Exemplar Pack for PRIMARY UG and PGCE Programmes

This pack provides completed examples of some of the key documents Trainees and Mentors use during SBT

It includes:Completed Systematic Synthetic Phonics PlanCompleted Daily English planCompleted Daily Maths planCompleted Impact Report (UG Level 5 and PGCE Stage 2 only)Completed Extended EvaluationCompleted Record of PerformanceCompleted Informal observationWriting Supportive Individual Recovery Plans (IRPs)Completed Assessment Report

LESSON PLAN FOR THE TEACHING OF SYNTHETIC PHONICS

Date:

EYFS/ NC Objective: NC Objective - 1 NC Objective – To read, recognise and write words containing taught GPCs

1 Specific SSP Objective – To use the grapheme “oy” correctly when reading and spelling words

Programme: Letters and SoundsPhase: 5

Child-friendly objective: I can read and write words containing the grapheme “oy” I can use “letter names” to talk about the difference between graphemes that sound the same I know the difference between “oy” and “oi” and when to use each of them I can read and write common exception words Graphemes/phonemes to be consolidated: Phase 3 – “ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er”Graphemes/phonemes to be taught: “oy”Exception words to be taught: “day”, “here”, “saw”

Prior Learning: Outline pupils’ prior achievements and misconceptions and explain how this lesson moves their learning forward: Children can identify, spell and write the phase 3 phoneme “oi” in words and captions Children can have learnt the phase 5 phoneme “ay” is an alternative spelling to the phase 3 “ai” Children may demonstrate the misconception that all words containing the “oi/oy” phoneme should always

be spelt with “oi”

The lesson will move the learning forward by exposing the children to words that sound like they use the phoneme “oi” but use the grapheme “oy”. It will provide the opportunity to listen for the phoneme, enunciate the phoneme, write the new grapheme and spell words containing the new grapheme in a caption. The lesson will equip children with the knowledge and method to select the correct grapheme for the word.

Children are familiar with using magnetic letters and to select “joined up” magnetic letters for a grapheme with 2 letters and 1 sound.

Role of the TA in supporting pupils’ learning (if applicable): Review TA will take a select group of children into another area of the phonics environment where a

select group of children will have a “Grapheme Hunt”. This will be aimed at different ability children each day - eg low ability children will be challenged to become secure with phase 3 graphemes they need to re-visit and high ability children will be challenged by collecting grapheme from around the environment and putting them together to create CCVC words

Teach TA will support lower ability children with flashcards displaying words that contain “oi” and “oy” for the children to analyse when the majority of the class are offering the teacher words

Practice TA will support lower ability children with picture cues to accompany the words used in the short story eg “toy, joy”

Apply TA will support the lower ability children with sentence starters to use in their sentence strips. They will comment on the back of the children’s sentence slip, describing the children’s discussion, questions and ideas to inform the Class Teacher to understand their understanding and misconceptions

Differentiation:How are you ensuring a good level of challenge for all learners? Review Supporting emerging and exceeding readers - “Grapheme Hunt” will differentiate in ability for

different groups of learners Teach Supporting exceeding readers - Stretch and Challenge high ability children to think of words that

are exceptions to the “oi”/”oy” rule Practice Supporting emerging and exceeding readers - Children will be asked to add sound buttons

underneath the magnetic letters, count the phonemes and graphemes Apply Supporting emerging and exceeding readers - Children will be challenged to include “more than

2/3” of the pictures of objects on the whiteboard in their sentence and include an “adjective/conjunction/verb” etc.

Timing/Organisation

PUPILS’ LEARNING? What are you doing to facilitate learning in the lesson? How are you checking on pupils’ learning throughout the lesson?

Resources

REVISIT and REVIEW (previously taught phonemes/ exception words/ blending and segmentation within existing phonic knowledge)

3 minutesChildren sat in their “Phonics Seats” with the children who require the most input and assessment at the front to ensure teacher can hear them saying the words

Phonics Footsteps Children enter phonics area by stepping on “Phonics Footsteps” placed on the floor from the classroom to the phonics area. They contain the sounds they have been struggling with or recently learnt “ay”, “ph”, “oe” and the tricky words “friends”, “once”, “eyes” and finally a new tricky word that they have not learnt yet “please”. Children step on the footstep and say the phoneme/word

(Uses a kinaesthetic learning strategy)

Interactive Flashcards Recap all Phase 3 phonemes using interactive flashcards on the interactive whiteboard - “ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er”.

Teacher will stand at the front of the class and activate the interactive flashcards to allow the class teacher to take the lead in assessing the children through observation

(Adopts a multi-sensory teaching strategy) (Strategy to develop grapheme to phoneme correspondence) (Strategy to observe and assess)

Assessment Phonics Footsteps Class teacher and TA stand at different

points of the Footsteps trail and listen to each child as they pass them and listen to whether the children are enunciating the grapheme or correctly. If they notice particular children saying it incorrectly or if several children struggling on a particular grapheme or word, they model that grapheme/word as soon as all the children are sat down

Interactive Flashcards The class teacher will be at the front of the class carefully observing the children enunciating the graphemes shown on the board. The class teacher will note which children are using the incorrect phoneme/sounding the phoneme incorrectly/not joining in

Phonics Footsteps (made from bath mats)

Interactive grapheme flashcards for Phase 3

Interactive whiteboard and pen

TEACH (new phoneme / grapheme/ exception words)5 minutes Introduce the new digraph Introduce the digraph by asking a

child to peg it onto the “Phonics Washing Line” Ask children how they think this grapheme sounds and what

grapheme it is similar to Reinforce that it is “two letters, but one sound” Listen to the “oi/oy” song - https://www.youtube.com/watch?

v=E9EGgLPmpXAand ask the children to put their hand up when they see the grapheme “oy”

(Adopts a multi-sensory teaching strategy)

Words containing “oy” Ask children to think of words containing “oy” – accept words that contain “oi” and write them on the board to see if children notice that it does not contain the grapheme “oy”

(Strategy to develop grapheme to phoneme correspondence)

Explain the difference between “oi” and “oy Ask children to look at the words on the board closely and add some more eg destroy, coin, choice, join

Ask children to come up and put the sound buttons on the words Ask the children what they notice about the “oy” grapheme in the

words (there are 2 graphemes that make the same sound) Talk about where the grapheme “oi” is found – usually in the

middle Talk about where the grapheme “oy” is found – usually at the end When the children are secure, produce the “Exception Elephant”

puppet; he will try to trick the children with the exception words “royal”, “soya” and “annoying”. The words will be written on the

The “oy/oi” song “Exception

Elephant” Puppet Interactive

whiteboard with flashing siren animation

board, they will concentrate on each word and will be asked what is unusual about them

(Adopts a multi-sensory teaching strategy)

Teach tricky words Introduce tricky words by displaying them on the “flashing siren” animation on the interactive whiteboard - “day”, “here”, “saw”

Tell the children how each word should sound Ask children to segment the word and then blend it Identify to the children that using our phonemes trips us up with

this tricky word! Ask them if they can identify the part that is tricky Alternate the new tricky words on the whiteboard and children will

read the word and say it aloud when it appears

Assessment Remove the selected words from the board Ask children to create a table with two column – “oi” and “oy” Say the words that the children offered (not exception words) on

the board out loud and ask the children to write them in the correct column

PRACTICE (Blending and Segmentation)5 minutes Splat the Phoneme Class teacher reads a short story

containing various words containing “oy”. All children will be stood up listening to the story and will bob down when they hear the “oy” phoneme (see below the lesson plan for story “Roy and his toy”)

(Strategy to develop phonological awareness in spoken words) (Uses a kinaesthetic learning strategy) (Uses whole class participation) Read the story again and ask a child who bobbed down, but not a

child who dominates the class, to write the word on the board (This strategy raises expectations of all children, showing them

they are all expected to participate) Include a word containing “oi” and if children bob down, write it on

the board and ask them if it contains the “oy” phoneme. Ask one of the children who bobbed for “oi” to think of a word that does contain “oy” and write it on the board

Magnetic Letters Children spell a word the teacher says with the magnetic letters on individual whiteboards. Ask children who may struggle selecting the grapheme “oy” from the magnetic letters to find it and bring it to the front and put it on the whiteboard

Children will also be asked to practice spelling a tricky word taught in “Teach” using magnetic letters

(Adopts a multi-sensory teaching strategy) (Strategy to familiarise visual discrimination of graphemes from

listening to phonemes)

AssessmentMagnetic Letters Class Teacher and TA walk around and assess the children are selecting the grapheme “oy” instead of 2 separate letters “o” and “y” or the incorrect grapheme “oi” or letters “o” and “i”. The placement of the sound buttons should also be assessed to ensure both “oy” and “oi” graphemes have been recognised as one sound

Prepared short rhyming story containing “oy”, “oi”

Magnetic letters Whiteboards and

whiteboard pens

APPLY (read/ write a caption or a sentence)7 minutes Sentence Strips Teacher displays a range of pictures on the

whiteboard of objects that contain the “oy” sound. Children write a sentence/caption on their pre-prepared sentence strips from their Phonics Folders that contains the “oy” word – “The boy drops the can of oil”, “I enjoy playing with my toys”.

(Strategy to promote spelling words in a sentence using segmenting

(Provides opportunity to transcribe graphemes for the phonemes they hear in a spoken word)

Sentence strips Pencils Pens Rubber

AssessmentSentence Strips The strips are placed into individual Phonics Folders and marked by the class teacher. The teacher will assess if the children understand the rule of where “oi” and “oy” are found in a word. It will show the level of ability in segmenting and blending of other words as they write the sentence. If children have made a mistake, assessment could be done when giving feedback. When giving verbal feedback, the class teacher could revisit the rule as to where to find each grapheme and encourage the child to find the mistake in their own work.

Extending learning into provision The story “Roy and his toy” is written on large paper on the wall in

the Book Corner. The children are encouraged to continue the story sentence by sentence, including a word with an “oi/oy” sound. They will underline the “oi/oy” grapheme in the word. A word bank next to the story would be available

In golden time, the children are set a “Phoneme Hunt” challenge where they explore the classroom looking for objects containing the “oi/oy” sound. They write the objects they have found on whiteboards

Splat the Phoneme“Roy and his toy”

Roy is a spoilt royal prince and he’s only seven years old.His favourite toy is a noisy drum.

