Assessment Toolkit for Qualified Teacher Status Teachers' Standards

Assessment Toolkit for Qualified Teacher Status Teachers’ Standards: Grade Descriptors

This guidance document is intended to:

• promote a shared understanding of the expectations for trainees and for the impact of their teaching on pupil learning and progress over time; • secure the accuracy and consistency of judgements; • support the effective tracking of trainees’ progress against the Teachers’ Standards; • promote a shared language for discussing the progress and professional development of trainees; • promote the need for challenging short and longer term developmental target setting linked to the identification of the trainees’ training needs.

Adapted from NASBTT Training and Assessment Toolkit

Mission Statement

Bishop Grosseteste University is committed to being a leader in learning, to inspire excellence, and to enrich the lives of its students and staff and the communities it serves. The School of Teacher Development has learners and learning at its heart.

OUR VISION:

 We value creativity, research and reflective practice that impacts on local, regional and wider educational communities.  We develop excellent teachers who are committed to making a positive contribution to pupil achievement, aspirations and opportunities, from the very start of their training.  We seek to broaden the horizons of the children and young people within and beyond our partnership region.  We pride ourselves on our heritage as a member of the cathedral universities group, and the caring ethos which enables our vision to be realised.

From observation to reporting

The diagram below sets out the process of assessing and supporting trainees’ progress from observation through intervention to reporting. The main features are the observation of lessons, considering the full range of evidence and the impact of trainees’ teaching on pupil learning and progress over time, weekly meetings and the training plan building up to interim and summative reports. Trainees, School Based Mentors and University Based Mentors all have significant roles. Overall annual assessment process ‘at a glance’

Weekly

Each placement Each Indicative Trainee Profile

By the end of the first formal (summative) review point, in the age phase they have taught: • it is anticipated that all trainees will meet the minimum level of practice expected; • for any trainees struggling to meet the minimum level at this stage, consideration should be given as to whether they need to be placed on a personal support plan / cause for concern at this stage or whether there is School Based Mentor/University Based Mentor agreement that intensive support and targeted advice are likely to secure rapid progress towards good; • a significant number of trainees will ‘Require improvement’ through intensive and targeted advice and support to move their teaching to good/outstanding as their teaching is not yet good and the impact on pupil learning and progress is not as expected This is likely as they are still at an early stage of their training. Tracking would indicate that they are on a trajectory to be at least good by the end of the programme; • for some trainees, much of their teaching over time is good; some is outstanding; the pupils they teach make at least expected progress over time; they will need targeted advice and support to ensure greater consistency and to move their teaching to outstanding; • for a small number of trainees, teaching over time is outstanding and never less than consistently good; the pupils they teach make good or better than expected progress over time; they will need targeted advice and support to ensure that they maintain this consistency and continue to develop their teaching.

By the end of the second formal (summative) review point, in the age phase they have taught: • it is expected that all trainees will meet the minimum level of practice expected; • if any trainees are still struggling to meet the minimum level, they should be placed on a personal support plan / cause for concern if this has not already been actioned; • a small number of trainees may ‘Require improvement’ through intensive and targeted advice and support to move their teaching to good/outstanding as their teaching is not yet good and the impact on pupil learning and progress is not always as expected Tracking would indicate that they are on a trajectory to be at least good by the end of the programme; • for the majority of trainees, much of their teaching over time is good; some is outstanding; the pupils they teach make at least expected progress over time; they will need targeted advice and support to ensure greater consistency and to move their teaching to outstanding; • for the remainder of trainees, teaching over time is outstanding and never less than consistently good; the pupils they teach make good or better than expected progress over time; they will need targeted advice and support to ensure that they maintain this consistency and continue to develop their teaching.

Indicative Trainee Profile (cont...)

By the end of the programme (final summative assessment): • all trainees will meet the minimum level of practice expected in order to be recommended for Qualified Teacher Status (QTS); • none of the trainees should ‘Require improvement’. In the exception, intensive and targeted advice and support will be provided to move their teaching to good, including, as appropriate, extending the placement and/or into the NQT year and employing school as required; • for some trainees, much of their teaching over time is good; some is outstanding; the pupils they teach make at least expected progress over time; they will have agreed targets to take into their NQT year which will be forwarded to the employing school; • for the majority of trainees, teaching over time is outstanding and never less than consistently good; the pupils they teach make good or better than expected progress over time; they will have agreed targets and associated advice to ensure that they maintain this consistency and continue to develop the quality of their teaching. Strengths and targets for the NQT year will be forwarded to the employing school or setting. The Bishop Grosseteste University Teacher Development Partnership will offer ongoing support as appropriate to the context of the trainee’s NQT year.

