Henry Maynard Training E17

Documents and pro formas for Mentors and Trainees

School Direct and SCITT programmes

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All the documents and proformas contained within this booklet need to be completed by mentors, trainees and in some instances mentors and trainees together. Guidance on the completion of these forms will be given at appropriate times during the year at Mentor Training, Induction Training, Link Tutor visits etc.

Document When to use To be used by: PageTeacher’s Standards Refer to these when observing trainees

Refer to these when collecting evidence for filesMentorsTrainees

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Lesson observation criteria Grade descriptors to be used to guide your judgement for an overall lesson observation grade

Mentors 6

Grading trainees against the Teacher’s Standards (UCET/NASBITT guidance)

Grade descriptors to be used to guide your judgement for grading against each standard

Mentors 7

School Direct QA form To be completed prior to Link tutor visit Mentor 17

SCITT QA form To be completed prior to Link tutor visit Mentor 20

Half Term Review Form To be completed by mentor, then trainee then discussed at Half Term Review meeting with Link Tutor

MentorTraineeLink Tutor

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Lesson observation forms: A copy of feedback from each observation must be made fora) the Trainee Fileb) the mentorc) the Programme Leader

Lesson observation form with teaching prompts

Assessment against the standards

Lesson observation form

Subject specific observation forms

For use at the beginning of training or by inexperienced observers

For recording evidence against one or two standards for use in summer term

For recording all aspects of a lesson. To be used for most observations

To be used from half way through training and preferably by subject coordinators. They focus on subject knowledge for teaching.

Observers (mentor, class teacher, subject leader, link tutor)

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Curriculum Coverage Record Use this form to keep a record of observations of your teaching. The boxes indicate the minimum number of observations each term.

Trainee 45

Prompts for completing a lesson Guidance for lesson planning Trainee 46

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planLesson plan proforma To be completed for every lesson you teach until

informed otherwiseTrainee 50

Lesson Evaluation To be completed for every lesson you teach until informed otherwise

Trainee 52

Planning for additional adults To be completed for every lesson you teach until informed otherwise

Trainee 53

Observations of Generic Teaching Skills

Guidance on what to focus on when observing other teachers

Trainee 54

Classroom Environment Observations

Guidance on what to focus on when visiting other classes

Trainee 55

Observing Literacy Lessons Guidance on what to focus on when observing Literacy lessons

Trainee 56

Observing Maths lessons Guidance on what to focus on when observing Maths lessons

Trainee 58

EYFS visit To be completed when visiting EYFS settings Trainee 60

Secondary school visit To be completed when visiting Secondary School settings

Trainee 62

KS2 visit To be completed when visiting KS2 Trainee 64

Peer Observation Record To be completed when you observe another trainee

Trainee 66

Guidance for Peer Observations Guidance for the above Trainee 67

Evidence Collection Sheet Use this form to contextualise evidence, make observations and identify next steps

Trainee 68

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Diversity and Special Needs: meeting the needs of all pupilsTS 1.5 Adapt teaching to respond to the strengths and needs of all the pupils1.5a Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively1.5b Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these1.5c 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 development1.5d 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.

Assessment for learningTS 1.6 Make accurate and productive use of assessment1.6a Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements1.6b Make use of formative and summative assessment to secure pupils’ progress1.6c Use relevant data to monitor progress, set targets, and plan subsequent lessons1.6d Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback.

Managing behaviourTS 1.7 Manage behaviour effectively to ensure a good and safe learning environment1.7a Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy1.7b Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly1.7c Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to motivate them.1.7d Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

The wider professional role of the teacherTS 1.8 Fulfil wider professional responsibilities1.8a Make a positive contribution to the wider life and ethos of the school1.8b Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support1.8c Deploy support staff effectively1.8d Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from the colleagues1.8e Communicate effectively with parents with regard to pupils’ achievements and well-being.

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Teachers’ StandardsRelationships with children and young people, setting high expectations and motivating learners

A teacher must:TS 1.1 Set high expectations which inspire, motivate and challenge pupils1.1a Establish a safe stimulating environment for pupils, rooted in mutual respect1.1b Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions1.1c Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Pupil progressTS 1.2 Promote good progress and outcomes by pupils1.2a Be accountable for pupils’ attainment, progress and outcomes1.2b Plan teaching to build on pupils’ capabilities and prior knowledge1.2c Guide pupils to reflect on the progress they have made and their emerging needs1.2d Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching1.2e Encourage pupils to take a responsible and conscientious attitude to their own work and study

Subject and curriculum knowledge and pedagogyTS 1.3 Demonstrate good subject and curriculum knowledge1.3a Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings1.3b Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship1.3c Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers’ specialist subject1.3d If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics1.3e If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Effective classroom practiceTS 1.4 Plan and teach well structured lessons1.4a Impart knowledge and develop understanding through effective use of lesson time1.4b Promote a love of learning and children’s intellectual curiosity1.4c Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired1.4d Reflect systematically on the effectiveness of lessons and approaches to teaching1.4e Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Professional attributes and suitability to teachPART TWO: PERSONAL AND PROFESSIONAL CONDUCTA teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.2.1 Teachers uphold public trust in the profession and maintain and maintain high standards of ethics and behaviour, within and outside the

school, by:- treating the 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’ wellbeing 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 personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.2.2 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high

standards in their own attendance and punctuality.2.3 Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and

responsibilities

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Henry Maynard Training E17 - Lesson Observation CriteriaThese grade descriptors are to be used to guide your judgement for an overall lesson observation grade. Trainees need to demonstrate a range but not all of the aspects listed. Grade judgements are a ‘best fit’. Observation grades are used to track and support discussion of progress with the trainee. They form one part of ongoing assessments.

Grade 3 (minimum) Grade 2 (good) Grade 1 (high)The trainee teacher’s expectations enable most pupils to work hard and achieve satisfactorily.

Body language suggests that the trainee teacher is confident and enjoys working with children. He/she has developed a rapport with pupils rooted in mutual respect and has created a safe and stimulating environment that results in pupils being on task.

Prior achievements and learning have been taken into account and pupils are aware of the intended learning. Pupils are supported in reflecting on their learning and identifying their progress and emerging learning needs.

Subject knowledge is sufficiently secure and accurate. Trainee teacher is able to respond appropriately to subject-specific questions from learners and demonstrates an understanding of the key concepts, language and skills relevant to the subject area. Attention has been given to possible misconceptions.

Lesson is appropriately structured and pace of learning is maintained. Clear learning objectives are conveyed in a manner which makes them accessible to pupils. Teaching strategies ensure that learners are usually engaged and make satisfactory progress.

Trainee teacher is aware of potential barriers to learning and makes adaptations to address strengths and needs of pupils. Trainee teacher carefully deploys and liaises with additional support. However, some pupils find it difficult to access the learning and participate because insufficient support/differentiation is planned.

