Chepping View Primary Academy SCITT
Evidence Bundles – January 2017
Objective
To teach sequences of lessons, measuring the impact on pupils’ progress and providing a ‘bundle of
evidence’ against the Teachers’ Standards.
The concept
The overall quality of a trainee’s teaching can be judged by the impact they have on pupil progress and
learning over time. The impact on pupils’ learning and progress will result from the skills and
knowledge a trainee has in terms of each of the Standards working together as they teach.
Outstanding teaching (grade 1) – The pupils they teach make good or better than expected progress
over time. Majority of standards are grade 1. Some grade 2.
Good teaching (grade 2) - The pupils they teach make at least expected progress over time. Majority of
standards are grade 2. Some grade 1 and 3.
Working at minimum level (grade 3) - The pupils they teach make expected progress over time.
Working towards minimum level (grade 4) – Not all pupils make expected progress over time.
Trainees need to become adept at identifying and analysing the evidence of the progress of their pupils,
the impact of their teaching overall and use this as a basis for identifying their strengths, areas for
development and targets against the Teachers’ Standards.
For trainees to have a better understanding of what is meant by good or expected progress in lessons
and over time.
Makes trainees much more conscious of including progress checks in their teaching, and perhaps more
significantly, recording evidence of this progress.
Emphasis is on developing teaching and plans to promote pupil learning and progress rather than
focussing on ‘getting’ individual Teachers’ Standards.
What is an evidence bundle?
An evidence bundle is a collection of evidence from a sequence of lessons analysed to identify:
 evidence of pupil progress and learning
 evidence of the impact of the trainees’ teaching
 which aspects of the trainees’ teaching are most likely have impacted on this learning or
otherwise.
Developing evidence bundles
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Trainee, with Teacher Tutor, identifies a sequence (or sequences) of lessons, which can be
used to evidence pupil progress over time and through this the quality of the trainee’s teaching
overall.
The trainee, with support, pulls together a ‘bundle’ of evidence relating to this sequence.
The ‘bundle’ is analysed and annotated.
Trainee then writes a review of the progress of pupils and groups of pupils linked to evidence.
Trainee writes an evaluation for each Teachers Standard based on the evidence. What was the
impact of their teaching? Are their areas for development?
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Step by Step from the trainees’ perspective
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Agree what you are going to teach from the National Curriculum through a sequence of
lessons.
Identify what the pupils’ starting points are in relation to what is to be taught – for individuals,
groups and whole class. Obtain evidence of prior learning/starting point:
 From discussion with TT
 Looking at books to identify individual needs and needs of particular groups e.g
EAL, SEND, PP and potential misconceptions and barriers to learning.
 Tracking data
 Baseline assessment tasks undertaken at start of activity and results to determine
starting points
Find out how groups and individuals work best, for example, what are they interested in and
excited by?
Plan a sequence of lessons building on the information you have gathered
Make formative assessments and respond to pupils’ needs within each lesson and over the
sequence of lessons.
Adapt planning based on pupil learning and formative assessment from the previous lesson.
Identify evidence of progress made by pupils.
Identify evidence of what you did to support this within lessons and throughout the sequence
of lessons.
What could be in the ‘evidence bundle’?
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Pupil data prior to teaching sequence of lessons to show starting point – should be related to
the intended learning outcomes. (TS2 b) (TS6c)
Baseline assessment tasks undertaken at start of activity and results to determine starting
points (TS2a)
Notes on needs of individual pupils, focus pupils not making expected progress, SEND, EAL,
G & T, PP gathered through talking to TT, looking at IEPs, EHCPs, books, data (TS5d, TS8b)
Notes on strategies to use to enable all children to progress – seating plan, use of TA, visual,
kinaesthetic activities etc (TS2d, TS5b, TS5c, TS8c)
Pupil tracking data at second review point. – using school assessment tools such as learning
ladders or target tracker against NC objective. (TS2a, TS6a)
Target sheets at first and second review point. I can… To improve I need to…. (TS1b)
Pupil progress from first to second review point for specific groups of children – HA, SEND,
PP… (TS2a)
Self (TS2c/e) and Peer assessments (TS1c), undertaken by pupils
Children’s work from first to second review point – book scrutiny (TS2a)
Marking and its impact (in line with school marking policy) (TS6d)
End of unit tests and results – summative assessment (TS6b)
Photos of resources used on classroom walls – vocabulary, working wall, behaviour systems rocket/pegs (TS1a)
Differentiated activities including worksheets or photos (TS5a)
Resources used/developed (TS4e)
Homework (which could show how learning has been consolidated or extended) (TS4c)
Seating plans (annotated for impact on pupils’ progress) (TS7c, TS5a)
Photos of children’s work/ doing practical activities. (TS4b,
Work acted on by pupils showing improvements as a result of marking or teacher input
(clearly identified) (TS6d, TS1c, TS2e)
Video clips or photos of lessons to show individuals at start, middle and end of sequence of
work (TS2a, TS1b, TS4a/e..)
Pupil voice – video pupil’s answering questions about the lessons and what they have learnt.
(TS 2c)
TT videos start of lesson or plenary, to show input, questioning, behaviour management etc
(TS 4a/b/c, TS7 a/b/c/d,)
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Comments about each pupil’s progress, outcomes and behaviour and effort. (TS4d, TS7c)
Lesson planning with annotations and amendments (TS4a/d/e, TS8c, TS3b, TS2b)
Instructions for TA/LSA (on plans). Feedback from TA/LSA (TS8c)
Trainee lesson evaluations which relate to progress and what next steps are. (TS4d,
A formal observation by TT/SBM (TS7, TS3a/c, Part 2). Could ask TT to do observations at
the beginning and the end of the sequence of lessons to comment on pupil progress.
Weekly target sheet with targets and impact on pupil progress and learning.
Role of Teacher Tutor
Trainees will be expected to present their bundle of evidence to their Teacher Tutor at their weekly
meetings where they will discuss what progress has occurred over the week. You will be expected to
annotate your bundle and highlight key evidence, which demonstrates that progress has taken place.
These annotations should be linked to appropriate Teachers’ Standards and the standard and
substandard written next to the evidence. They can be uploaded on to the e portfolio with reflective
notes. Targets for the following week will address any areas in which the trainee could make more
impact on pupil progress.
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