Primary EducationEnd of Professional Practice Report Form

Trainee Name Samantha Rea Programme FT Primary Phase 2

Setting/School Barnoldswick Church School Year Group/Ages Taught Year 1

Mentor Laura Turnbull EHU Visiting Tutor Chris Heald Personal Tutor Amanda Casey

Grading Guidance All graded judgements will be made using the following scale:

Professional Practice Grades Available NotesBA (Hons) Primary Education: Full Time and Part Time

Professional Practice 1A Pass or FailEach standard should still be graded (‘Grade 1’, ‘Grade 2’, ‘Requires Improvement’ or ‘Inadequate’) but the overall grade can only be a ‘Pass’ or ‘fail’.For Professional Practice 1a, ‘Grade 1’, ‘Grade 2’ and ‘Requires Improvement’ are all classed as a ‘Pass’. ‘ Inadequate’ is a ‘Fail’

Professional Practice 1B Grade 1: OutstandingGrade 2: GoodRequires Improvement

If a trainee is not working at ‘Grade 1’, ‘Grade 2’ or ‘Requires Improvement’ by the end of PP1B, they cannot receive an ‘Overall Grade’ and will need to repeat their Professional Practice 1B (the EHU Visiting Tutor will guide you through this process).

Professional Practice 2 Grade 1: OutstandingGrade 2: GoodGrade RI: (trainee should be ‘at risk’)

If a trainee is not working at ‘Grade 1’ or ‘2’ by the Interim point of PP2, the trainee should be offered intervention; the trainee is ‘at risk’ (the EHU Visiting Tutor will guide you through this process).

PGCE: PGCE: Professional Practice 1 (PGCE) Grade 1: Outstanding

Grade 2: GoodRequires Improvement

If a trainee is not working at ‘Grade 1’, ‘Grade 2’ or ‘Requires Improvement’ by the end of PP1B, they cannot receive an ‘Overall Grade’ and will need to repeat their Professional Practice Phase 1 (the EHU Visiting Tutor will guide you through this process).

PGCE: Professional Practice 2

Grade 1: OutstandingGrade 2: GoodGrade RI: (trainee should have be ‘at risk’)

If a trainee is not working at ‘Grade 1’ or ‘2’ by the Interim point of PP2, the trainee should be offered intervention; the trainee is ‘at risk’ (the EHU Visiting Tutor will guide you through this process).

Please use Edge Hill University ‘Assessment and Grading Criteria’ when filling in this form to ensure correct grades are awarded. Please note: The Trainee does not need to achieve every element within the individual Teachers’ Standards to be awarded the grade, (please apply a rule of best fit approach).

The Trainee should fill in their section of the form then pass it to their Mentor, ideally one week before the triangulation meeting. Trainees are given an overall summative grade based upon their grades against each of the Teachers’ Standards. TS2, will act as a Core Standard, if a trainee only achieves a ‘good’ (grade 2) in this standard they can only achieve a ‘good’ (grade 2) overall, however, they could still achieve some standards at ‘outstanding’

(grade 1). The grading process is a triangulation between trainee, Mentor and the EHU Visiting Tutor and the grades should be agreed and confirmed during the meeting. The final summative meeting for Professional Practice 2 will usually take place one the trainee has reached a ‘good’ or ‘outstanding’ standard in their teaching.

Please note: This report will be given to the trainee’s employer once they start their first teaching post and will inform the targets for their Trainee Profile, including the Career Entry Development Profile (CEDP). It will also be used to inform their reference, written by their Personal Tutor. There should be no split grades, please use the ‘Assessment and Grading Criteria’ grid to reflect if the trainee has achieved elements of the higher grade within the Teachers’ Standard.

TS1 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

Grade

2

Trainee Reflection on Achievement Mentor Feedback TargetsWhen planning participation and contribution from children within sessions, I am reliable in ensuring that the atmosphere in the classroom is linked to positive learning in the classroom. I feel that I am able to set goals which can stretch and challenge children within a range of backgrounds, abilities and dispositions. Within the setting I am consistent in setting high expectations with the children, I feel I am able to encourage children to persevere and motivate children to be able to continue working on a task. By building up strong relationships with the children it is possible to ensure that children build up resilience and independence whilst tackling challenging activities. Through building up these relationships it has also enabled myself to use group work to continue to build up children’s confidence in sharing their knowledge and skills. This has enabled the use of peer learning to build up their strategies, confidence and resilience.Throughout the classroom and the school I am able to demonstrate positive attitudes, values and behaviour which are expected of pupils. The respect which is between myself and the pupils is high, which enables children to follow behaviour management strategies and follow tasks.