The trainee teacher monitors pupils’ work during the lesson, picking up any general misconceptions and adjusts their plans accordingly to support learning. These adaptations are usually successful but occasionally are not timely or relevant and this slows learning for some pupils.

The trainee teacher has high expectations of all pupils.

Body language suggests enjoyment, fulfilment and a feeling that the teacher is in control as expressed in positive relationships and an atmosphere that is conducive to learning. Teaching generally promotes pupils’ resilience, confidence and independence when tackling challenging activities.

Prior achievements and learning have been taken into account and pupils are able to articulate the intended learning. Pupils are provided with opportunities to reflect on their own learning and progress which is used to inform future planning and teaching.

Subject knowledge is well-developed and trainee teacher makes good use of this to deepen learners’ knowledge and understanding, addressing misconceptions effectively. Accurate assessment of pupils’ prior skills, knowledge and understanding is used to plan effectively and set appropriately challenging tasks.

Trainee teachers use effective teaching strategies and resources that match most individuals’ needs so that pupils learn well.

Trainee teacher uses effective strategies to reduce barriers and respond to the strengths and needs of pupils. Pupils are able to access the learning through well-targeted interventions and appropriate deployment of available support staff.

The trainee teacher regularly listens astutely to, carefully observes and skilfully questions groups of pupils and individuals during the lesson in order to reshape tasks and explanations to improve learning.

The trainee teacher has consistently high expectations of all pupils.

Teaching is inspirational which engenders intrinsic motivation with pupils totally absorbed and enthused in an atmosphere highly conducive to learning. Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.

Prior achievements and learning have been taken into account and pupils are able to discuss the intended learning. Trainee teacher actively promotes engaging and effective methods that support pupils in reflecting on their learning and progress.

Drawing on in-depth subject knowledge, the trainee teacher plans astutely and sets challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding.

Trainee teachers use well-chosen and often imaginative and creative teaching strategies that match individuals’ needs and interests so that pupils learn exceptionally well.

Trainee teacher skilfully deploys other adults and demonstrates an astute understanding of how effective teaching approaches are in relation to impact on learning. As a consequence barriers to learning are reduced to a minimum.

The trainee teacher systematically and effectively checks pupils’ understanding throughout the lesson, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

Grade 4 Inadequate Teaching is likely to be inadequate where any of the following apply: As a result of poor teaching, or classroom management pupils or groups of pupils in the lesson are making inadequate progress. Subject knowledge is inadequate The trainee teacher does not have or convey sufficiently high expectations and teaching fails to excite, enthuse, engage or motivate particular groups of pupils,

including those with special educational needs and/or disabilities. Learning activities are not sufficiently well matched to the needs of pupils so that they make inadequate progres

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Grading Trainees against the Teachers’ Standards UCET / NASBTT guidance

Teachers’ StandardsDfE 2011

UCET / NASBTT guidance on the standard required to make the judgement for the recommendation for the award of QTS

MINIMUM LEVEL

UCET / NASBTT guidance on the standard required to make the judgement for the recommendation for the award of QTS with a `good’ grade.

GOOD LEVEL

UCET / NASBTT guidance on the standard required to make the judgement for the recommendation for the award of QTS with an `outstanding’ grade.

HIGH LEVEL

PREAMBLETeachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PREAMBLEThese statements describe the minimum standard that can reasonably be expected of the trainee teacher at the point of recommendation for the award of QTS. In order to be awarded QTS the trainee will have been assessed as having met all of the standards at least at this level and many will have exceeded the minimum in some or all of the standards.

As beginner teachers they will have had the opportunity to demonstrate achievement of all of the standards within the context of the ITE training programme, in some cases with appropriate support from experienced practitioners. It is expected that the beginner teacher will have personal and pedagogical aspirations that will be met in the context of the NQT phase and through ongoing professional development.Trainees to be awarded QTS teach at least satisfactory lessons across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

PREAMBLEThe Teacher’s Standards are not graded. However in the context of the external assessment of ITE providers are required to grade trainees. These statements describe how those trainees graded as `good’ at the point of the award of QTS may have demonstrated additional achievement against the standards.

`Good’ achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked.

Trainees graded as `good’ teach mostly good lessons across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

PREAMBLEThe Teacher’s Standards are not graded. However in the context of the external assessment of ITE providers are required to grade trainees. These statements describe how those trainees graded as `outstanding’ at the point of the award of QTS may have demonstrated additional achievement against the standards.

`Outstanding’ achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked.

Trainees graded as `outstanding’ teach consistently good lessons that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

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PART ONE: Teaching. A teacher must:1 Set high expectations which inspire, motivate and challenge pupils

- establish a safe and stimulating environment for pupils, rooted in mutual respect- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

MINIMUM LEVEL

They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning.

GOOD LEVELThey are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts.

They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

HIGH LEVELThey constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts.

There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning.

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2 Promote good progress and outcomes by pupils

- be accountable for attainment, progress and outcomes of the pupilsplan teaching to build on pupils’ capabilities and prior knowledge- guide pupils to reflect on the progress they have made and their emerging needs- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching- encourage pupils to take a responsible and conscientious attitude to their own work and study.

MINIMUM LEVEL

They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.

GOOD LEVEL

They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress.

HIGH LEVEL

They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement. They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment. They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

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3 Demonstrate good subject and curriculum knowledge

-have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

-demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English,whatever the teacher’s specialist subject-if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics-if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

MINIMUM LEVEL

They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons.In relation to early reading: All primary trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach. (See ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’ for further information).In relation to early mathematics: all primary trainees will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach. (See: `Understanding Arithmetic in ITT Mathematics’ for definition and further information).

GOOD LEVEL

They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils’ interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.

In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach.

In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age-ranges they are training to teach.

HIGH LEVEL

They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest. They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. They are astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

In relation to early reading: primary trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age-phases they are training to teach.

In relation to early mathematics: primary trainees draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age-ranges they are training to teach.

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4 Plan and teach well structured lessons

- impart knowledge and develop understanding through effective use of lesson time-promote a love of learning and children’s intellectual curiosity-set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired-reflect systematically on the effectiveness of lessons and approaches to teaching-contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

MINIMUM LEVEL

They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand how homework or other out of class work can sustain learners’ progress and consolidate learning and can design and set appropriate tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils’ learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc.

GOOD LEVEL

They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their placement settings.

HIGH LEVEL

They plan lessons that often use well chosen imaginative and creative strategies and that match individuals’ needs and interests. They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings.

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5 Adapt teaching to respond to the strengths and needs of all pupils

- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively-have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these-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-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.

MINIMUM LEVEL

They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society. They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners.