One day, Roy was singing in a very loud voice when there was a knock on the door. Roy opened the door and there stood the King.

“Excuse me, little boy! I know your drum brings you lots of joy, but please, don’t annoy the Queen!”.

English Subject Lesson Plan (daily) KS1 

Subject   __English ________ Theme: _Seasons and change_______ 

Week beginning: SeptemberObjective:

Describe incidents from their own voice with an audible voice. Listen with sustained concentration. Compose and write simple sentences independently to communicate meaning.

 Day 

  

Learning Outcome – I want evidence children can: 

Recognise and talk about the four different seasons

Begin to understand the main features of each season

Use their phonic knowledge to create self-composed sentences- one for each season

 

Success criteria (Steps to success): 

I can talk about spring, summer, autumn and winter

I understand the differences between the four seasons

I can use words I know and new ones to describe the season/s and write a simple sentence

 

Prior Learning:  Some shared discussion about key events in their year; holiday, birthday, Christmas, bonfire night etc and when do these happen?Link to seasons- timeline.

Mis-conceptions to be addressed (from prior sessions) 

That each season happens once a year and they are always in same sequence and fixed.  

Vocabulary and Notation: Season, spring, summer, autumn, winter, time, month, next, changes, hot, cold, colour names, before/after…

 

Resources: Teacher    Pictures, books, IWB images, whiteboards/pens Children whiteboards/pens, clipboards, large sheets paper/colouring pencils 

Teacher input  Independent work/Applying skills Review (5 to 10 minutes max) Show pictures/images of different seasons and ask children to share their thoughts and ideas with their talk partner.Teacher pick out key information and scribe on W/B their ideas and key words.Show a chronological timeline/cycle to demonstrate the sequence and repeat of the four seasons.

 Main (Learning and practising): Following risk assessment and suitable adult child ratio, either whole class/small groups go on a season walk around school/local area.Talk, take photos, draw, record on talking postcards their observations and link these to the images.

Discuss that you will repeat this again at a different time to notice/observe the changes each time.

Outside/class- children work in four groups to create collage/pictures/labels of a given season.

Support with images/books/wordbank.

Differentiation/Deploy other adults:

Applying and assessing  (Identify guided group)  Core:  Create own/group season collage/picture, label with appropriate words/captions. Modified:  Support ideas, scaffold with images, wordbank. Extended: Write simple sentences to show the changes from one season to another. 

Support during initial discussion.Supervise on seasons walk.Work with specific group for large group task to complete their given season outcome. AfL and monitoring pupil progress    Home Learning (where applicable) Trainee Evaluation: (All these notes should feed into your extended evaluation). Focus on the IMPACT of your teaching and on children’s learning.  Do not just describe the lesson.  

Targets (What I want to achieve)  To support my subject and curriculum knowledge  

Action points (What I need to do) To support the progress of my learners  

Mathematics Lesson PlanSubject: Maths, Year 4 _____________________ Topic: ______Decimal Place Value__________________

Week beginning: 12 SeptemberObjectives for the week (from the National Curriculum): Count up and down in hundredths and recognise that hundredths arise when dividing an object by one hundred and dividing tenths by tenRecognise and write decimal equivalents of any number of tenths and hundredthsCompare numbers with the same number of decimal places up to two decimal placesDay: Monday Learning Objective(s):

To understand the concept of tenths and hundredths and begin to count up and down in hundredths.To recognise and write decimal equivalents of tenths and begin to do this for hundredths.To begin to compare numbers with the same number of decimal places up to two decimal places

Steps to success/ Success criteria: Children can correctly identify a decimal number on a blank number line.Children can say the fraction and decimal equivalent for any tenth number and begin to do this for hundredth numbers.Children can point to decimal numbers on both a number line and a number square.Children can say which is bigger between two decimal numbers with two decimal places.Children can generate their own decimal place value questions.

Prior Learning:In Year 3 children have already learnt about tenths and can recognise and write fraction and decimal equivalents of tenths. As this is the first lesson on this, children will recap this knowledge in the first part of the lesson.

Children to be aware of (initials of children who may need extra support or greater depth activities):GH and HT – likely to complete the greater depth activity (make sure explanations are detailed and mathematical)ST, RY, HG – may struggle, TA to support and check on at regular intervals

Possible Misconceptions:Children may not understand the relationship between tenths and hundredths (that hundredths are ten times smaller).Children may think 0.09 is greater than 0.4 because they haven’t understood the place value or that 3.12 is bigger than 3.5 because 12 is bigger than 5.Children may read the decimal numbers incorrectly (eg 23.45 as “twenty-three point forty-five”) but need to recognise that money is a special case that breaks the rule.Key Vocabulary and Notation:DecimalDecimal pointTenths HundredthsFraction

ResourcesTeacher: IWB with interactive number line (http://www.taw.org.uk/lic/itp/itps/dec_num_line_05.swf ) Large sugar paperTen large strips of paper split into tenthsChildren: Ten strips of paper divided into tenths per pairSquare piece of sugar paper per pair

Lesson Sequence Key models and images used

What are the children doing? What is the teaching assistant doing?

Things to consider:Is there going to be a warm-up activity?Have you outlined the ping-pong activity?Have you included independent problem-solving time and how long this is for?How will you support struggling learners?How will you challenge advanced learners?Have you included your key questions?

Ping Pong- What is a decimal? (A bit of a number). Where might you

see decimals being used? (money, measures etc). Use 30 seconds paired talk for children to discuss these questions and then feedback. Record uses of decimals on sugar paper and stick onto the working wall.

- Use http://www.taw.org.uk/lic/itp/itps/dec_num_line_05.swf Draw a line from 0 -1. What number would come between 0 and 1? Establish that if we split it into ten equal parts, we have tenths. Show how we write tenths as both a decimal and a fraction. Eg 0.4 and 4/10. (Pick out other points on the number line and ask: what number is this? How do we write it as a decimal? As a fraction?)

- Repeat with a line from 3 – 4.- As a class count in tenths from different given numbers.- Now tell C that if you split each tenth into ten equal parts

you get hundredths. Show children different segments of number line (eg from 0.1 – 0.2 or 0.6 – 0.7). Repeat questioning as above, showing C how to write as both a decimal and as a fraction.

Independent Paired ActivityProvide pairs of children with ten strips of paper, each strip divided into 10 parts. Explain to children they are going to make their own decimal number line from 0 – 1.Get pairs to lay out the ten strips side by side. Start by marking 0.1 at the end of the first strip, 0.2 at the end of the second etc,

IWB number line (showing how a decimal number line links to a whole number, number line)

A tenths number line from 0 -1 created by the children

Talking to a partner.Participating in whole class discussion.

Seeing a number line image. Answering questions about decimal numbers.

Counting in tenths as a class.

Working in pairs to create a 0 – 1 number line, split into hundredths.

Scribing children’s responses onto sugar paper and sticking this onto the working wall.

Supporting individual children as directed by the teacher (moving from child to child spending no more than 2 minutes with any specific child).Counting with the class.

Creating a large version of this to go onto the working wall and be used as a model. (Whilst keeping an eye out for any pair that may

up to 1.

Ask: What will go between 0 and 0.1? Establish that it is the hundredths. Get children to add these on to every square of their strips. (This could be in a different colour to the tenths).

Ping-Pong QuestionsAsk C questions about their number lines eg Who can point to 0.4; who can point to 0.34? What is bigger, 0.51 or 0.22? Why? (Focus on explanations).Children to then ask each other questions (2 mins).

Move on to how many hundredths in a tenth? What is one hundredth bigger than, smaller than… etc. What is one tenth bigger than/smaller than? Do you notice a pattern?

Independent Paired ActivityProvide children with a piece of sugar paper. Tell them that they are now going to make their number line into a number square. Show the decimal number square on IWB as an example. Children to then stick their strips onto the sugar paper as a square.

Final challenge (suitable for all to try but aimed at Advanced Learners)Which is bigger 0.5 or 0.09? Explain your answer using your number square.

Struggling learners – during this lesson children will be working in Mixed Ability Pairs and therefore struggling learners will be supported by their peers and by the number line models. The teaching assistant will also be supporting any child who appears to be struggling if necessary.

A hundredths number line from 0-1 created by the children from the tenths number line

Children are using the number line that they have created

A decimal 1 square (made by the children from their number lines so that they can link the two together)

All children responding to the teacher’s questions by pointing to answers on their number line. Children then asking each other questions and pointing to answer on their number lines.

Children working in pairs to create a decimal 1 square by sticking their strips, in the correct order, onto sugar paper.

Some children will be working to answer this question on whiteboards using their number square. These children may then explain it to a partner or to the class.

be struggling).

Assessing a group of children as directed by the teacher. Noting down their responses on the assessment proforma.

Creating a large version of this to go on the working wall to be used as a model in subsequent lessons.

AfL and monitoring pupil progress (to only record names applicable to today)The majority of children met the SC.DC, GH, HT and SY all completed the final challenge with in-depth explanationsST – understood tenths but needs further support with hundredths (couldn’t locate a given number on a number line or in the decimal 1 square), Same Day Intervention this afternoonNext Steps:Children will create and answer questions based on their decimal 1 square including comparison questions

Children will continue to refine their explanations as to why one decimal number is bigger than another (using both the number line and base ten as a model)Children will hypothesise and test conjectures about adding and subtracting 0.1 and 0.01 (which will help enable them to compare decimal numbers)Evaluation:I felt that this was a successful lesson. The children were engaged and on task throughout. I was pleased that more children than I expected completed the final challenge (including SY who can sometimes struggle with Maths). ST still needs further support so I will discuss an intervention session for him with the TA to do this afternoon. In tomorrow’s lesson I will work ensure I spend time working with him during the independent phase.Although most children could say which was bigger out of two decimal numbers, many of them lacked detailed mathematical explanations for this. This is something that I will focus on in tomorrow’s lesson to enable these children to depth to their understanding.Targets/Action points:Plan SDI for ST for this afternoon and discuss with TARead TAs assessment notes and use these when preparing tomorrow’s lesson

Pupil Progress Impact ReportPlanning to secure good pupil progress over time

To support evidence of your progress in Teacher Standard 6 in particular you are required to complete this Impact Report. For this task you will focus on pupil progress overtime in the areas of English/Communication Language and Literacy and Mathematics. You should be aware of children’s starting points. The Impact Report should facilitate discussion with your mentor at Key Review Point 3 in week 7 and inform completion of the Assessment Report. Use the assessment data you have gathered as part of your normal practices to inform the report. At the training tutorial you may exemplify points in the discussion by reference examples of children’s work/observations, your teaching files/school systems for recording pupil progress. This information must be shared with the class teacher and the completed report submitted to both the class teacher and Mentor. You should summarise the impact of your teaching on the progress of the learners by providing the following information:

Systematic Synthetic Phonics MathematicsAssessments at the start of the assessed placementCan you describe the children’s starting points? Think about groups of learners? Where were they in relation to expectations?

