirements for the context in which they are working
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PG1 SBT Files – Organisation and standard of completion
INTERIM
Files are now satisfactorily maintained and clearly organised.
FINAL
All required tasks have been completed and assessment evidence has been gathered.
PGF SBT Files – Organisation and standard of completion
INTERIM
Files up to date and well organised.
FINAL
Well organised and presented. The key issues for this context have been reviewed and weekly targets set. Evaluations are thoughtful and
reflective
PG1 STRENGTHS AT INTERIM

Calm manner in classroom

Beginning to show a greater level of confidence

Willing to seek and act upon advice
PG1 INTERIM SMART TARGETS for further development (to be completed in consultation with the student).
Please identify the relevant Standard(s) for each target.
1.
To develop and maintain pupils’ interest in the subject by delivering engaging teaching episodes; to maintain the pace of the
STANDARD(S)
4a, 4b
2.
learning, to respond flexibly to events and have the confidence to adapt your teaching in order to respond to the needs of
pupils.
To take a more active role in the wider community life of the school.
8a
3.
To show increased evidence of a systematic approach to the assessment and recording of pupils’ attainment and progress
6b, 2a
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PG1 SUMMARY COMMENTS / AREAS OF STRENGTH AT FINAL REPORT

X has progressed well in the final weeks of the placement and seems to have relaxed into her role. Her confidence has grown and this is reflected
in all her teaching. She has developed a strong relationship with the adults in the classroom and shows increasing assertiveness when delegating
roles.
X has responded well to all that has been asked of her and has listened to advice and taken it on board and used it to improve the quality of her
teaching, learning, planning and delivery of all her lessons.
X has formed a good basis for her teacher training and with continued hard work we believe she will progress well.
PG1 TARGETS FOR FUTURE ACTION AT FINAL REPORT REFERENCED TO THE STANDARDS
STANDARD(S)
1.
Ensure resources, IWB pages, printed sheets, games etc are of the highest standard.
4b
2.
Increase knowledge and use of formative and summative assessment tools and then show how you use them to secure individual
children’s progress.
Develop a greater range of differentiated activities to address the learning needs of all pupils.
6b
3.
5a
PGF STRENGTHS AT INTERIM

Professional attitude and commitment

High expectations of behaviour and good use of behaviour management systems

Ability to work as a good team member
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PGF INTERIM SMART TARGETS for further development (to be completed in consultation with the student).
Please identify the relevant Standard(s) for each target.
1.
Teaching: To vary tone and expression of voice, particularly during the whole class teaching session.
STANDARD(S)
2d
2.
Continue to work on creative teaching strategies using multi-sensory methods
4b
3.
To make sure learning objectives are appropriate and based on prior learning
Ensure that the children know how they have got on and their next steps for progression
1b
2b
6d
PGF SUMMARY COMMENTS / AREAS OF STRENGTH AT FINAL REPORT

X has had an excellent placement at ________ and has grown and developed throughout. Her friendly and willing nature ensured that she fitted into
the team very well and contributed fully to the life of the class and the school as a whole. Because of her commitment and hardworking attitude she
will be an asset to the teaching profession and will be sorely missed here. It has been a pleasure to be a part of X’s teaching journey and we wish
her all the best in what we are sure will be a successful and happy career!
PGF TARGETS FOR FUTURE ACTION AT FINAL REPORT REFERENCED TO THE STANDARDS
STANDARD(S)
1.
Ensure resources, IWB pages, printed sheets, games etc are of the highest standard
4b
2.
Increase knowledge and use of formative and summative assessment tools and then show how you use them to secure
individual children’s progress.
6b
3.
Provide feedback so the children always know what they need to do next.
2c
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