GOOD LEVEL

They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff.

HIGH LEVEL

They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. They have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.

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6 Make accurate and productive use of assessment

-know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements-make use of formative and summative assessment to secure pupils’ progress-use relevant data to monitor progress, set targets, and plan subsequent lessons-give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

MINIMUM LEVEL

They have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups. They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.

GOOD LEVEL

They are able to assess pupils’ attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses. They maintain accurate records of pupils’ progress and use these to set appropriately challenging targets. They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve

HIGH LEVEL

They can confidently and accurately assess pupils’ attainment against national benchmarks. They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning.They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. They assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress

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7 Manage behaviour effectively to ensure a good and safe learning environment

-have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy-have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly-manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them-maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

MINIMUM LEVEL

They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. They recognise that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.

GOOD LEVEL

They work within the school’s framework for behaviour and apply rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

HIGH LEVEL

They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

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8 Fulfil wider professional responsibilities

-make a positive 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-deploy support staff effectively-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.

MINIMUM LEVEL

They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. They seek out and are responsive to advice from more experienced colleagues. In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being. They communicate effectively at set points in the school year, including at parents’ evenings and through written reports. They understand the need to communicate at other points in response to individual pupils’ emergent needs.

GOOD LEVEL

They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being. They assume some responsibility for doing so in response to individual pupils’ emergent needs.

HIGH LEVEL

They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being, both when required to do so formally and are proactive in communicating in relation to individual pupils’ emergent needs.

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PART TWO: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’scareer.

Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all trainees are expected to demonstrate high professional standards from the outset. For that reason the standards in Part Two are not graded.By the end of the programme of ITE, all those trainees recommended for the award of QTS will have demonstrated that:

Teachers uphold public trust in the profession and maintain highstandards of ethics and behaviour, within and outside school, by:- treating pupils with dignity, building relationships rooted inmutual respect, and at all times observing proper boundariesappropriate to a teacher’s professional position-having regard for the need to safeguard pupils’ well-being, inaccordance with statutory provisions-showing tolerance of and respect for the rights of others-not undermining fundamental British values, includingdemocracy, 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 whichexploit pupils’ vulnerability or might lead them to break the law.

They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality.

They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

They have a broad understanding 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. They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.

16

School Direct School-based Support Quality Assurance To be completed half termly by mentor and link tutor

School _______________Trainee_______________

Mentor _________

Mentor_________

Mentor_________

2nd school_________

Mentor_________

Mentor_________

TasksAutumn 1

Date ___________

Autumn 2

Date ___________

Spring 1

Date ___________

Spring 2

Date ___________

Summer 1

Date ___________

Summer 2

Date ___________

1. Initial meetingDiscuss previous experience, pre- course tasks, timetable, school policies and routines

2. Meet with link tutor to discuss the above

3. Establish meeting times with trainee

4. Allow trainee 10% Non contact time (half a day) in addition to PPA-This needs to be used for self –directed learning (e.g. Tasks to be carried out of class; observing other CTs, preparing for lessons, marking = Anything with a learning outcome

5. Provide trainee with information about the class, SEN, tracking

6. Help trainee select 4 focus children

7. Monitor tasks completion of ‘Assessing Children’s Learning and Progress’ Assignment (Refer to Timeline) Doc 10a-d

8. Complete training plan during the weekly mentor meeting. record experience, learning from training, progress, targets and progress against these. Set new targets, discuss reading and tasks they have carried out, check K&U.

17

School Direct School-based Support Quality Assurance To be completed half termly by mentor and link tutor

School _______________Trainee_______________

Mentor _________

Mentor_________

Mentor_________

2nd school_________

Mentor_________

Mentor_________

TasksAutumn 1

Date ___________

Autumn 2

Date ___________

Spring 1

Date ___________

Spring 2

Date ___________

Summer 1

Date ___________

Summer 2

Date ___________

9. Arrange lessons to be taught by trainee as per training plan, be flexible about number based on experience, confidence of trainee and schools needs

10. Provide trainee with weekly/unit plans

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11. Include trainee in planning meetings

12. Read lesson plans written by trainee and discuss these with them- depends on progress

13. Attend mentor training

14. Mentors to keep a record of personal learning related to their role in their mentor files (personal CPD). e.g. Strengths/ AfD, notes from mentor training, learning from obs trainees

15. Organise with trainee observations of other practitioners related to trainee’s AfD

16. Observe trainee weekly and provide written feedback

At least twice before half term

At least 5 At least 5 At least 5 At least 5 At least 5

17. FORM Complete Half Term Review Complete and return by week 2 of Autumn 2

Complete and return by penultimate week of Spring 1

Complete and return by last week of Spring 2

Complete and return by week 1 of Summer 2

18. Carry out a joint observation of trainee with another practitioner in school

19. Carry out joint observation with link tutor and discuss progress of trainee during half term visit

20. Involve subject leader in observing trainee

21. FORMComplete Final Report with NQT targets

19

20

SCITT School-based Support Quality Assurance To be completed half termly by mentor and link tutor

School ___________________Trainee___________________

Mentor _________

Mentor_________

Mentor_________

2nd school_________

Mentor_________

Mentor_________

TasksAutumn 1

Date ___________

Autumn 2

Date ___________

Spring 1

Date ___________

Spring 2

Date ___________

Summer 1

Date ___________

Summer 2

Date ___________

1. Initial meetingDiscuss previous experience, pre- course tasks, timetable, school policies and routines

2. Meet with link tutor to discuss the above

3. Establish meeting times with trainee

4. Allow trainee a day out of school (study day)

5. Provide trainee with information about the class, SEN, tracking

6. Help trainee select 4 focus children

7. Monitor tasks completion of ‘Assessing Children’s Learning and Progress’ Assignment (Refer to Timeline)

8. Complete training plan during the weekly mentor meeting. Record experience, learning from training, progress, targets and progress against these. Set new targets, discuss reading and tasks they have carried out, check K&U.Trainee to minute

9. Arrange lessons to be taught by trainee as per training plan, be flexible about number based on confidence of trainee. SCITT trainees should not cover classes

10. Provide trainee with weekly/unit plans

11. Include trainee in planning meetings

12. Read lesson plans written by trainee and discuss these with them- depends on progress

13. Attend mentor training

14. Mentors to keep a record of personal learning related to their role in their mentor files (personal CPD). e.g. Strengths/ AfD, notes from mentor training, learning from obs

21

22

Half Term Review Without this form the link tutor will not be able to meet with the trainee for their Half Term Review meetingMentor Please:1. Highlight in green or bold which half term this report refers to;2. Complete the first two lines of basic information;3. Complete the grade column for each standard (refer to UCET/ NASBTT for guidance);4. Record comments and targets related to each standard;5. Share with and email to trainee;

Trainee please:1. Complete the column on the right with comments for each standard2. Complete the record of observations at the end of the form3. Sign and e-mail to the link tutor.