Baseline data (Oct 17) showed that 20% of the class were at the 40-60 beg range or higher in writing and 57% in reading.

Each week there are 2 focus children that the teaching staff focus their observations and interactions on, as well as conducting observations incidentally with the rest of the class.

For the purpose of this impact report, I focussed on the progress of 8 children, who would be the focus children for the remaining 4 weeks of my placement.

In relation to expectations, Reception children are at least 48m on entry and therefore should be reaching 30-50sec, emerging into 40-60beg. I have therefore considered ’40-60m’ the expected range.

Baseline data: 13% of my 8 assessment children were at the 40-60 range or higher for writing and 63% for reading. (See example baseline evidence of 30-50beg IA, 30-50 sec EB, 40-60beg RJ). This is representative of the whole-class baseline data.

From baseline data, 3 children from my assessment group were identified for interventions in Phonics. These interventions would focus around phoneme recognition and segmenting/blending CVC words.

On evaluation of baseline data (Oct 17), 90% of the class were at the 40-60 beg range or higher in numbers, and 76% in shape, space and measures.

For the purpose of this impact report, the same 8 assessment children were used across SSP and maths.

From baseline data, 88% of my assessment children were in the 40-60m range for numbers and 76% for shape, space and measures. This is also a representative sample of the class.

A higher percentage of the assessment sample was meeting baseline expectations in numbers and shape, space and measures, compared to reading and writing.

From baseline observations 7 children, out of my 8 focus children, could recite numbers to 10, match numerals and quantities correctly, and were beginning to use mathematical language spontaneously.

The child (IA) that was still at the 30-50 range had been Identified as requiring intervention. This intervention would consist of support during focus lessons, as well as 1:1 intervention time during the day.

Overview of targetsWhat did you do? What were your markers for pupil progress, ie what were key learning outcomes? How would children evidence them?

Difference in attainment between Literacy and Mathematics, it was clear that there was a need for a focus on writing- particularly phoneme recognition, letter formation, segmenting/blending and the application of these during independent learning times.

Targets were taken from Development Matters, Literacy: Reading and Writing (see progress spread sheet for targets

Targets for numeracy inputs were chosen from Development Matters, Mathematics (40-60m): numbers and shape, space and measures (see progress spread sheet for targets covered).

2 children (1 from my assessment group) who weren’t secure on the 30-50m targets received interventions during provision time focussing on number recognition, formation

covered). Targets would be evidenced through the children’s written

work during SSP lessons, observations, interactions and the application of these skills within independent work during provision (see evidence file). A copy of evidence was copied for their learning journey/EYFS profile, which I used to inform my progress data spread sheet. This enabled me to keep a track of children that needed challenging or supporting, or any gaps/trends that needed addressing.

As discussed above, interventions were carried out for 3 of my assessment children. They accessed the same targets during SSP lessons but were differentiated through support and scaffolding needed. Through communication with the TA, individual targets were set for them that they worked on in 1:1/group interventions during activity time.

and correspondence counting. These children also received support during Numeracy inputs.

Mental Maths inputs were carried out on 3 mornings in order to meet the whole school maths target- accelerate progress. These focussed on counting skills, number bonds, one more/less and other misconceptions noticed during the main Numeracy inputs. The targets for these sessions were more flexible and responded to the needs of the class each week.

Evidence relied heavily on observations and interactions as learning was through practical activities and embedded during different areas of provision. Photocopies of written work during numeracy inputs were taken (see evidence file). I also used AFL strategies during lessons to inform me of their current knowledge and next steps, which I wrote down as a written observation when possible (see evidence file- IA observation).

Unpicking pupil progressCan you describe an example of pupil progress within a lesson? What did it look like? How might you characterise it? Can you show your mentor a concrete example? Can you exemplify pupil progress across a series of lessons? How did progress develop overtime? Again, can you show your mentor an example?

Pupil progress within a lesson: Target: Attempts to write short sentences in meaningful sentences.

Towards end of January all phonemes and digraphs required had been taught. Children were now applying these within words, including in their independent work. However, their independent work still resembled a string of letters rather than being a clear set of words forming a sentence (see evidence).

We had been looking at rhyming words; therefore, the first lesson on forming short sentences was to do with rhyming captions.

Taught 3 things needed in a sentence- CL, FS, FS using actions. Clapping out words in a sentence. During the lesson all children were using finger spaces, the HA using full stops and capital letters, whilst the LA focussed purely on identifying words and separating them with finger spaces (see evidence of this lesson).

Pupil progress over time: Extended sentence writing by encouraging application of

these formally taught skills in independent writing during provision.

Carried on by writing captions for funny pictures- increased motivation especially with boys. Topics have been focussed around the children’s interest in order to provide a purpose for writing eg the children were interested in animals- wrote

Pupil progress within a lesson:

Target: They solve problems including doubling, halving and sharing.

At start of lesson I checked on prior knowledge- none of class could tell me or show me practically what ‘double’ meant.

The concept was taught first using fingers and items- showing that it means having two groups of the same number.

Then moved on to children identifying whether a problem on the board was a double involving a variety of materials, and then completing double questions using their fingers and writing down the answer on their board.

At the end of the lesson all children could verbally tell me or show me a double practically.

The children were able to complete double activities during provision following the lesson (example of double work in evidence file, CD, RJ) During next lesson starter HA children (BP evidence) used doubling to write abstract number sentences independently and could answer questions verbally without practical/visual aids.

As discussed, I was looking for progress not just in formal focus groups, but also for this learning to then be applied within their independent learning time (see evidence for provision observations).

clue books about animals, drawing aliens & writing a sentence about them, recording footprints they found in the classroom or items they bought in the role-play shop (see evidence).

Although progress could be seen during phonics lessons my main source of evidence for pupil progress for SSP was for the children then to apply what they learnt formally within independent learning time.

During provision time teaching staff interacted with the children exploring their knowledge and using questioning to deepen their knowledge. As lessons progressed AW struggled to access maths lessons independently as she wasn’t solid on 1:1 correspondence, provided reasons to count in a practical context within provision, as suggested in development matters (evidence of AW creating birthday cakes for teachers, counting them and then counting the bun cases)

Assessments at the end of the unit/sHow was progress? At, above or below what you expected? Can you justify your judgements through reference to your records/children’s work/observations /your planning?

The children’s evidence was used for a formal assessment in January and compared against the baseline data.

In writing: 13% of my assessment group were at the 40-60m range in November, 63% of the group were in the 40-60m range in January.

In reading: 63% of my assessment group were at the 40-60m range at baseline, as of January now 88% are at this level.

This shows a good level of progress in both reading and writing across the group, which can be seen when viewing evidence of their independent word (see evidence file).

In total from November to January, my assessment group made 6 points progress for reading and 9 points progress writing.

Evidence was reviewed again at the end of my assessed teaching block (end of February). All children within my assessment group are at the 40-60m range and are on track for achieving ELG (see evidence file).

On viewing evidence of work, comparing baseline evidence to evidence reached now I would state they have made expected progress. Through the evidence it can be seen that the children are now applying their phonic knowledge within sentences and their independent learning time.

(Discuss assessment spread sheet, show evidence of work at end of placement).

The children’s evidence was used for a formal assessment in January and compared against the baseline data.

Numbers: 88% of my assessment group were at the 40-60 range in November, 88% of the group were still at this range in January.

Shape, space and measure: 76% of my assessment group were at this level, as of January 100% were.

In total from November to January, my assessment group made 4 points progress in numbers and 11 points in SSM.

One child (IA) made no progress in number or SSM. This child has continued to access interventions and upon review in February is now at the 40-60m beg range for both numbers and SSM.

When viewing the evidence at the end of the assessed teaching block, children are applying their skills taught through focus groups into a variety of activities within provision and beginning to apply these skills to their own problems.

As of February, all assessment children are at the expected range (40-60m beg-sec) and are on track for ELG.

(Discuss assessment spread sheet, show evidence of work at end of placement).

Analysis of impact on children’s learningDid all children make good progress over time from their starting points and how do you know? Explore reasons for children not making progress and say what you would do next to accelerate their progress. For those that went further, how might you have provided greater challenge?

As stated, children in my assessment group made more progress in writing than reading.

The higher progress in writing could be explained by writing being a target in response to the baseline data; it was a focus of teaching targets as well as intervention groups.

It could also be due to the baseline percentage of writing was lower than reading and therefore there was more room for accelerated progress.

3 of my assessment children made 0 points progress in their writing (IA, CD, AW), these children have been receiving

Although there has been no percentage progress within numbers, there has been progression within the 40-60 range for example, from beginning to developing. This is seen in the 4 points progress in numbers and 11 points progress in SSM.

Progress in shape, space and measures was above expectations, this could be due to the learning being high in the children’s interests with them exploring weight, capacity, length, height and buoyancy within their play themed around the arctic.

phonics interventions and support during focus activities. This could also be explained by their progress with their

characteristics of effective learning, the 3 children are short on confidence and have less mature language/vocabulary than others in the class.

Developmental factors could also be at play, with 2 of the children being summer born. Moving forward I would continue to provide intervention work, with practical activities and a context for learning.