Sam quickly built good working relationships with the children and promoted a positive behaviour for learning. The children have developed a good level of respect for Samantha and have viewed her as the class teacher during this placement. When planning lessons she has considered the abilities of ALL children within the class and has planned lessons with an appropriate level of challenge for all. Sam has use both group work and peer support to promote good outcomes. Sam has consistently followed the whole school behaviour policy, using praise and sanctions to reward children and provide them with consistency and boundaries. Sam has helped to work towards their individual targets and has encouraged every child to reach them. She recognises when the children need further help and intervention to reach a successful outcome and plans for this accordingly. She was able to stretch the more able group when necessary through the use of challenges. Her marking followed the school marking policy and indicated what the children had done well and what they needed to do to improve further/next steps for learning. She allowed children time to respond to this feedback to promote good outcomes. She recognised the extra support that SEN children in the class required and planning for this accordingly by adjusting the tasks and the level of support as appropriate.

Establish your own classroom environment, putting into place all that you have learnt.

Continue to ensure that ALL activities are clearly differentiated and follow up challenges planned for to ensure that all pupils are challenged.

In your own setting promote positive attitude, values and behaviour that are expected of pupils.

TS2 Promote good progress and outcomes by pupils GradeCore Standard

Be accountable for pupils’ attainment, progress and outcomes Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Guide pupils to reflect on the progress they have made and their emerging needs Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Encourage pupils to take a responsible and conscientious attitude to their own work and study

1

Trainee Reflection on Achievement Mentor Feedback TargetsThroughout the professional practice I have taken a high level of responsibility for the attainment progress and the outcomes of all children within the class, through the use of formative assessment from the beginning I have been able to adjust planning to suit the needs of the children. Using a range of formative assessment throughout lessons and over the week has enabled discussions with the class teacher as to whether children would be more suitable in a different group and what additional support they may possible need. I have been aware of the diverse needs within the classroom and children’s capabilities whilst planning work, although this needs to continue to be adapted as I work in a range of age ranges. I feel that the planning I have done throughout the professional practice built on the prior knowledge of the children and the previous work which they have done, this enabled them to apply prior knowledge. Throughout the placement I have been able to adapt to the changing ways of children’s self-assessment. Throughout the practice I have been able to demonstrate knowledge and understanding of how children learn and the impact that this has on my teaching approaches and the activities which are provided for the children.At the end of the practice, I also looked at tracker which is used for summative assessment in order to look at the progress that the children are making over the year, it looks at where children are in lines with the expected standard for that age, this has enabled me to think about the attainment of the children in the class and the progress they make throughout the year.

Sam quickly gained a good grasp of the children’s abilities and planned accordingly. She has used a range of formative assessment strategies, including self and peer assessment. She has used questioning to good effect and is becoming more confident at using higher order questions to assess children’s understanding and further their thinking. Her assessment and evaluation of the children’s work informed her planning for the next stage of their learning. Where necessary Sam has ensured that children are moved to a different group to ensure that they are being provided with the correct level of challenge and support. Sam allows children time to reflect on the progress made and gives them time to respond to feedback to further their learning and progress. Sam has used her knowledge of how children learn in the early years and has planned practical and engaging activities that are appropriate to the setting. Sam has also used this formative assessment to help the class teacher to update the summative assessment tracker, looking at where the children are at the end of Spring 2 as compared to age related expectations. This process has enabled Sam to see the progress that the children have made from their starting points and the expected outcome for the end of this age phase.

Use your knowledge to assess pupils attainment, progress and outcomes in your new setting.

Continue to encourage pupils to reflect on their emerging needs and use differentiated success criteria to do this.

Apply your knowledge of how pupils learn to impact your own teaching.

In your new setting encourage pupils to take a responsible and conscientious attitude to their own work and study.

Grade

TS3 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

1

Trainee Reflection on Achievement Mentor Feedback TargetsThroughout the professional practice I have been able to demonstrate a secure knowledge in the subjects which had been taught and the aspects of the curriculum that I have taught. I feel I have been able to use my specialisms and my secure knowledge to confidently plan well-structured lessons. Throughout my knowledge and the constant development of this knowledge I have been able to anticipate common errors and misconceptions which the children may occur. Throughout the practice I have been aware of my needs in relation to extending and updating my subject, curriculum and pedagogical knowledge and feel that I am proactive in developing these. When teaching on professional practice I feel I have been able to show high levels of written and spoken communication whilst undertaking professional activities. Throughout the professional practice I feel that I have been able to identify and use the opportunities to develop the pupil’s skills in all areas.Throughout the teaching of early mathematics I am able to draw on my knowledge from my specialism and understand the teaching of the principles and practice of early mathematics. I feel that I am able to effectively select and employ a range of strategies across the age range taught.Throughout the teaching of early reading I have been able to show a strong understanding of how the role in which synthetic systematic phonics plays in teaching and assessing reading and writing to effectively teaching literacy across the age range that I have taught.Throughout the professional practice I have been able to demonstrate a knowledge of principles and practices in Physical Education, and use a range of effective teaching strategies in order to teach the age range. I have been able to ensure that throughout this practice the session have enabled all children to participate in activities and use children’s strengths whilst participating in the range of skills.