Half term 1.2 Autumn 2Complete and return by week 2 of Autumn 2

2.1 Spring 1Complete and return by penultimate week of Spring 1

2.2 Spring 2Complete and return by last week of Spring 2.

3.1 Summer 1Complete and return by week 1 of Summer 2

Trainee: Year group: Date completed:

Mentor: School:

StandardsGrades 1: High; 2:Good; 3: Minimum; 4:Inadequate

Grade MentorComments and AfD- Areas for Development(Progress this half term, strengths, additional information, etc)

TraineeComments(Summarise and evaluate your experience and learning this half term)

TS 1.1 Set high expectations which inspire, motivate and challenge pupils1.1a Establish a safe stimulating environment for pupils, rooted in mutual respect1.1b Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions1.1c Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Comments:

AfD:TS 1.2 Promote good progress and outcomes by pupils1.2a Be accountable for pupils’ attainment, progress and outcomes1.2b Plan teaching to build on pupils’ capabilities and prior knowledge1.2c Guide pupils to reflect on the progress they have made and their emerging needs1.2d Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching1.2e Encourage pupils to take a responsible and conscientious attitude to their own work and study

Comments:

AfD:TS 1.3 Demonstrate good subject and curriculum knowledge1.3a Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings1.3b Demonstrate a critical understanding of

Comments:

Link tutor to email completed form to SCITT Manager and training@henrymaynard.waltham.sch.uk

23

Lesson Observation with Teaching PromptsTrainee: Observer: Date & Time:Subject: Learning Objective:

Prompts OK? Comments and evidence. What impact does the teaching have on the children?Ground rules

Praises good behaviour & work

Consequences for poor behaviour

High expectations

Organised

Resources

Shares learning objectives

Subject knowledge

Relate new learning to previous learning

Explanations

Questioning

Deals with misunderstandings

Voice – tone, volume

Pace & Use of time

Motivating

Differentiation

Use of adults

Feedback to children

Suitable activities

PlenaryStrengths

Areas for development

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ASSESSMENT AGAINST THE STANDARDS Guidance on completion of the form

Subject /area …………………. Date ..…………..Time……… Length of observation………...

Standards/Focus note the standards or parts of standards against which the trainee is being assessed – usually one or two at most, unless stds are related.

EvidenceWrite what you are observing or have observed in relation to the focus standards.It is important to focus what you write on the evidence of what you are seeing, rather than making judgements or offering advice in this section.The focus should be agreed with the trainee before the observation takes place. Ideally the trainee should tell you what standards to observe on, but this usually develops later in the course.It may be helpful to write the evidence as bullet points, then put a + or a – depending on whether it supports reaching the standard or not.If something happens more than once you could tally it – tick again the second or third time rather than rewriting.

Judgement

In this box make a clear specific judgement against the focus standard/part of standards. Use the wording of the standard and be clear if only part of the standard has been met and if so what part.

Target agreedIn this box you could set a target based on the standard/part of standard as appropriate. Use your professional judgement to prioritise if there are several issues that need addressing. Targets should be SMART (specific, measurable, achievable, realistic and timebound) and should be clearly linked to a standard.

Additional feedback and targets

In this box you can comment on any other aspect of the lesson/activity which was not part of the focus. This can include strengths or weaknesses, which may lead to a focus for the next observation. You may also mention if any other standard/part of standard has been met (eg th trainee may have dealt with an equal opportunity or behaviour issue effectively)

1 High Level

2+

High Good Level

2 Medium Good Level

2-

Low Good level

3 Minimum Level

4 Inadequate level

Signed: Observer Trainee

25

ASSESSMENT AGAINST THE STANDARDS

Subject /area …………………. Date ..…………..Time……… Length of observation………...

Standards/Focus

Evidence

Judgement

Target(s) agreed Met?

Additional feedback and targets

1 High Level

2+

High Good Level

2 Medium Good Level

2-

Low Good level

3 Minimum Level

4 Inadequate level

Signed: Observer Trainee

26

Lesson Observation Form Student: ______________________ Observer: __________________

Subject: __________________ No. of Pupils: ____ Yr Group: ____ Date/time: _______

Teaching 1.1, 1.2, 1.3Narrative of lesson; clear L.O./S.C.; Explanations; Modelling and demonstration; Questioning; Teaching and learning strategies; Pupil progress;

Assessment 1.1, 1.6,

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Questioning; A4L strategies; Reviewing learning

Classroom Management 1.1, 1.7, 1.8Behaviour; transitions; health and safety; resource management;

Planning 1.1, 1.2, 1.4, 1.5Deployment of other adults; personalisation and differentiation; timings; resources; A4L;

Strengths

Areas for Development/ targets

Target met?(date observed)

1 High level 2+ High Good level

2 Good level

2- Low Good level

3 Minimum level 4 Inadequate

Signed: Observer…………………………………… Trainee………………………………..…

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Lesson Observation Form: Subject Knowledge for Teaching Phonics

Trainee…………………………………………….. Observer……………………………………………………… Date…………………..… Time…………… No of pupils……… Year group……………

Tick boxes if evidence is observed in the lessonHas the trainee:□ Used a multi-sensory approach

1.2d,1.3a,b,c,d□ Used the ‘Review, Teach, Practise, Apply’

format for the lesson and shown evidence of “new learning” 1.2b

□ Demonstrated how phonemes are blended all through the word L-R for reading 1.2d,1.3a,b,c,d

□ Demonstrated how words can be segmented for spelling 1.2d,1.3a,b,c,d

□ Used correct terminology e.g. phoneme, grapheme etc 1.2d,1.3a,b,c,d

□ Pronounced the phonemes correctly1.2d,1.3a,b,c,d

□ Ensured children articulate phonemes correctly 1.2e, 1.3c

□ Taught ‘tricky’ words which do not conform completely to grapheme/ phoneme correspondence rules 1.3a

□ Maintained a good pace throughout the lesson 1.4a

□ Involved additional adults constructively 1.8c□ Identified in plans the phase/ level at which

children are working 1.6c, 1.5a□ Demonstrated correct letter formation and

given the children the opportunity to form the letters 1.3a, 1.4a

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of phonics is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 InadequateSigned: Observer……………………………………………………………………. Trainee …………………………………………………………………