Since January, IA has excelled with his intervention work and now no longer accesses these groups. His confidence has improved as well as attainment, supporting the idea that it could be characteristics of effective learning that impacted his learning in phonics.

During SSP lessons I incorporated high expectations for all, stretching the HA pupils with sentence work and independent writing tasks. During provision time I extended their learning with questioning, teaching them irregular spellings where appropriate (see RJ, BP evidence).

As discussed above 1 child made no progress in number or SSM (IA). As in phonics, this could be due to his characteristics of effective learning. As his confidence has improved, his learning has accelerated across phonics and numeracy. This child has continued to access interventions and upon review in February is now at the 40-60m beg range for both numbers and SSM and is able to access numeracy lessons without support.

RJ and BP made 0 points progress in numbers, this could be due to the high baseline score, however as HA pupils I would have expected them to make better progress. Moving forward, I would make sure the TA’s time is used to stretch these pupils, now there are less interventions.

Analysis of impact on children’s learning behavioursWere all the children interested and engaged? What attitudes did they demonstrate? How did you promote good learning behaviours? How has this impacted upon pupil progress?

Characteristics of effective learning has been evidenced using the A3 learning sheets (see evidence file).

As discussed above found these impacted upon progress of specific pupils.

Through evidence it can be seen that providing a context for learning encourages the children to be more independent and apply their learnt skills within different activities, hence accelerating their learning- especially in boy’s writing.

Good learning behaviours were encouraged by using ‘star of phonics’ stickers that saw a marked improvement in engagement.

Activities also influenced involvement as well as a sharp, fast pace, using behaviour techniques such as countdowns.

Provision of activities also has an impact upon their learning- engaging and sociable activities encourage children to discuss and interact with each other, accelerating learning.

Characteristics of effective learning has been evidenced using the A3 learning sheets (see evidence file).

Through evidence it can be seen that providing a context for learning encourages the children to be more independent and apply their learnt skills within different activities, hence accelerating their learning.

As discussed in observation, context for learning, using practical activities is hugely important in reception and more likely to encourage generalisation of these skills to independent activities in provision. More active and positive attitude to engaging and activities with a context.

Setting high expectations of work within lessons.

What did you learn? What did you learn about planning for progress over time (TS2/4), meeting the needs of learners (TS5) and use of assessment to inform future planning (TS6)?

Importance of using formative and summative assessment. Assessment forms important part of feedback cycle in

teaching, both AFL and summative assessments. Both inform future planning- medium term or weekly/daily. Assessment is constant in EYFS- different methods. Range of ways to use assessment in EYFS Importance of collaboration in EYFS - discussion of pupils’

Found numeracy more challenging to evidence than SSP- individual assessments are easier, pulling smaller groups of pupils to complete an activity.

Progress is more stepped within mathematics, found MM sessions useful to fill in gaps in knowledge.

Differentiation- use questioning to inform within the input. Can also differentiate within provision- providing tasks

observations etc. Found SSP easier to evidence- formative assessment

through whiteboards/discussion in lessons, through written independent work in provision.

Ways to include differentiation to accelerate progress- independent group for HA was successful.

Completed all of phonemes/digraphs before Christmas- this allowed me to focus on needs of pupils- specific sounds they struggled with or weren’t applying in their independent work. Allowed for intervention children to catch up and receive more 1:1 tailored support.

children can access at their own level. Numeracy targets can be embedded and encouraged

across a range of activities within provision, not just enhanced maths area.

Trainee Extended Evaluation Pro formaTo completed weekly as a review of a series of teaching or after a formal observation in preparation for the training tutorial.

Trainee: Week: Week 2 Comments Focus on PUPIL PROGRESS in every section

1. Set high expectations which inspire, motivate and challenge pupils

Were all the pupils challenged this week, including the more able?

What actions do I need to take next week to ensure an appropriate level of challenge?

I took into account the children’s prior learning to create activities that would challenge individuals at their own level. MathsAfter not challenging two more able pupils enough during last week’s lessons I ensured they had appropriate challenges throughout this week. I gave out challenge envelopes during maths for them to complete together.

The result being the children were being challenged at a deeper level & learning problem solving skills (missing numbers, equals sign on the opposite side) whilst accessing the same topic (subtraction facts within 20). EnglishThe pupils were split into 3 different ability groups - as a whole the activities were differentiated at the right level, however 2 individuals (insert initials) found this and therefore moved them to different groups in order to complete a more appropriate activity during the session.

Targets1. Next week in English I need to continue assessing the children’s prior learning and using that to differentiate activities that are suitable for their progress. 2. I need to plan effectively in order to continue to push my higher ability children whilst still including them within the lesson.3. I need to let some children explore more open-ended activities.

2. Promote good progress and outcomes by pupils

How much progress have the pupils made across the week?

What actions do I need to take next week to accelerate pupils’ progress?

MathsI have evidenced the pupils’ work within their maths books as well as on a progress record sheet. All children have made progress, at different rates. Therefore, some have achieved the objectives taught others only partially achieved.

There are 6 children (insert initials) that I have identified who do not remain on task throughout my maths lessons, as well as throughout academic progress in general. They are easily distracted. I am going to target them and aim to keep their attention for focused next week.EnglishIn order to make progress in English next week I need to build on the pupil’s prior knowledge, create engaging lessons that motivate & challenge them. The LA group I need to focus on creating lots of writing

opportunities. The MA and HA I need to continue to focus on the use of capital letters and full stops throughout a variety of tasks, as well as extending their existing vocabulary and sentence structures.

3. Demonstrate good subject and curriculum knowledge

Did clear modelling and explanations result in pupils making expected or better than expected progress?

Was my subject knowledge good enough so that pupils made good progress?

This has also improved my explanations and modelling towards the students, as I have had to think about how to break down the skill. I have used various models such as bar models, number lines, unifix and counters in order to cater for a variety of learners, so they could progress individually. During my consolidation lesson the students were using the models and images I previously modelled, independently.

I sought clarification from my class teacher, mentor and during training in order to improve my subject knowledge in phonics. This meant that I could break down skills & challenge students if needed in order for them to make progress at their own level. I am now much clearer on the order of sounds being introduced in phase 5.

4. Plan and teach well-structured lessons

Was pace of learning in my lessons good so that the pupils made good progress?

Did I use a range of teaching strategies in my lessons to maximise pupil participation and engagement?

Did I build in extension tasks to add further challenge in lessons?

Did my questioning promote higher order thinking?

During all the lessons this week I managed to accurately follow the timings of the lesson, so the children were always learning/applying effectively. It was also important that I was flexible at some points in order to correct any misconceptions the children may have.

I used effective behaviour management strategies, such as verbal praise, attention grabbers, raffle tickets and house points in order to keep the children motivated and on task. However, at points when children were working independently, I need to check on them to make sure they are working effectively & maintaining good behaviour.

I built in extension tasks & extra resources for example Monday’s lesson some of the activities were finished quicker than expected. I need to make sure that extension activities/challenges are still accessible to the children independently and that the language is accessible for their level of learning.

I used open-ended questioning, as well as encouraging them to use resources within the classroom in order for the children to be more independent and think about their own learning. I encouraged children to share their answers & discuss with one another to increase social learning.

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

Did the tasks enable all pupils to make good progress?

Did I provide “scaffolds” to enable pupils to achieve the success criteria in tasks?

I provided scaffolds in the form of practical resources such as unifix blocks, counters and visuals, when the children were successful with these resources, I reduced their scaffolding to further promote progress.

I created resources that increased in challenge and allowed children to progress from scaffolded activities through to more independent greater depth challenges. I created tasks that enabled children to apply their skills in different ways and therefore it increased their understanding of the concept as a whole.

6. Make accurate and productive use of From the feedback I received during my last informal

assessmentWere the pupils clear about what they were learning? Did I build in opportunities to check on pupils’ understanding at specific points? Did I “notice and respond” by addressing misconceptions to enable pupils to make further progress?

observation by my class teacher, I made sure that my expectations were clear to all pupils by sharing learning objectives, success criteria and the amount of work I expected by specific points of the lesson.

I included mini-plenaries throughout lessons where appropriate, where children could share their learning as well as address any misconceptions. When misconceptions were identified I would address them individually, or if it was an overarching issue, I stopped the ability group or whole class, raised the point and reinforced the learning.

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

Were my expectations for pupils’ behaviour clear? How well did I promote good attitudes to learning?

I have focussed my behaviour management around positive strategies. For example, I verbally praised children for conducting the right behaviour that motivated other children to also display the correct behaviour. If low-level disruptive behaviour occurred, I addressed it straight away, normally by looking at the person, or by praising someone else for the absence of that behaviour. This was effective as it stopped low-level behaviour from spiralling. As well as behaviour I encouraged good attitudes towards learning by praising their effort rather than their results. TargetI am going to let the children write their own name on lottery ticket rewards I give out. This will save me time and also give them ownership and responsibility.

8. Fulfil wider professional responsibilities

How well did I deploy support staff to maximise their impact on pupils’ progress?

How has my CPD time impacted upon targets set?

Have I liaised with other colleagues to enable my professional development?

I believe I have improved in the communication and deployment of my TA. With support from my class teacher I have been more prescriptive with my information and feedback sheet, as well as making time before, during and after lessons to check in on both staff and pupils’ understanding.During meetings with my mentor we have looked at my current targets and organised observations with other class teachers. For example, I observed a behavioural class in order to improve my repertoire of behaviour management strategies.

I have attended staff briefings, tried to be involved with aspects of my class teacher’s responsibilities in order to improve my professional development and knowledge of the role as class teacher.

Trainee’s Targets for next week: Reiterate expectations of learning behaviours when working independently. Identify and deal with misconceptions during the lessonMonitor progress of pupils who do not remain on task.Subject and Curriculum Knowledge target/s: Continue to identify next steps in maths PoSUse correct vocabulary (from the English PoS) when writing challenge cards so pupils can access learning independentlyTarget/s that relates to pupil progress:

To check on the progress of children working independently, so misconceptions can be addressed as early as possible.

Ensure children are aware of procedures to follow when they finish their work when working independently.