Sam has a good subject knowledge and where necessary has taken the required steps to find out any subject specific knowledge that she has needed. She is becoming more confident in identifying misconceptions before they arise and planning for this and where misconceptions do arise in stopping the children and providing further input to address these. She should continue to work on this area during her NQT year. She shows a good level of spoken and written English and has modelled back to the children the correct way of speaking when appropriate. She has used her specialism to aid her in the teaching of early maths planning a range of practical and engaging activities that build on the children’s prior learning. Sam has planned for and taught SSP daily and has shown a good understanding of how this strategy promotes early reading and writing. She has a good grasp of the sounds and how to plan for progress over time. She has used her specialist PE knowledge to plan lessons to develop the children’s core skills and deliver engaging and well thought out activities. However, as I continued to teach the majority of the Science and plan for guided reading these are areas that Sam can look to develop further during her NQT year.

Continue to keep your subject knowledge up to date and be aware of any developments.

Continue to build on planning for misconceptions and having the confidence to deal with them as they arise.

In your new setting continue to model and promote high standards of written and spoken English.

Grade

TS4 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)

2

Trainee Reflection on Achievement Mentor Feedback TargetsThroughout this professional practice I have been able to plan lessons and series of lesson which have used a range of approaches to teaching and learning. I have adapted to using the smart board that is installed in the classrooms to aid lessons. When planning lessons I have been able to take account of the needs of groups and individuals within the classroom in order for children to achieve the learning outcomes. The use of differentiated activities and strategies for children to use, has enabled all children to make progress. From the planning of both successful and those less effective lessons I have been able to evaluate both the good and improvements needed in order to develop my practice, and to then think about the impact that this had and the changes to make will have on learners.Within the practice I have been able to show initiative in contributing and participating whilst discussing and amending the medium term plan for spring 2. Throughout the use of the medium term plan I have been able then to think about how foundation subjects are going to progress throughout the half term, to enable individual lessons to build upon prior knowledge. I have been able to follow the school planning procedures and share planning with the relevant people within the school.

Sam has planned interesting and stimulating lessons over the course of the placement. She has become increasingly confident at using technologies such as SMART notebook and the visualizer to support children and further their learning. She has systematically reflected on the effectiveness of lessons and used this to inform future planning. Sam has become more confident in differentiating across the subjects over the course of the placement and should look to consolidate this further during her NQT year. Sam has been reliable in submitting planning in line with the schools requirements. Sam has also been involved in devising the medium term planning for Spring 2. This has helped her to understand progression across the foundation subjects, as well as the core subjects. By reflecting on her practise Sam’s lessons have become pacier enabling her to maximise use of lesson time and use the plenary to evaluate the children’s learning. Sam directs other adult support well throughout the lesson and has become increasingly confident in using other adults to challenge the more able, as well as to support those with SEN. Sam was involved in setting the homework for Spring 2 to consolidate their learning and has helped with the marking of this and providing children with relevant feedback. The children have enjoyed Sam’s lessons and her time in class and are sad to see her leave.

In your new setting continue to promote children’s intellectual curiosity.

Look to continue to set stimulating and creative homework tasks that foster the children’s curiosity.

Continue to reflect on the effectiveness of lessons/your practise.

Look to contribute to long and medium term planning in your new setting to ensure a rich and stimulating curriculum.

Grade

TS5 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

1

Trainee Reflection on Achievement Mentor Feedback TargetsThroughout the professional practice I have been able to use and adapt a range of teaching strategies to suit the strengths and needs of the children within the class. I am able to adapt teaching and planning in order to ensure that individual and groups of learners are supported in the progression of learning. Through reflection on successful and less effective sessions allowed for changes of approaches and adaptations of teaching in the subsequent sessions. Discussions with the other members of staff within the classroom has enabled evaluation and reflections to be made about the strategies in place and their effectiveness.Throughout the sessions I have been able to look at where children have made progress and where individuals and groups have any factors in which may stop this progress. Throughout the professional practice I have been able to show an awareness of the holistic development of the children in the class, and to adapt to these needs in order to ensure that all children are provided with the opportunities to thrive in their learning. I have been made aware of those children who are pupil premium and to observe the attainment and progress of those children. Throughout I have been able to have a clear understanding of the range of needs that are in the classroom including SEN/D, those of high ability and to be able to use and deploy teaching approaches to engage and support those children in order for them to continue to make progress.