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Lesson Observation Form: Subject Knowledge for Teaching Literacy Trainee………………………………………… Observer………………………………………… Date……………… Time………… No of pupils………… Year group………………Tick boxes if evidence is observed in the lessonHas the trainee:□ Begun the lesson with clear objectives 1.1b, 1.2b□ Created and shared success criteria 1.2b, c, e□ Given clear explanations of literacy concepts and

skills at an appropriate level 1.3a, b, c, d□ Chosen a suitable text/s 1.3a□ Used talk partners to encourage involvement/

promote writing 1.2d, 1.3c□ Responded to learning opportunities that arise in the

flow of the literacy lesson 1.2b, d, 1.3a, 1.6d□ Extended children’s literacy learning through

modelling, modifying and correcting 1.3a, 1.6b, d□ Given opportunities and encouragement for children

to use phonic knowledge 1.3a, c, d□ Made explicit the specific attributes of text 1.3a□ Used differentiated questions related to individual

abilities 1.1b, 1.2b, 1.5d□ Structured the group work around ability groups 1.1b,

1.2b□ Used guided group work effectively to move a

particular group forward 1.2b, d□ Planned a lesson/ tasks which lead to substantial

literacy engagement, not busy work 1.2d, 1.4a, b,1.5a□ Used the literate physical environment as a teaching

resource□ Maintained good pace throughout the lesson 1.4a□ Used additional adults constructively 1.8c□ Demonstrated a knowledge of and used

opportunities for AfL at various points in the lesson 1.6a, b, c, d

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of literacy is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 InadequateSigned: Observer………………………………………………………….……. Trainee…………………….…………………………………….

30

Lesson Observation Form: Subject Knowledge for Teaching Guided Reading

Trainee………………………………………… Observer………………………………………… Date……………… Time………… No of pupils………… Year group………………Tick boxes if evidence is observed in the lessonHas the trainee:o Chosen text at an appropriate level (children should only have trouble

with one word in ten)1. 1b, 1.2b, 1.3ao Shared the learning objective 1.2c, 1.3ao Chosen a LO appropriate to the group and/ or text type 1. 1bo Set suitable tasks for the rest of the class that enable the teacher to

work uninterrupted with the group 1.2b,1.4ao Introduced the book appropriately 1.3a,b

-text type-pictures-new/ difficult words-unfamiliar concepts and names

o Reviewed reading strategies and encouraged/ supported 1.2d, 1.3a, 1.4ao Encouraged the use of phonic knowledge 1.3do Focussed on individual children as they read to assess skills used 1.5a,

1.6bo Encouraged the children to predict and speculate 1.3a,b, 1.4a, bo Used the text to revisit the learning objective 1.3a,b, 1.4a, bo Encouraged children to refer to the text during questioning session

1.3a,b,1. 4a, bo Encouraged children to go beyond the text 1.3a,b, 1.4a, b

-does text achieve its purpose-make connections with other texts

o Asked children to comment on the structure and organisation of the text, including grammatical and literary features at word and sentence level 1.3a,b,1. 4a, b

o Made comments on record sheet appropriate to learning objective 1.6b,c

o Shared next steps with children 1.2c, 1.6co Is the session enjoyable, encouraging children to read for pleasure

1.1a,1. 4b

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of guided reading is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 InadequateSigned: Observer…………………….……………………………………………. Trainee………………….…………………………………

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Lesson Observation Form: Subject Knowledge for Teaching Mathematics Trainee………………………………………… Observer………………………………………… Date……………… Time………… No of pupils………… Year group………………Tick boxes if evidence is observed in the lessonHas the trainee:□ Involved all children in the mental/oral starter 1.2b,d,

1.3e□ Chosen resources which are suitable to the age and

ability of the children 1.3b,e,d,1. 4a,d□ Used Talk Partners to encourage Talk for Learning

(TfL) in a variety of ways 1.2d, 1.3c□ Displayed and modelled the correct mathematical

vocabulary 1.3a,e□ Used a teaching cycle which moves from direct

teaching, to paired work, to independent work 1.4a□ Used different pedagogical strategies eg game for

vocabulary, guided group work, children presenting findings

□ Shared the Learning Objective 1.1b,1. 2a□ Created, referred to & used process-related success

criteria 1.2c, 1.6b,d□ Differentiated the lesson to enable all children to

access the learning and make good progress 1.5a,d□ Expected all children to use full sentences when

giving their answers 1.3c□ Used questioning effectively to differentiate the

learning & encourage children to explain their reasoning 1.3a, 1.6b,d

□ Maintained a good pace throughout the lesson 1.4a□ Involved additional adults constructively 1.8c□ Identified in plans the phase/ level at which children

are working 1.2a, 1.6c□ Demonstrated a knowledge of and used assessment

throughout the lesson: 1.6a,b,c,do During the M/Oo Before beginning the main activityo In the plenary

Strengths

Areas for development/Targets

The subject knowledge and pedagogy in the teaching of mathematics is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 InadequateSigned: Observer………………………………………….…….…………. Trainee……………………..…….…………………………….

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Lesson Observation Form: Subject Knowledge for Teaching Science Trainee………………………………………… Observer………………………………………… Date……………… Time………… No of pupils………… Year group………………Tick boxes if evidence is observed in the lessonHas the trainee:□ Shared 2 learning objectives: 1.1b

one Sc1 skills one Sc2,3,4 knowledge

□ Used a warm-up to promote use of scientific vocabulary1. 4a

□ Planned differentiated activities 1.1b□ Used accurate scientific vocabulary 1.3d□ Encouraged children to use accurate scientific

vocabulary 1.3a,c□ Used paired talk 1.3c□ Created and shared success criteria 1.2a,b,c,e□ Used a mix of direct teaching, group work

and independent work 1.4a□ Given children opportunities to reflect on and

explain their thinking 1.2c,d, 1.3a,b, 1.6d□ Allowed children to select from a variety of

resources 1.3a, 1.4b□ Used a range of interesting resources 1.1a,

1.3a□ Allowed children to actively investigate 1.3a,

1.4b□ Encouraged different methods of recording

results 1.1b□ Involved additional adults constructively 1.8c□ Considered health and safety issues and

made children aware 1.1a, 1.7a 1.2.1b

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of science is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

Signed: Observer…………………………………………….………….…. Trainee……………………………………………………….………

33

Lesson Observation Form: Subject Knowledge for Teaching EYFS

Trainee…………………………………………….. Observer…………………………………………………… Date…………………..… Time…………… No of pupils……… Year group……………Tick boxes if evidence is observed in the lessonHas the trainee:□ Planned from the children’s observed interests and

needs 1.2d, 1.6b□ Provided interesting and attractive resources 1.2d, 1.4a,b□ Planned activities covering: 1.3a,b

o CLo PSEDo PDo Mathso Lito EADo UW

□ Planned activities outdoors to cover all Prime areas of learning 1. 4c

□ Provided opportunities for children to select their own resources 1.2e,1.4b

□ Modelled good use of language 1.3c□ Provided opportunities and encouraged children to talk