Continue to monitor progress against then objectives taught Continue to mark books and provide opportunities for pupils to respond to written feedback

Class teacher comment on the Trainees’ reflective commentary: Trainee A has proven to be an exceptionally reflective trainee. She can clearly identify her areas of development, referring explicitly to clear and concise examples, as well as understanding her lesson strengths – of which there were many. Trainee A has successfully taken on board suggestions from both formal and informal observations and continuously strives to develop herself. Already, it is clear Trainee A’s teaching style has grown and she appears much more confident when delivering whole class and group inputs. Trainee A demonstrated within her lesson her strong management style and leadership of the team around her; she communicated highly effectively with her TA which was a marked improvement. The lesson was resourced and prepared to a good standard. As this was her first lesson, I focused on observing her teaching delivery, the relationships she has created with the children and her behaviour management. It was evident within the lesson that she has mastered these areas; Trainee A should be very proud. Overall, the lesson showed a really good, and a promising indication of the progress she is on track to make over the duration of her course.

Revisit the targets set last week and comment on how well the Trainee met these:As above, Trainee A took on board her targets prior to the lesson and met these within the observation.

Class teacher signature: Trainee signature:

…………………………………………….. …………………………………………………

Date: ……………………………………..

Record of Performance – ENGLISH EY SSP EXAMPLE

Please complete all parts and refer to Please complete all parts and refer to Please complete all parts and refer to and/or highlight the Teachers’ Standards enclosed.

The review should include a range of evidence and the Trainee should have an opportunity to reflect on the impact of teaching and learning. This Record of Performance should be discussed at the Key Review meeting.

All completed Records of Performance should be emailed and returned with the Assessment Report at the end of placement.

Sam Smith Date: 12/10/17

Bob Brown Time: Start 9.15 End 9.45

English: SSP Discrete lesson Yr Group: 1 No. of Pupils: 25

1. Contextual information for lesson (Trainee to complete prior to observation)a) Focus of lesson and, if relevant, its place in a sequence of lessons:

Fourth lesson of SSP this week. In previous lessons this week children have been introduced to the alternative spelling of the phonemes ay and a-e in real and nonsense words. The children have explored the notion of ‘best fit’ where the phoneme should be positioned when segmenting for spelling. They have played a bingo and splat game designed to improve the quick recall of all previously taught ai, ay and a-e words. They have used common exception and decodable words from phases 2-5 to help them create short phrases and sentences (incorporating the words containing all other previously learned phase 5 sounds).

All pupils are able to read and spell a selection of words containing a range on long ‘ai’ sounds – (including the new long ‘a’ – EG acorn, angel, Ava, agent.Pupils working at greater depth are expected to read a range of sentences that include the spelling variations of all previously learned graphemes and draw images to represent these sentences. They will explore this week’s sounds and generate real and nonsense words from all the possible written forms of long vowel phoneme ‘a’. They use these words to generate own sentences.Pupils working at expected should read words with the new long vowel phoneme ‘a’ and use their previous knowledge to accurately spell words using the ai, ay and a-e. They should be able to blend sounds to read most words within contextual sentences provided. NTE pupils work in a small group to match pictures of cvc noun words with ‘ai’ phoneme in to the correct spelling and then begin blending these words. – Move onto identify ad verb words and sort pictures to match

Previous targets were to ensure accurate modelling of handwriting when segmenting words for spelling To encourage more ‘active learning’ through movement, games or small group activities.In all lessons this week I have included a modelling session and in phonics have used a short game to encourage the quick recall of sounds. These games have included active learning, moving around the room to locate phonemes that can be paired with another child.

d) Proposed focus for observation:

Differentiate my questioning to encourage all learners to challenge themselves when reading and spelling words. Monitor all pupils’ responses and address misconceptions as they arise.Reference previous learning in sessions and build on this prior learning day by day

2. Pupil Progress over time

a) Please tick the range of evidence considered to indicate the impact on Pupils’ Progress as shown in this lesson and over time.

Context and content of the session X Discussion with pupils Impact of Trainee’s questioning and responses to pupils X

x X

X

c) What did the Trainee do to impact on pupils’ learning in the lesson? What went well?

Pupils are enthused by the ‘noisy’ sounds game finding ay and a-e phonemes.This is an excellent recap and review activity but needs to be shortened (a sand timer could be used develop accurate timing).During the teaching focus the trainee stops whole group input and directs key questions to individuals who have been reluctant to respond. They are visibly pleased when they answer correctly.Direct praise is given to a child for identifying a sound they previously had misread.Trainees recording on whiteboard of pupil’s responses shows good modelling of the handwriting policy and the sound buttons reinforce accurate blending of these words. All pupils feel comfortable to ‘have a go’. TA also reacts to and supports those individuals at the point of learning.

Visual prompts to support learning are used, train carriages are hung from the ceiling with lists of exception words. These encourage pupils to check their reading and spelling independently

The use of peer support to check the re reading of sentences is clearly embedded into the learning routine.

d) What are the Trainee’s targets and actions which will improve Pupil Progress?Target

1. Keep to time ActionMake sure the recap and review does not take over teaching focus time. Go and observe Yr 2 teacher here.

Target2. Model one to one correspondence when reading longer sentences.

ActionProvide pointing ‘finger’ prompts to support fine motor skills where necessaryUse sentence construction strips and cut each word of the sentence out before re constructing, encourage pointing at each word when read

Target3. Plan for ‘all’ pupils to blend for reading and segment for spelling in every session.

(NTE group did not record and could have written their ‘ai’ sound words during session

3. Impact on pupils’ progress. Judgement on overall Pupil Progress (please indicate)

Inadequate Requires Improvement Good X Outstanding

Trainee Name: Mentor:

Signature: Signature:

Highlight to Identify Aspects of Teachers’ Standards Identified

Informal Lesson Observation

Date:……………………..……………. Topic:… History

Class:… 3H Class teacher:.. A Bloggs

Strengths of the Lesson1.The children were able to identify how the objects would be used because all the artefacts were authentic.

2. The information cards you had created to identify and explain the use of each item had specific historical vocabulary on them.

Allowing the pupils to work in a ‘triad’ with their peers and assigning a person to a role within the group meant they took responsibility for their presentation.

The speaking and listening the children demonstrated was excellent. Responding to questions and listening to each other’s answers before adding information demonstrated the high level of engagement and how much new information was being absorbed. Well done!

Relates to Teacher Standard Number (please circle) 1 2 3 4 5 6 7 8

Area to Improve1. Think about the pace of the lesson.

Did the children need to stop after each station/carousel point?Could they have reflected between their small groups as well as whole class?

The above points would help:develop ways to address misconceptions as they occur, respond to them and move the learning on.

This target could be adapted to fit into other subject area.

Relates to Teacher Standard Number (please circle) 1 2 3 4 5 6 7 8

Pupil Progress (please tick): Outstanding Good Requires Improvement Inadequate

INDIVIDUAL RECOVERY PLANTRAINEE:

SCHOOL: DATE AGREED:

AIMS

FOCUSSTANDARD

SUPPORT

TARGETS & REVIEW

Target Met?(, , ?) Comments

Review Date: Reviewed by:

Decision:

Signed (Trainee) Signed (Link Tutor) Signed (Mentor)

Writing Supportive Individual Recovery Plans (IRPs)IRPs are documents specifically designed to help Trainees get over ‘bumps in the road’. They need to be implemented during training if a Trainee evidences any grade 4 within the scopes of the Teachers’ standards. At PGCE Stage 3 and Undergraduate Level 6 they are also used to help Trainees move from grade 3 across the Teacher’s Standards to grade 2. Most IRPs end with success, and most Trainees who have been on an IRP do well by the end of programme.

Some go on to do very well. Our aim on the LTU is to make these as supportive as possible. The four main ways of doing this are:

A – Make targets as clear and fair as possibleIn the Focus box refer to the ‘scope’ of the standard to make it clear which element of the standard is being focused on. Do not embellish here.In the Targets, please focus on what we need the Trainee to do to help them meet the target. These should be framed positively, rather than negatively. For instance: XXXX needs to plan and teach lessons in which there is overt connection between activities

and learning objectives XXXX needs to evaluate lessons by considering pupil progress using evidence and data Lessons need to contain success criteria that allow XXXX to assess whether progress has

been made and from which to establish next steps XXXX needs to plan lessons using the University pro forma and to get these lesson plans

reviewed before the lesson by the class teacher and Mentor XXXX needs to show that improvements suggested in planning are sustained and developed

over longer periods, not only in the ‘next lesson’

The language should refer to the NASBTT/UCET guidelines (the premise of which our Assessment Reports are written).

These will help you pitch these targets at the right level – for instance, words like ‘consistently’ tend to be used to describe the practice of outstanding Trainees and wouldn’t be suitable for an IRP.

It is also important to refer to the relevant pages of the Information for Mentors, Trainees & Link Tutors Booklet (relevant to the Stage or Level of the programme that the Trainee is on) in order to make sure they have the most current information available.

B – Make the support really supportiveSometimes IRPs can be used to make our expectations clear to the Mentor or teachers just as much as the Trainee concerned. Some Mentors find it hard to give difficult messages to Trainees, and some struggle with what to do when Trainees are in difficulty.

The support element is therefore probably more important than the focus area. Liaising with the coordinator who is overseeing that Level or Stage of SBT. The person from LTU responsible for the Level/Stage or School Direct partner is clear in all the training provided and they should be kept in the loop during the IRP process. School Partnerships Office should also be informed via the primarysbt@leedstrinity.ac.uk email.

Support might include:

1. Help X to draw up a weekly plan of work that needs to be done to prepare for lessons2. School will ensure that XXXX has ample opportunities for feedback on the impact of their

practice on pupil progress from their Mentor and class teacher, and clear suggestions for improving his practice

3. Sam and XXXX will discuss strategies that can be used to help behaviour management and stay calm in behaviour management circumstances

4. Timetable and lesson planning support:a. reduce timetable or % of teaching (this is appropriate where this is early in a

placement, or where there is too much on the timetable)b. co-plan some lessonsc. co-teach some lessonsd. co-evaluate lessonse. access learning support or student support and counselling services at University

C – Give the Trainee time to talk to you…and time to meet the targetsIRPs are much more successful when the Trainee understands the positive focus of the document, when they feel they’ve had a say in what goes into them and when there is enough time for them to meet the targets.