Sam has become more confident in differentiating throughout the course of this practice and should continue to build on this in her new setting. There are a range of abilities within the class, with some very able children who need continuous challenge. Sam was able to identify these children and plan accordingly. Samantha was also aware of social factors which affected the children’s learning, for example the difficulties faced by looked after children, pupil premium children and those with SEN and has ensured that their tasks are differentiated and that they are supported o reach successful outcomes. Sam recognised when children were not performing well and provided additional support and further intervention if required. Sam also recognised behaviour as a barrier to learning and helped to implement individualised behaviour systems to promote behaviour for learning successfully.

Continue to further develop your ability to differentiate appropriately in your new setting.

Continue to identify factors which may be a barrier to children’s learning and look for ways to overcome these.

Continue to use different teaching approaches to make sure that the needs of all learners are met.

Grade

TS6 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

1

Trainee Reflection on Achievement Mentor Feedback TargetsThroughout the professional practice I have been able to build upon confidence when assessing children and to accurately use assessment to monitor children’s attainment, and begin to look at where they are in line with expectations for their year. A range of formative assessment strategies have been used in order to make effective use of assessment to inform future planning. Throughout I have been able put additional to use assessment to look at what knowledge they children have gained and where the tasks can then lead to deepening and consolidating the learning that is taking place. Throughout lessons I assess children’s understanding and through the feedback from support staff am able to adapt planning and put extra input into following sessions to make a noticeable impact upon the quality of their learning. By assessing the children’s knowledge and understanding it has enabled the opportunities to set suitable challenges for groups of learners. Through the use of effective marking and feedback I have been able to encourage children to think about what they are able to do in order to improve their work, the use of verbal and written communication enables children to respond to feedback.

Sam has assessed children throughout this teaching practice, using a range of strategies. She has followed the school’s marking policy and has given the children good written feedback through pink and green comments and allowed them to respond. Sam has also been able to provide the children with a range of quality oral feedback. She is also becoming more confident in using questioning to assess the children’s knowledge and using higher order questions to challenge their thinking. She has become confident in using self and peer assessment to encourage children to reflect on their learning. She has also worked well with other staff to gain information about the progress of groups of children. She has used this formative assessment to inform planning for the coming day. She has been involved in using the Lancashire maths assessment materials to assess children’s progress in maths at the end of the Spring term. She has also been involved in using past materials to check children’s progress towards the Year 1 phonics screening check. She has also helped to enter the data for the spring term on to the tracker, where as a result of the formative and summative assessment children are compared to age related expectations.

Continue to use formative and summative assessment strategies in your new setting to secure progress.

Continue to use assessment to inform subsequent lessons.

Follow the marking policy in your new setting and continue to provide children with quality oral and written feedback and time to respond.

TS7 Manage behaviour effectively to ensure a good & safe learning environment Grade

Trainee Reflection on Achievement Mentor Feedback TargetsBefore entering the setting, I made myself aware of the behaviour policy so that I could begin to adapt to different framework which I will be working in. Within the different settings I have been able to adapt and use the strategies in place to provide consistency within the classroom. Within the classroom I create high expectations of behaviour and use a range of strategies in order to promote positive behaviour and apply these strategies effectively. Within the setting I also have effectively used and applied the schools sanctions alongside the use of praise and positive reinforcement in order to create an environment in which all children are able to learn and develop in. For the majority of children within the classroom I am able to manage behaviour at ease so that learner are able to display high levels of engagement within the session.When looking at the children which have additional behaviour needs, I have been able to think about a range of strategies which can be used to ensure that behaviour is managed in the classroom. By deploying a range of strategies in the classroom with this individual child it has enabled me to explore a range of strategies which can then be used in the future practice. Through the use of PSHE we have also been able to look at the way in which children’s chosen behaviours can affect those that are around them.

The children were clear about what was expected of them during lessons, and at other times. She gave clear instructions and had high expectations of the children. She has followed the whole school policy for rewards and sanctions and has also implemented her own reward charts for individual children with good effect. Throughout the placement Sam has become more confident at using strategies to avoid low level disruption and behaviour issues arising and should continue to develop this further in her new setting. Sam has used PSHE lessons to good effect to discuss feelings and the ways that these affect our behaviour and this has helped to further children’s understanding around certain behaviours and how others may feel and act.