1.3c□ Encouraged the children to be independent1. 2d,e□ Provided a balance of child initiated and adult directed

activities 1.2d,e, 1.3a, 1.4a,b□ Provided opportunities for children to consolidate skills

1.2b,d,1.4a, 1.5a□ Involved additional adults appropriately 1.8c□ Made observations of the children engaged in play 1.6b□ Shown an awareness of the levels and abilities of the

children1. 6a,b,c,1.5b,c,d□ Supported/ participated in child-initiated play e.g. role

play, construction etc 1.2d, 1.4a□ Provide challenge for more able children 1.1b, 1.5d

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of EYFS is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

34

Signed: Observer…………………………………..…................... Trainee………………................................…………………… Lesson Observation Form: Subject Knowledge for Teaching Geography Trainee……………………………………Observer…………………………………Date…………………………Time……………………… No of pupils……………Year group…………….........Tick boxes if evidence is observed in the lessonHas the trainee:o Stimulated children’s interest in their surrounding

and/or in the variety of physical and human effects on the Earth 1.1a,1. 4b

o Provided links with environmental issues-human or physical 1.3a,b

o Encouraged the use of enquiry skills / adopt an enquiry approach 1.1a,1.3a,1.4b

o Encouraged comparing and contrasting activities 1.1a,1.3a,1.4b

o Exploited the natural link between geography and other subjects and communicate findings in a variety of ways 1.3a,b,c, 1.4a

o Identified in plans the phase/ level at which children are working 1.2b,1.5a,1.6c

o Given subject specific feedback to children 1.3a, 1.6d

o Used correct terminology and increase subject specific vocabulary 1.3a

o Show that children have made progress within lesson towards a planned outcome 1.1b, 1.4a, 1.6c

o Incorporated opportunities for fieldwork or children demonstrate learning from real life experiences 1.2d, 1.3a, 1.4a,b,e

o Maintained a good pace throughout the lesson 1.4ao Involved additional adults constructively 1.3c

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of geography is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

35

Signed: Observer…………………………………………. Trainee………………………………………… Lesson Observation Form: Subject Knowledge for Teaching History Trainee…………………………………Observer………………………………Date…………………………Time……………...........No of pupils……………Year group………………………………Tick boxes if evidence is observed in the lessonHas the trainee:o Made use of a variety of historical sources of

information (e.g. text, photo, painting, artefact, video) 1.3a,b

o Encouraged the use of enquiry skills / adopt an enquiry approach 1.2d, 1.4a,b

o Encourages opportunities for interpretation and critical thinking 1.4b

o KS2 chn to critically analyse the sources of information- bias 1.4b

o Given opportunity to develop chronological understanding/sequencing skills 1.3a,b

o Identified opportunities to describe and explain historical changes and cause 1.3a,b

o Exploited the natural link between history and other subjects and communicate findings in a variety of ways 1.3a,b,c,1. 4a

o Identified in plans the phase/ level at which children are working 1.2b, 1.5a, 1.6c

o Given subject specific feedback to children 1.3a, 1.6d

o Used correct terminology and increase subject specific vocabulary 1.3a

o Show that children have made progress within lesson towards a planned outcome 1.1b,1. 2b, 1.4a, 1.6c

o Incorporated opportunities for fieldwork or children demonstrate learning from real life experiences 1.2d, 1.3a, 1.4a,b,e

o Maintained a good pace throughout the lesson 1.4ao Involved additional adults constructively 1.8c

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of history is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

36

Signed: Observer…………………………………………. Trainee…………………………………………. Lesson Observation Form: Subject Knowledge for Teaching PE Trainee………………………………Observer……………………………………………Date…………………..………………Time………………………No of pupils………… Year group…………Tick boxes if evidence is observed in the lessonHas the trainee:o Organised the area, equipment and children in an

effective way and for a clear purpose 1.6a,co Identified in plans the phase/ level at which

children are working 1.2a,bo Demonstrated and modelled health and safety

issues involved in physical education activities 1.1ao Demonstrated an ability to analyse children’s needs

1.5do Demonstrated an ability to gain the children

attention and interest at the beginning of the activity 1.7a,b,c,d

o Adopted teaching method that best suited the lesson’s objective and activity 1.3a,b

o Organised pupils into groups for different tasks 1.7d

o Demonstrated safe and effective management of transition 1.7d

o Demonstrated the correct use of equipment and facilities 1.3a,b

o Given subject specific feedback to children 1.3a,b,do Used correct terminology 1.3ao Taught a variety and a progression of activities 1.3ao Maintained a good pace throughout the lesson 1.4ao Involved additional adults constructively 1.8c

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of PE is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

37

Signed: Observer…………………………………………. Trainee………………………………………….Lesson Observation Form: Subject Knowledge for Teaching RE Trainee…………………………………………Observer……………………………………Date…………………..………… Time……………………No of pupils………… Year group…………Tick boxes if evidence is observed in the lessonHas the trainee:o Provided balanced evidence for each statement of

attainment: 1.3a -AT1 learning about religion

- AT2 learning from religiono Adapted learning objectives from the new scheme

of work 1.2b, 1.3ao Shared clear objectives with the children

throughout the session1. 2bo Linked the lesson to children’s prior learning 1.2bo Identified opportunities to enquiry and investigate

beliefs, teachings, ways of life , sources and practices 1.4b

o Encouraged children to see the similarities and difference between religions or children’s own practices and beliefs 1.1a,1.3a,1.4a

o Explored the concept of values 1.2d, 1.4ao Adopted a multisensory approach to engage

children (items, sounds, videos)o Used resources and artefacts effectively to extend

children’s knowledge and understanding 1.2b, 1.4ao Offered opportunities to identify and develop an

understanding of ultimate questions/ethical issues 1.2b,d, 1.4a,b

o Put enough emphasis on using the correct religious vocabulary 1.3b

o Differentiated work and catered for less/more able children 1.5a

o Included a range of assessment opportunities 1.6a,b

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of the teaching of RE is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

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Signed: Observer…………………………………………. Trainee……………………………………… Lesson Observation Form: focus on Assessment for Learning

Trainee………………………………………Observer…………………………………………Date…………………..………Time……………………… No of pupils……… Year group…………… Assessment for learning should happen throughout the lessonTick boxes if evidence is observed in the lesson

Has the trainee: (1.2a,b,c,d,e, 1.6a, b, c, d) Asked children what the learning intention is

throughout lesson Asked children why they are doing a particular

piece of work Given children opportunities to tell the

teacher/partner what they have learnt 1.3c Used assessment for learning strategies: thumbs

up, traffic lights/smiley faces throughout lesson Identified opportunities to move children about

after asking who is/ is not understanding the task1.2c

Asked children whether they have completed one of the items from the list of success criteria 1.2c