Make sure that you ask the Trainee if there are any kinds of support they need, or whether there are things missing in school that they require. Try to speak to the Trainee alone for a short time before leaving the meeting just to check whether there are any issues they felt they couldn’t raise earlier.

Make sure the IRP has a specific end date –Trainee should have at least five days to evidence improvement. If the Trainee has partially met many of the targets then they can be refocused on the remaining issues and re-issued for a further week or even two, if this is appropriate. If enough progress has not been made then Trainees can fail the placement if they fail an IRP, though this will usually be done with lots of consultation with the appropriate Programme Coordinator and/or the Subject Tutor. A Verification visit will need to be completed by the Link Tutor to QA and verify the process.

D – Make sure the review is fair and considers the right evidence and everyone’s viewsMake sure the Trainee knows that they should bring their teaching file and evaluations to the meeting – so that there is evidence to review.

The golden rule is – does this indicate that the Trainee will meet the standards at the end of the stage?

ASSESSMENT REPORTPLEASE COMPLETE APPROPRIATE STAGE OR LEVEL BELOW

Placement Assessment Summary Grades

Please make sure that these grades match the report and are accurate against the comments written in the report.

Overall Assessment Grade: Taking into account the evidence in this report and in the Trainee's files and the evidence of pupil progress over time, the Trainee's teaching is (only choose one best fit grade – please tick √):

Much of the quality of Trainee’s teaching over time is outstanding and never less than consistently good. Pupil progress and learning over time is good or better than expected.

Outstanding 1

Much of the quality of Trainee’s teaching over time is good; some is outstanding. Pupil Progress and learning over time is at least as expected. Good 2

X

The quality of Trainee’s teaching over time requires improvement as it is not yet good. Pupil progress and learning over time is not always as expected.

Requires Improvement 3

The quality of Trainee’s teaching over time is weak - such that it contributes to pupils/learners or groups of pupils/learners making inadequate progress.

Inadequate 4

At Level 6 and Stage 3 this becomes the Trainee’s overall grade

This section is not applicable at Level 6 or Stage 3

Predictive Grade at end of next Level or Stage: Please give an estimate of the potential grade, based on Trainee’s progress during this placement and on continuing levels of effort and achievement (choose one best fit grade – please tick √):Outstanding 1

Good 2 X

Requires Improvement 3

Inadequate 4

TRAINEE: Sam Smith

SUBJECT: Primary

SCHOOL: Sunshine View

ITE CO-ORDINATOR/LEAD MENTOR: MS A Example

AGE RANGE: 5 -11 (year 2)

DATE: 20 November 2017

No of Days Trainee absent (interviews): 0

No of Days Trainee absent (other): 2.5For completion by School mentor and returned, by THEdate in ‘information for Mentors and Trainees booklet’, to PRIMARYSBT@leedstrinity.ac.uk Please ensure that a HARD copy is included in the Trainee’s portfolio

TS1 TS2 TS3 3c 3d 3e TS4 TS5 TS6 TS7 TS8 Part 2: PPC

2 2 2 2 1 2 2 3 2 3 2 Y

Assessing the Summative Grade at the End of Stage or Level

Grade 1 (Outstanding) Much of the quality of Trainee’s teaching over time is outstanding and never less than consistently good. Pupil progress and learning over time is good or better than expected.

For a Trainee’s grading to be 1:

o pupil progress and learning over time must be good or better than expected

or o at least four Standards graded 1 overall o all other Standards are grade 2 and also have outstanding features o there must be no grade 3 or 4 for any Standard

Grade 2 (Good)Much of the quality of Trainee’s teaching over time is good; some is outstanding. Pupil Progress and learning over time is at least as expected.

For a Trainee’s grading to be 2:o pupil progress and learning over time must be at least as expected

and at least five Standards graded good (2) overallo any grade 3 Standards would be scrutinised and would require

grade 2 featureso there must be no grade 4 for any Standard

Grade 3 (Requires Improvement)The quality of Trainee’s teaching over time requires improvement as it is not yet good. Pupil progress and learning over time is not always as expected.

For a Trainee’s grading to be 3: o pupil progress and learning over time is not always as expected and

most Standards graded 3 overall o there must be no grade 4 for any Standard

Grade 4 (Inadequate)The quality of Trainee’s teaching over time is weak - such that it contributes to pupils, learners or groups of pupils or learners making inadequate progress.

Without an overall grade 3 or above at the end of each Stage or Level, the trainee will not be able to progress to the next stageThe profile will be scrutinised carefully by the end of Stage or level Progression Panel to decide if the trainee can progress. Note

A trainee cannot not progress onto the next Level or Stage where a grade 4 is provided for an overall standard at the end of the assessed block. Please contact the university if a trainee is not meeting this minimum standard at any point in the placement.

The assessment materials are designed to record evidence of, and make judgements about, a Trainee’s performance in relation to the Teachers’ Standards.

There are 8 standards, these are supported by statements designed to amplify the scope of each standard, they are an integral part of the standards. They should not be interpreted as separate standards in their own right but should be used by those assessing Trainees to track progress against the standard, to determine areas where additional development might need to be observed, or to identify areas where a Trainee is already demonstrating outstanding practice relevant to that standard.

The standards are:

1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well-structured lessons 5. Adapt teaching to respond to the strengths and needs of all pupils 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities

In addition, Mentors will report on Part Two of the Teachers’ Standards, Personal and Professional Conduct.

The ‘Record of Performance’ are an important part of the final report and a copy of these pages should be: a) given to the Trainee as part of the record of the training process and b) returned to Leeds Trinity with this Assessment Report.

Further information and advice on the training and assessment process can be found in the document Primary ITE – A Guide to School-based Training. The completed Assessment Report should be reviewed with the Trainee at the final key review / training tutorial session and the cover signed by

the Mentor and the Trainee to acknowledge receipt of their summative grades A single grade should be reported. Please DO NOT USE SPLIT GRADES for each Teachers’ Standard The Trainee must photocopy the completed Assessment Report to enable them to reflect upon strengths and areas for further development and

inform their Development Tutor meetings on return to Leeds Trinity The completed Assessment Report is returned electronically. (This can be either a Word document or a scanned document) The final grades awarded for each Level or Stage should also be uploaded onto Abyasa using the login provided.

Personal and Professional ConductSub-Headings Scope Assessment

Teachers uphold public trust in the profession and maintain highstandards of ethics and behaviour within and outside school

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

High Standardsor

Cause for Concern

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

The Trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times

The Trainee reads, understands and applies school policies at all times, eg health and safety, risk assessments before trips, homework etc

The Trainee is punctual for school, lessons, meetings, etc The Trainee always informs the school/colleagues of reasons for any non-attendance involving

his/her teaching obligations or other professional meetings and responsibilities in line with school policy

The Trainee’s language and dress are highly professional and in line with school policy

High Standardsor

Cause for Concern

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

The Trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks

The Trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding

The Trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality

High Standardsor

Cause for ConcernComments (only if cause for concern):

Sam has set an excellent example to all pupils, colleagues and other trainees. She is punctual and follows all school policy and procedure. Sam has taken advice from staff and has developed a comprehensive approach to organising her professional time table.

Sam has attended a number of training events both on and off site.

Sam has been involved in a working party developing E Safety awareness in our family of schools

Mentor Signature:J Bloggs

Date: 20 November 2019

TS1: Set high expectations which inspire, motivate and challenge pupils4 Inadequate Not meeting the minimum requirement

3 Requires improvement Meeting and developing within the requirement

2 Good Meeting and performing above the minimum requirement

1 OutstandingConsistently meeting and performing above the standard

a. Establish a safe and stimulating environment for pupils routed in mutual respectIs unable to establish a safe and stimulating environment for pupils.

Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect.

Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect.

Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject.

b. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositionsIs unable to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Sets goals that stretch, challenge and motivate pupils. Uses strategies to support the learning and progress of underperforming groups.

Consistently sets goals that stretch, challenge and motivate pupils. Uses effective strategies to support the learning and progress of underperforming groups.

c. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupilsIs unable to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Teachers’ Standard 1 summative grade: 2

Statements in support of the judgement, and areas for further development, with a focus on:Emerging Strengths in practice and impact on pupil progress Emerging areas for development in practice and impact on pupil progress

Sam uses a range of resources to engage pupils in their learning and has developed an area of provision and a working wall in order to further promote independent learning.

Sam has begun to adapt her teaching to accommodate the needs of most abilities children.

Plan to set goals that stretch and challenge more able pupils.

Consistently demonstrate models of positive attitudes and have such expectation for the behaviour of all pupils.

Mentor Signature: Joe Bloggs Trainee Signature: Sam Smith

TS2: Promote good progress and outcomes by pupils4 Inadequate Not meeting the minimum requirement

3 Requires improvement Meeting and developing within the requirement

2 Good Meeting and performing above the minimum requirement

1 OutstandingConsistently meeting and performing above the standard

a. Be accountable for pupils’ attainment, progress and outcomesIs unable to take accountability for pupils’ attainment, progress and outcomes.

Is able to take accountability for pupils’ attainment, progress and outcomes.

Is accountable for pupils’ attainment, progress and outcomes

Is consistently accountable for pupils’ attainment, progress and outcomes.

b. Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Is unable to demonstrate an awareness of pupils’ capabilities and their prior knowledge and is unable to plan teaching to build on these.

Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these.

Has a good understanding of the pupils’ capabilities and their prior knowledge. Can assess pupils’ achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress.

Has a detailed understanding of the pupils’ capabilities and their prior knowledge.

Can demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress.

c. Guide pupils to reflect on the progress they have made and their emerging needs Is unable to guide pupils to reflect on the progress they have made and their emerging needs.

Is able to guide pupils to reflect on the progress they have made and their emerging needs.

Pupils are offered intervention and feedback which, much of the time, enables them to identify the progress they have made and understand what they need to do to improve.

Pupils are consistently offered high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve.

d. Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Is unable to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Is able to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching.

Is consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching.

e. Encourage pupils to take a responsible and conscientious attitude to their own work and studyIs unable to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Is able to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations.

Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible and conscientious attitude to work and study.

Teachers’ Standard 2 summative grade: 2

Statements in support of the judgement, and areas for further development, with a focus on: pupil progress over time: Better than expected pupil progress over time = Grade 1; Expected progress = Grade 2; Pupils’ progress not always as expected = Grade 3. Please note that Grade 1 in TS2 would suggest that the Trainee is outstanding overall. Grade 2 in this aspect would suggest that the Trainee

is good overall.Emerging Strengths in practice and impact on pupil progress Emerging areas for development in practice and impact on pupil progress

All pupils have made expected during the majority of the sessions Sam has planned and taught Some pupils have made better than expected progress during their guided reading

Adapt the planning daily in maths to account for the learning/ progress from each session.Adapt teaching in maths to accommodate those pupils needing intervention.Plan for pupils to respond to your feedback in sessions.

Mentor Signature: Joe Bloggs Trainee Signature: Sam Smith

TS3: Demonstrate good subject and curriculum knowledge4 Inadequate Not meeting the minimum requirement

3 Requires improvement Meeting and developing within the requirement

2 Good Meeting and performing above the minimum requirement

1 OutstandingConsistently meeting and performing above the standard

a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Does not have a secure knowledge of the relevant subject(s) and curriculum areas, does not foster and maintain pupils’ interest in the subject, and does not address misunderstandings.

Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and maintains pupils’ interest in the subject, and addresses misunderstandings.

Can teach well, demonstrating good subject and curriculum knowledge and phase expertise. Works within the current and new curriculum arrangements. Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest.

Consistently teach exceptionally well, demonstrating strong subject and curriculum knowledge and phase expertise. Is confident to work within the current and new curriculum. Demonstrates the ability to address misunderstandings and maintain pupils’ interest.

b. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Is unable to demonstrate a critical understanding of developments in the subject and curriculum areas and does not promote the value of scholarship.

Is able to demonstrate a critical understanding of developments in the subject and curriculum areas and promotes the value of scholarship.

Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas. Much of the time promotes the value of scholarship.

Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas. Consistently and effectively promotes the value of scholarship.

c. 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 Is unable to 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.

Is able to 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.

Demonstrates a good understanding of how to develop the reading, writing and communication skills of the pupils they teach.Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

Consistently demonstrates a thorough understanding of how to teach reading, writing and communication effectively to enhance the progress of pupils they teach. Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist.

d. When teaching early reading, demonstrate a clear understanding of systematic synthetic phonics *

Unable to demonstrate a clear understanding of systematic synthetic phonics

Is able to demonstrate a clear understanding of systematic synthetic phonics.

Can teach early reading, SSP, communication & language development with increasing confidence & competence.Pupils make at least expected progress.Has a good understanding of the role of SSP when teaching early reading.

Can teach early reading, SSP, communication and language development confidently and competently, pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of SSP.

e. Demonstrate a clear understanding of appropriate teaching strategies for mathematics.

Unable to demonstrate a clear understanding of appropriate teaching strategies for maths

Is able to demonstrate a clear understanding of appropriate teaching strategies for maths.

Can teach maths with increasing confidence and competence, pupils make at least expected progress. Good understanding of strategies for the teaching of maths.

Can teach maths confidently and competently, pupils make good or better than expected progress. Consistently demonstrates thorough understanding teaching strategies for the teaching of maths.

IMPORTANT PLEASE NOTE* Where a Trainee is teaching Spelling, Grammar and Punctuation and not discrete Systematic Synthetic Phonics, a grade should be awarded for their teaching of spelling for Ts3d

Teachers’ Standard 3 summative grade: 2

Statements in support of the judgement, and areas for further development, with a focus on: the Trainee’s understanding of common pupil misconceptions and their understanding of progression

Emerging Strengths in practice and impact on pupil progress Emerging areas for development in practice and impact on pupil progress

Sam has planned and taught phonics using the school scheme an in accordance National Curriculum PoS for Yr 2.

She is able to articulate all relevant phonemes and had a good working knowledge and understanding of Letters and Sounds.

She has helped the children apply their knowledge context in their reading and written work. She has developed engaging spelling activities to assess the pupils understanding of new vocabulary and also spelling rules.

With support she is able to promote standard English in all her lessons and will use ‘mistakes’ or deliberate errors in her spoken grammar to support the pupils understanding of spoken English.

Sam has worked alongside the maths leader to develop her understanding of using bar modelling in maths. She is confident when demonstrating calculation strategies in year 2.

Develop challenge cards for more able pupils and encourage them to extend their vocabulary choices during extended independent written work.

Apply knowledge of the maths curriculum to develop pupils working at greater depth.

Mentor Signature: Joe Bloggs Trainee Signature: Sam Smith

TS4: Plan and teach well-structured lessons4 Inadequate Not meeting the minimum requirement

3 Requires improvement Meeting and developing within the requirement

2 Good Meeting and performing above the minimum requirement

1 OutstandingConsistently meeting and performing above the standard

a. Impart knowledge and develop understanding through effective use of lesson time Is unable to impart knowledge and develop understanding through effective use of lesson time.

Is able to impart knowledge and develop understanding through effective use of lesson time.

Much of the time imparts knowledge and develops understanding through using lesson time to good effect.

Consistently and effectively imparts knowledge and develops understanding through using lesson time to great effect.

b. Promote a love of learning and children’s intellectual curiosity Is unable to promote a love of learning and children’s intellectual curiosity.

Is able to promote a love of learning and children’s intellectual curiosity.

Much of the time promotes a love of learning and children’s intellectual curiosity.

Consistently and effectively promotes a love of learning and children’s intellectual curiosity.

c. Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Is unable to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Is able to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Much of the time plans differentiated homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

Consistently and effectively plans differentiated, purposeful homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

d. Reflect systematically on the effectiveness of lessons and approaches to teaching Is unable to reflect systematically on the effectiveness of lessons and approaches to teaching.

Is able to reflect systematically on the effectiveness of lessons and approaches to teaching.

Is systematically able to reflect in order to improve their practice. Is able to judge the effectiveness of their lessons and impact on all groups of pupils.

Is systematically and critically reflective in analysing, evaluating and improving their practice. Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils.

e. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)Is unable to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Is able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Makes good contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Consistently makes effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Teachers’ Standard 4 summative grade: 2

Statements in support of the judgement, and areas for further development, with a focus on: the Trainee’s ability to plan for progression both in lessons and over time and the pace of learning in lessons. Also focus on the quality of the Trainee’s teaching but link this to pupils’ progress over time. Please note: The judgement should link to TS2 because teaching can only

be good if pupil progress is good.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.

Sam is well organised and prepared for sessions.

Resources are usually differentiated and the teaching assistant is able to work effectively with groups under Sam’s direction.

Sam sometimes relies heavily on ‘teacher talk’ during the introduction and this limits the amount of ‘active learning’ taking place.

TeacherIdentify clear time checks in planning to monitor the pace of lessons.PupilsBe clear on timings and provide ‘time checks’ for the pupils.Plan for pupils to share their ideas and samples of work during lessons.Use questioning in your planning and teaching to check for understanding and maintain a good pace in lessons.

Mentor Signature: Joe Bloggs Trainee Signature: Sam Smith

TS5: Adapt teaching to respond to the needs of all learners4 Inadequate Not meeting the minimum requirement

3 Requires improvement Meeting and developing within the requirement

2 Good Meeting and performing above the minimum requirement

1 OutstandingConsistently meeting and performing above the standard

a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Does not know when and how to differentiate appropriately.

Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

Much of the time differentiates appropriately using approaches which enable pupils to be taught effectively.

Consistently and effectively differentiates appropriately using timely approaches which enable pupils to be taught effectively.

b. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Does not have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Understands how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.

Understands the causes of low achievement; challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

c. 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 Is unable to demonstrate an awareness of the physical, social and intellectual development of children, and does not know how to adapt teaching to support pupils’ education at different stages of development.

Is able to demonstrate an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development.

Demonstrates an awareness of the physical, social and intellectual development of pupils and, much of the time, adapts teaching to support pupils’ education at different stages of development.

Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of children, and effectively adapts teaching to support pupils’ education at different stages of development.

d. 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. Does not have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is not able to use and evaluate distinctive teaching approaches to engage and support them.

Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is able to use and evaluate distinctive teaching approaches to engage and support them.

Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium.Understands how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.

Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premiumChallenges and motivates pupils where attainment is low; and use effective strategies to support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.

Teachers’ Standard 5 summative grade: 3

Statements in support of the judgement, and areas for further development, with a focus on: the Trainee’s ability to differentiate teaching to meet the needs of all learners including those with SEND.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.

Sam has adapted her planning and teaching to meet the needs of most pupils in the group. She has used the support of the class teacher and advice from teaching assistants to help meet the needs of pupils working below National Expected outcomes. This must now become embedded in her planning moving forward.

Begin to plan for all groups including those new to English.Evaluate own planning to monitor the progress of pupils during independent timeUse a range of teaching and learning approaches to adapt planning for those pupils working above National Expectation.

Mentor Signature: Joe Bloggs Trainee Signature: Sam Smith

TS6: Make accurate and productive use of assessment

4 Inadequate Not meeting the minimum requirement

3 Requires improvement Meeting and developing within the requirement

2 Good Meeting and performing above the minimum requirement

1 OutstandingConsistently meeting and performing above the standard

a. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Does not know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Assesses pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements.

Accurately assesses achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements.

b. Make use of summative and summative assessment to secure pupils’ progress Is unable to make use of summative and summative assessment to secure pupils’ progress.

Is able to make use of summative and summative assessment to secure pupils’ progress.

Much of the time uses summative, continuous assessment and summative tests to secure progress through a sequence of lessons over time.

Consistently and effectively uses summative, continuous assessment and summative tests to great effect to secure progress for all pupils, through a sequence of lessons over time.

c. Use relevant data to monitor progress, set targets, and plan subsequent lessons Is unable to use relevant data to monitor progress, set targets, and plan subsequent lessons.

Is able to use relevant data to monitor progress, set targets, and plan subsequent lessons.