Follow the whole school system for behaviour in your new setting.

In your new setting set high expectations and establish a framework for behaviour with personalisation as required.

Establish a good relationship with your class and get to know their needs as quickly as possible.

TS8 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

Grade

1

Trainee Reflection on Achievement Mentor Feedback Targets

Through the professional practice I have been able to contribute to the wider responsibilities within the school. I have been proactive in seeking out opportunities to contribute in a significant way to the wider life of the school, this has been shown through helping out with a science club after school, attending staff meeting on a regular basis and contributing to parents evening and a parent’s arithmetic evening. Throughout the time in professional practice I have been able to build up strong relationships with colleagues in order to work collaboratively, working alongside the other year 1 teacher has enabled me to get an understanding of working in a 2 form entry school. Throughout I am able to effectively communicate with parents and carers in relation to the pupil’s attainment and well-being.

Sam has worked hard to fulfil her wider professional responsibilities during this teaching practise. She helped to support an after school Science club and helped to plan and support a parents’ arithmetic evening. She has spoken to parents before and after school where necessary in relation to any issues head bumps etc. Sam also assisted with parents’ evening meetings. Sam has worked well alongside other staff, including working collaboratively with the other Year 1 teacher where appropriate. She has worked well alongside support staff, planning for them and ensuring that they are aware of their role before the start of each lesson. She has then ensured that she has taken feedback from them regarding the children’s progress. She has responded well to advice and feedback and taken it on board.

Continue to make a positive contribution to the wider life and ethos of the school in your new role.

Continue to use support staff effectively to maximise progress for all learners.

Continue to communicate effectively with parents.

Take advice from your mentor during your NQT year and continue to systematically reflect on your practise.

PART 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.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions; Showing tolerance of and respect for the rights of others; Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs; Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance, punctuality, and appropriate professional dress. Teachers must have an understanding of, and always act within, the statutory frameworks which

Trainee reflection Pass/Fail

Mentor/Visiting Tutor comment and or target

Throughout the professional practice I have been able to demonstrate high

standards of personal and professional conduct. I have maintained and upheld high

standards of ethics and behaviour by ensuring all pupils are treated with

dignity and that relationships are built upon mutual respects. At all times the

boundaries appropriate to a professional position are upheld.

There is always the awareness of the needs of children in my class and settings and have regards for the

need to safeguard pupils’ well-being.Throughout FBV have been upheld and an effort to ensure that they are

Sam has consistently demonstrated high standards of personal and professional conduct. She has

established good working relationships with both children and

staff that are rooted in mutual respect. Sam is aware of

safeguarding issues and the needs of the children within her care. She has adhered to and followed the school’s

policies and procedures. She is always well presented, punctual and has full attendance for this teaching

practise.

set out their professional duties and responsibilities. promoted in the way guided by the school. Throughout the placement I have been able to show regards to

the schools policies and procedures and adhere to those.

All trainees to be awarded QTS will have demonstrated high standards of professional behaviour and that: 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. 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. 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 equality legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.

Final Grade

Overall Grade for this Professional Practice as agreed at triangulation meeting

Please circle or highlight grade awarded

Please only complete this if your trainee has completed:Professional Practice 1A (year 1 undergraduates only)

Pass Fail Number of days attended 50

Please only complete this if your trainee has completed:Professional Practice 1B or Phase 1 PGCE Grade 1 Grade 2 Requires Improvement Inadequate Start Date 16/01/17Please only complete this if your trainee has completed:Professional Practice 2 or Phase 2 PGCE Grade 1 Grade 2 Requires Improvement Inadequate End date 31/03/17

Signatures – See next page

Mentor: ……Laura Turnbull………………………………………………..

Standards Grades

TS 1 2

TS 2 1

TS 3 1

TS 4 2

TS 5 1

TS 6 1

TS 7 2

TS 8 1

Part 2: Pass/Fail

Visiting Tutor:………Chris Heald ………………..……………...

Trainee:....Samantha Rea............................................................ Date: ..................30.03.17..............................

Please could the Mentor send an electronic copy of this completed form back to: Primarypartnership@edgehill.ac.uk (this should be within one week of completion of the Professional Practice). Once the Primary Support Team receive the form from the Mentor, this will release payment to the school. The Trainee should retain a personal copy of the form and give a completed copy to their APD Tutor.Thank you.