Referred back to the success criteria throughout lesson to re/focus children

Included peer and self assessment throughout the lesson

Used additional adults to assess 1.8c Used TA feedback sheets Used questioning to guide/stretch/focus

children’s learning 1.4a, b Set individual targets (orally) throughout the

lesson E.g. in your next sentence/from now on I want you to use…

Used mini plenary to address misconceptions

Strengths

Areas for development/Targets

The use of assessment for learning of this lesson is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

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Signed: Observer…………………………………………. Trainee………………………………………… Lesson Observation Form: Subject Knowledge for Teaching Nursery

Trainee…………………………………………….. Observer……………………………………………………… Date…………………..… Time…………… No of pupils……… Tick boxes if evidence is observed in the lessonHas the trainee:□ Planned from the children’s observed interests and needs 1.1a, 1.4b,1. 6c□ Planning shows reference to EYFS 1.3a,b□ Provided interesting and attractive resources 1.1a,d,1. 3a,1.4b□ Ensured that equipment and activities are safe and potential hazards have been

assessed 1.1a, 1.2.1b□ Clear links to Prime areas of learning□ Activities planned for Prime and other areas of learning□ Managed a group of children for timeframe of session 1.4a□ Made expectations for behaviour clear 1.7a,b,c,d□ Made links to weekly topic/book of the week 1.3a,b, 1.2b□ Provided opportunities for children to select their own resources 1.4b□ Modelled good use of language 1.3c□ Used age appropriate language 1.3c□ Used inclusive resources and language 1.5a,b,c,d□ Asked a range of open and closed questions 1.4a,b, 1.6b□ Provided opportunities and encouraged children to talk 1.2d, 1.3c□ Provided a balance of child initiated and adult directed directions/contributions

1.2d,e, 1.3a, 1.4a, 1.4b□ Provided opportunities for children to consolidate skills 1.2b,d, 1.4a, 1.5a□ Made observations of the children engaged in play 1.6b□ Made observations of children’s knowledge 1.6b□ Shown an awareness of the levels and abilities of the children 1.5b,c,d, 1.6a,b,c□ Supported/participated in child-initiated play e.g. role play, construction etc

1.2d, 1.4a□ Provide challenge for more able children1. 5a,c□ Given feedback to children that explains next step 1.6d□ been adaptable/flexible to numbers in group/responses of children 1.1c,1.7c,d

Strengths

Areas for development/Targets

The subject knowledge and pedagogy of teaching nursery in this lessons is judged as:1 High level 2+ High Good level 2 Good Level 2- Low good level 3 Minimum Level 4 Inadequate

Signed: Observer…………………………………..…................... Trainee………………................................………………………….

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Tick activity o CL o PSEDo PD o Lito Mathso UWo EAD

CURRICULUM COVERAGE RECORD Use this form to keep a record of observations of your teaching by class teachers, mentors, subject leaders or members of SLT.The boxes indicate the minimum number of observations each term. Observation by your Link Tutor are in addition to these.

Term 1 Date and gradeLiteracy or C&L

Maths

Science or UtW/PD

ICT

Foundation subject or UtW or EAD

Term 2 Date and gradeLiteracy or C&L

Maths

Science or UtW/PD

ICT

Foundation subject or UtW or EAD

PE/PD

Term 3 Date and gradeLiteracy or C&L

Maths

Science or UtW/PD

ICT

PE/PD

Geography/ History

RE or UtW

PSED

Music/ Drama

Art/ D&T

MFL

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Time Introduction: (How lesson is introduced, key questions, resources, key vocabulary) How will chn’s interest be stimulated? Link to previous learning / recap Why we are learning this – how does it fit in – the big picture Sharing LO What will you show them / tell them / ask them? What will chn be doing – how will they be learning? Talk partners? Shared reading of text? Brain storm ideas in groups? Watch video clip? You may want to write a script at the start It is a good idea to identify key questions You may want to put remainders for yourself – praise child x! Sharing / discussing success criteria / identifying with chn There may be chn you want to focus on to check understandingFor Foundation this may be the introduction for the whole class and / or your focus group

Teacher/Support

What will additional adults do?Who will they support? How?

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Prompts for completing your LESSON PLANSubject: Date: Year Group:

Theme/Context This is why you are teaching the lesson planned. It will probably include: Unit of work eg forces Where in the unit the lesson fits eg 2nd lesson of 6 If it’s the first lesson in a unit you could comment on most recent related work eg learnt about pushes and pulls last

week / last term What the chn learnt in the previous lesson Any key points from previous lesson that need to be considered today – builds on last lesson, something they didn’t

understand Any chn they need particular consideration – due to absence, understanding, ability, particular need, on SEN

register LevelsIt should not be a summary of the lessonPrior knowledge and possible misconceptions What do chn need to know to be able to access this lesson? What have they learnt recently that is particularly relevant? Will you need to remind chn of any learning, before addressing the LO for this lesson? What possible misconceptions may they have? Language for example. Refer to Children’s Errors in Mathematics

(for maths lessons!) How will you address them?Personal targetYou may have identified this yourself (in a lesson evaluation) or it could have been identified in a lesson observationLearning Objectives/ Links to N.C, ELGs and Frameworks These can be written in the form you will share them with the chn You are likely to have between 1 and 3 – more than 3 is too many LOs must focused on the learning – if they cannot be preceded by ‘learn to..’ ‘know..’, ‘understand…’, ‘be able to…’,

then they are not learning objectivesLink your LOs to the ELGs, National Curriculum PoS, Literacy/Numeracy FrameworkUse numbers and/or words – if using words, identify the main PoS or ELGSuccess criteria could also be identified here – alternatively in the assessment section

Plenary: (relate to objectives – refer to success criteria, activities, key questions, homework, look forward to next lesson)

How will you refer back to LOs? How will you use success criteria? How will you involve chn in self/ peer assessment? Can you make links to the next lesson – what will they learn tomorrow? Will you set homework or suggest chn find out x at home?

Teacher/Support

Role of additional adults – who will they work with and how.

Who will you support?

Assessment: (How will you know children have achieved objectives? What can they do? What are your expectations for different ability groups? ie. success criteria. Method of assessment – observation, marking work, asking questions)

How will you find out whether children have learnt what you want them to learn? What will the evidence be? What are the success criteria? Self and peer assessment

Don’t forget your lesson evaluation! This should be for every session/lesson at the start – until you are advised otherwise

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Time Introduction: (How lesson is introduced, key questions, resources, key vocabulary) Teacher/Support

Activities: (including key questions, resources, differentiation Eg. for HA, EAL, SEN, key vocabulary, organisation)

Teacher/Support

Plenary: (relate to objectives – refer to success criteria, activities, key questions, homework, look forward to next lesson)

Teacher/Support

Assessment: (How will you know children have achieved objectives? What can they do? What are your expectations for different ability groups? ie. success criteria. Method of assessment – observation, marking work, asking questions)

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Lesson evaluation:What did the children learn or are able to do better? How do you know?