Uses a range of relevant data including school progress data to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting.

Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting.

d. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.

Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time.

Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.

Teachers’ Standard 6 summative grade: 2

Statements in support of the judgement, and areas for further development, with a focus on: the Trainee’s ability to ‘notice and respond’ in lessons to misconceptions and where further challenge is needed and to adapt teaching accordingly in lessons. Also comment on the Trainee’s ability to use assessment and assessment data to inform planning and the quality of

marking.Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.

Sam has responded to some pupils’ misconceptions and adapted some of the next lessons accordingly.With support Sam has followed the schools marking and feedback policy in English and maths and attended moderating assessment meetings for writing. This moderation knowledge has been used in pupil progress meetings to identify progress in writing for targeted groups.

Begin to use tracking data to map pupil progress across a range of objectives over time. Use the children’s starting points from summative assessments or prior learning tasks to plan new sequences of learning.Begin to monitor progress within sessions consistently and adapt teaching to meet the needs of pupils.Provide opportunities for children to respond to your feedback in sessions and build on learning.Consistently build on prior learning to plan and adapt next sequences of learning.

Mentor Signature: Joe Bloggs Trainee Signature: Sam Smith

TS7: Manage behaviour effectively to ensure a good and safe learning environment4 Inadequate 3 Requires improvement 2 Good 1 Outstanding

Not meeting the minimum requirement

Meeting and developing within the requirement

Meeting and performing above the minimum requirement

Consistently meeting and performing above the standard

a. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy Does not have clear rules and routines for behaviour in classrooms and does not take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy.

Has clear rules and routines for behaviour in classrooms and takes responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy.

In accordance with the school’s behaviour policy, takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment. Encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation and is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

In accordance with the school’s behaviour policy, takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning.Actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation and can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

b. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Does not have high expectations of behaviour and does not establish a framework for discipline with a range of strategies.

Has high expectations of behaviour and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

Sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, using a range of strategies.

Consistently sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies.

c. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Is unable to manage classes effectively.

Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs.

Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs.

d. Maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. Is unable to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary.

Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary.

Demonstrates good relationships with pupils and exercises appropriate authority and acts decisively when necessary.

Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority and acts decisively when necessary.

Teachers’ Standard 7 summative grade: 3

Statements in support of the judgement, and areas for further development, with a focus on: the Trainee’s ability to promote effective learning behaviours in lessons (perseverance; independence; resilience; collaboration etc.).

Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.

Sam has used the class rules and routines to establish good relationships with pupils.

Pupils listen to Sam during input times but sometimes lose concentration when working at tables.

Sam needs to develop a consistent approach to behaviour management.

Develop strategies that ensure pupils maintain concentration when completing tasks independently.

Use rewards and sanctions consistently to establish and maintain good behaviour throughout all sessions and during transition times.

Mentor Signature: Joe Bloggs Trainee Signature: Sam Smith

TS8: Fulfil wider professional responsibilities4 Inadequate 3 Requires improvement 2 Good 1 Outstanding

Not meeting the minimum requirement

Meeting and developing within the requirement

Meeting and performing above the minimum requirement

Consistently meeting and performing above the standard

a. Make a positive contribution to the wider life and ethos of the school Is unable to make a positive contribution to the wider life and ethos of the school.

Is able to make a positive contribution to the wider life and ethos of the school.

Is proactive and makes a positive contribution to the wider life and ethos of the school.

Is consistently proactive and makes a positive contribution to the wider life and ethos of the school.

b. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Is unable to develop effective professional relationships with colleagues and does not know how and when to draw on advice and specialist support.

Is able to develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.

Professional relationships with colleagues are good. Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Professional relationships with colleagues are consistently effective. Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

c. Deploy support staff effectively Is unable to deploy support staff. Is able to deploy support staff effectively. Deploys support staff effectively to

support the learning of pupils. Consistently and effectively deploys support staff to maximise the learning of pupils.

d. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Is unable to take responsibility for improving teaching through appropriate professional development and is unable to respond to advice and feedback from colleagues.

Is able to take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

Takes responsibility for improving their own teaching through professional development. Respects and responds to the advice and guidance offered by colleagues.

Is consistently proactive in taking full responsibility for improving their own teaching through professional development. Effectively uses the advice and guidance offered by colleagues to secure improvements in practice.

e. Communicate effectively with parents with regard to pupils’ achievements and well-being. Is unable to communicate effectively with parents with regard to pupils’ achievements and well-being.

Is able to communicate effectively with parents with regard to pupils’ achievements and well-being.

Communicates effectively with parents and carers about pupils’ achievements and well-being.

Proactively and consistently communicates effectively with parents and carers about pupils’ achievements and well-being.

Teachers’ Standard 8 summative grade: 2

Statements in support of the judgement, and areas for further development, with a focus on how effectively the Trainee deploys additional adult support at all stages of the lesson so that all adults are always impacting on learner’s progress.:

Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress.Sam has stayed and shadowed teacher for parents evening.Sam has shadowed staff on playground duty.With support Sam has planned for teaching assistant (and takes on board feedback on pupil progress)

Develop a consistent handover system at the start and end of the day.

Use home learning diary to communicate expectations for homework and home reading.

Begin to plan consistently for teaching assistant and support teacher in class.

Mentor Signature: Trainee Signature:

Trainee overall areas of Strength and Areas to DevelopIn your next placement what areas of your practice can you build on, and what areas would you like to develop?

Main Strengths (Note Teachers’ Standard) Targets for next stage/Level (Include the Teachers’ Standard)

1. TS1(a)Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Motivates and engages pupils with stimulating activities and uses a range of teaching strategies

1. TS2 (c and e) and TS4 (a, c and d)Begin to plan through effective differentiation for all pupils in the class.

TS5 (d)

Motivate all pupils and encourage a higher level of engagement for pupils with lower attainment

2. TS3 (d)Can teach early reading, SSP, communication and language development confidently and competently, pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of SSP.

Demonstrates an excellent working understanding of the English Programmes of Study and Letters and Sounds document. Creates inventive spelling games to promote and embed knowledge of spelling rules. Extends pupils vocabulary using engaging speaking and listening activities.

2. TS6 (b)Begin to use summative assessment and class data to identify pupils starting points and plan effectively to promote pupil progress.

3. TS6(a)Assesses pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements.

Uses marking and feedback to monitor pupil progress. Uses misconceptions during lessons to adapt learning for the next teaching sequence

3. TS7 (a)Establish behaviour management strategies (Including rewards and sanctions) that help motivate pupils to stay on task, particularly when working independently.

Personal and Professional Conduct Additional TESTIMONIAL Feedback Sheet

TRAINEE NAME ___________________________

Leeds Trinity University greatly values the contribution that class teachers and other staff members make to School-based Training. This will help class teachers/other members of staff provide additional evidence to the Mentor on the strengths and areas for development for the Trainee.

Description of personal/professional contribution:

Signature: …………..………………………………………. Date: …………………………………Headteacher/Teacher/Member of Staff (other)/Parent (please indicate)

Description of personal/professional contribution:

Signature: …………..………………………………………. Date: …………………………………Headteacher/Teacher/Member of Staff (other)/Parent (please indicate)

Only complete for UG Level 5 and PGCE Stage 2

Class teacher Feedback Sheet PE/Physical Development

TRAINEE NAME ___________________________

Please make judgements on the following areas based on your knowledge of the Trainee’s ability to teach PE/Physical development over the course of this placement. Please use the prompt questions to help you when gathering the evidence.

How well can the Trainee: Inad

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Req

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Goo

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Out

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Areas for commentTS1: Set high expectations which inspire, motivate and challenge pupils How have expectations of the behaviour and attitude been communicated to the pupils?

Evidence on the lesson plan of careful consideration with regard to health and safety during and throughout the lesson.

Were the pupils active for the greatest amount of time?

Instructions and teaching points delivered in a clear and concise manner?

Groupings carefully considered?

Has the Trainee considered using the STEP (space, task, equipment, people) principle when adapting tasks to suit the needs of the learners?

TS2 Promote good progress and outcomes by pupils

How well has the Trainee monitored pupils’ progress?

Can the Trainee speak knowledgeably about outcomes?

Does the Trainee demonstrate knowledge of the National Curriculum for PE and/or the EYFS as appropriate?

How well has their teaching followed on from prior learning?

Does the Trainee use the pupils to model successes?

Opportunities for peer assessment?

TS3 Demonstrate good subject and curriculum knowledge

Does the Trainee recognise opportunity to link to other curriculum areas and reinforce other learning?

Clear curriculum knowledge evident, progression in learning understood?

Has the Trainee considered using any type of stimuli to introduce the theme? How effective was this?

TS4 Plan and teach well-structured lessons

Was time used effectively?

Were pupils active and engaged in purposeful physical activity?

Trainee recognises links to out of school activity (eg sport clubs etc)

TS5 Adapt teaching to respond to the strengths and needs of all pupils

Knowledge of approaches to PE eg STEP (space, task, equipment, people) principle in order to help with differentiation of task? How has the Trainee ensured maximum engagement from all pupils?

Has the Trainee understood the different stages of motor development?

How are different pupils catered for?

TS6 Make accurate and productive use of assessment

Has the Trainee given effective feedback to the pupils throughout the lesson to enable them to make progress?Did the Trainee allow opportunity for the pupils to discuss their performance?

TS7 Manage behaviour effectively to ensure a good and safe learning environmentHas the Trainee established ground rules for their expectations during the PE lesson?Was the transition from the classroom to the venue for the PE lesson smooth and orderly?TS8 Fulfil wider professional responsibilities

Has the Trainee taken opportunity to draw on the expertise of staff with regard to PE?Have they been responsive to feedback?

How has the Trainee utilised any support throughout the PE lesson?

Please report to the mentor your overall judgement in regard to PE/Physical Development. This information will inform completion of the Trainee’s Assessment Report (please circle)

Teaching has been outstanding, demonstrating outstanding subject and teaching strategies.

Teaching has been of a good standard demonstrating good subject and teaching strategies.

Teaching requires improvement, subject knowledge and teaching strategies are not yet good.

Teaching has been inadequate. Subject knowledge and teaching strategies are inadequate.