Were objectives appropriate for all children? Were they achieved by all/some children?How did different groups of children respond to parts of the lesson?

What did you do/what strategies did you use that helped children’s learning?

What did I do that hindered children’s learning? How could you have made learning more effective?

What are the implications for the future – your teaching skills and what you will plan/how you will adapt your plan

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PLANNING FOR ADDITIONAL ADULTS

Learning Objective

Guidance on activity, questioning and support

Child Achieved Learning Objective?

Comments/ assessment:

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Observations of Generic Teaching Skills Date: Year Group:

To get the most from your observations, ensure you are familiar with each of the skills beforehand. Don’t worry if you are unable to comment on all of them Skill ObservationsHow does the lesson begin?

How does the teacher get the pupils’ attention / stop the class?How do the pupils know what they are leaning?

How do the pupils know what to do?

How does the teacher deal with pupils’ interventions and questions?How are resources managed (access, distribution)?

How does the teacher make his/her presence felt?

How does the teacher use his/her voice in different contexts?

How is the transition from one activity to the next managed?How are pupils organised organised/working? (groups, whole class, pairs, individually, collaboratively, independently, with support)How are other adults deployed?

How does the teacher maintain discipline and/or deal with a behaviour incident?

How does the lesson finish?(last 10 minutes)

On the reverse, reflect on what you have learnt and how this will impact on your teaching

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Classroom Environment Observations

Date: Year Group:

Aspect CommentHow are resources stored / organized?

How do pupils know where to find resources?

What is displayed?

What areas of the curriculum are represented?

How is pupils’ work displayed?

How do the displays contribute to pupils learning?

How is the environment made stimulating?

How is the environment made safe?

How has the teacher responded to pupils’ work?

On the reverse, reflect on what you have learnt and how this will impact on your teaching.

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Observing Literacy Lessons

Date: Year Group:

Ask the teacher if you can have a look at their plans so you can see what the planned lesson looks like in practice and how the lesson fits in with other literacy lessons in the week.

What are the objectives for each part of the lesson?

How does the teacher involve the children in the whole class part of the lesson?

Note the range of technical vocabulary used

What is the role of support staff during whole class work?

What resources do the teacher and children use?

How is the independent work organised? How is the work of each group similar/different? How are activities and objectives linked to the whole class work?

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Are there routines that the children follow so as not to disturb the teacher?

What is the teacher doing during independent work? (with a focus group or otherwise)

How does the teacher assess what the children have learnt? This may be in different ways throughout the lesson, including within the plenary.

Can you comment on the range of abilities within the class and what you think they have learnt?

Reflect on what you have learnt and how this will impact on your teaching

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Observing Mathematics Lessons

Date: Year Group:

Ask the teacher if you can have a look at their plans so you can see what the planned lesson looks like in practice and how the lesson fits in with other literacy lessons in the week.

What are the objectives for the mental/oral starter and for the main part of the lesson? Are these related? From which ‘strands’ have the objectives been drawn? (Eg. Calculating)

Are all or most of the children involved in the mental/oral starter? How is this achieved?

Note the range of mathematical vocabulary used

How are support staff employed to support children’s learning?

What resources do the teacher and children use?

Note the timings of each part of the lesson (mental, introduction to main part, independent work, plenary)

What is the teacher doing during independent work? (with a focus group or otherwise)

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How is the independent work organised? How is the work of each group similar/different?

How is the plenary used?

How does the teacher assess what the children have learnt? This may be in different ways throughout the lesson, including within the plenary.

Can you comment on the range of abilities within the class and what you think they have learnt?

Reflect on what you have learnt and how this will impact on you teaching

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Early Years Foundation Stage Visit

1. Daily Routine - Provide a brief outline of one day in this Foundation setting (What happens, when, where and who are involved?)

2.List the areas of provision in this setting during one day: e.g home corner, small construction, sand, (dry and wet), water, book, sound making, ICT, scooters and other vehicles and so on):

3. Identify how the above areas of provision are used in developing the six areas of learning during your visit day/s:

Social, Emotional and Personal Development

Communication, Language and Literacy

Problem solving, reasoning and numeracy

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Creative Development

Knowledge and Understanding of the World

Physical Development

4. How is outdoor provision made available for the majority of the day in these two phases of education?

Foundation Stage Key Stage 1

5. What examples of learning are there which can only take place outside? (For example reflect on opportunity for doing everything as fast, or as big, or as loud as possible. Reflect on pupils being able to organise their own groups and games. And so on.)

Foundation Stage Key Stage 1

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Secondary School Visit

Name of School: Date:

Complete an evidence collection sheet for each lesson you observe

Talk to a pupil about how they felt when they started. What did they already know about the school? What was the hardest thing about changing from primary to secondary? What did they like best about starting secondary school?

Transition ArrangementsTalk to a member of staff about the transition arrangements in place for Y6 pupils. Is this the same for all feeder schools?

The CurriculumHow is the curriculum organised and delivered? How is the KS3 strategy implemented?

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Pastoral careWhat pastoral arrangements are there in place?

Additional information/observationsNote anything else you feel is significant

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KS2 Visit

Name of School: Date:

Complete an evidence collection sheet for each lesson you observe

Talk to a pupil about how they felt when they started KS2What was the hardest thing about changing from year2 to year 3 (infants to junior)? What did they like best about starting their year group?

Transition ArrangementsTalk to a member of staff about the transition arrangements in place for Y2 pupils or Y6.

The CurriculumHow is the curriculum organised and delivered?

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Pastoral careWhat pastoral arrangements are there in place?

Additional information/observationsNote anything else you feel is significant

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Peer Observation Record

Observer: __________________________________

Observed: __________________________________

Focus 1:

Comments relating to focus 1:

Focus 2:

Comments relating to focus 2:

Signed (observer): ______________________________ Date: ________________

Signed (observed): _____________________________ Date: ________________

What I have learnt from this / how will this impact on my practice?

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Guidance for Peer Observations

Protocol

There is an expectation that trainees will demonstrate, as well as observe The observed should play to their strengths Feedback should be in relation to focii only Comments may be written during or after the observation Comments should be positive and supportive Positive comments should outweigh suggestions made Discussion about the lesson should take place within 24hours of the lesson

Pre-observation meeting

Agree focii for the observation (maximum of 2) – the observation and feedback should support the observed and the observer

Set the time and place for feedback

Post-observation meeting

Comments should already have been written by observer Discuss lesson and comments Sign and then photocopy the form The observer and observed each complete the last section

Evidence Collection Sheet 62

Type of evidence:

Link to Standards:

What I learnt

Action points/follow up:

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