Grading Rationale

Outstanding (1) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in the majority of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good.

For a trainee’s final grading to be 1: • pupil learning and progress over time must be good or better than expected; • a minimum of five Standards graded 1 overall or four Standards graded 1 overall but many features of other Standards also graded 1 (utilising assessment against the sub-headings); • all other Standards graded 2 (utilising assessment against the sub-headings); • no grade 3 or 4 for any Standard.

Good (2) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in some of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is good; some is outstanding.

For a trainee’s final grading to be 2:* • pupil learning and progress over time must be at least as expected; • at least five Standards graded 2 overall; • any grade 3 Standards must be scrutinised and would require grade 2 features (utilising assessment against the sub-headings); • no grade 4 for any Standard. * Careful consideration must be given where all of their teaching is grade 2 but has few/no grade 1 aspects; they are likely to be grade 2 overall. The final judgement should be agreed following discussion with relevant partnership personnel. There should be close scrutiny of any grade 3 and grade 1 aspects.

Grading Rationale (cont...)

Requires improvement (3) All primary and secondary trainees awarded QTS meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. The quality of trainees’ teaching over time requires improvement as it is not yet good.

For a trainee’s final grading to be 3: • pupil learning and progress over time is not always as expected • most Standards graded 3 overall; • no grade 4 for any Standard. A trainee can be judged to have exceeded the minimum if he/she has evidenced features of good practice in some aspects of the Standards and has no grade 4s.

Any trainee in this category (grade 3) needs to be viewed as a cause for concern as early as possible. As soon as a potential grade 3 trainee is identified, the relevant supervising staff must be alerted and immediate intervention, including sharply focused short and longer term targets for the trainee, should be agreed. Explicit training actions should be defined, monitored and recorded; weekly updates should be maintained. The intervention to secure progress to grade 2 (good) may continue beyond the end of the initial training programme and into the NQT year. Additional moderation and rigorous documentation are essential.

Inadequate (4) Trainees* fail to meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. The quality of trainees’ teaching over time is weak such that it contributes to pupils/learners or groups of pupils/learners making inadequate progress. * The words ‘awarded QTS’ which appear in the Ofsted ITE handbook have been removed in an attempt to avoid confusion.

As soon as a potential grade 4 trainee is identified, the relevant supervising staff must be alerted and immediate intervention, including sharply focused short and longer term targets for the trainee, should be agreed as part of the BG Partnership’s cause for concern procedure. Explicit training actions should be defined, monitored and recorded; weekly updates should be maintained. Additional moderation and rigorous documentation are essential. Reminder: the trainee must not be awarded QTS or progress to the NQT year.

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

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion.

Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the minimum teaching over time is outstanding teaching over time is good; some over time requires improvement as level of practice. and never less than consistently is outstanding. it is not yet good. good. They need targeted advice to be good a) establish a safe and Consistently uses innovative Uses a range of strategies to Is able to establish a safe and Is unable to establish a safe and stimulating environment for strategies to establish a safe and establish a safe environment stimulating environment for stimulating environment for pupils, rooted in mutual respect stimulating environment for which, much of the time, is pupils, rooted in mutual respect. pupils. pupils, rooted in mutual respect, stimulating and rooted in which motivates and inspires mutual respect. pupils to learn and enjoy the subject. b) set goals that stretch and • Consistently sets goals that • Sets goals that stretch, Is able to set goals that stretch Is unable to set appropriate challenge pupils of all stretch, challenge and challenge and motivate and challenge pupils of all learning goals for pupils. backgrounds, abilities and motivate pupils. pupils. backgrounds, abilities and dispositions • use effective strategies to • use strategies to support the dispositions. Is unable to set goals that stretch support the learning and learning and progress of and challenge pupils of all progress of underperforming underperforming groups. backgrounds, abilities and groups. dispositions. c) demonstrate consistently the Consistently and effectively Consistently demonstrates and Is able to demonstrate Is unable to demonstrate the positive attitudes, values and demonstrates and models the models the positive attitudes, consistently the positive positive attitudes, values and behaviour which are expected positive attitudes, values and values and behaviour which are attitudes, values and behaviour behaviour which are expected of of pupils. behaviour which are expected of expected of pupils. which are expected of pupils. pupils. pupils. Is unable to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

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Standard 2 Promote good progress and outcomes by pupils

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the teaching over time is outstanding teaching over time is good; some over time requires improvement as minimum level of practice. and never less than consistently is outstanding. it is not yet good. good. They need targeted advice to be good a) be accountable for pupils’ Consistently accountable for Accountable for pupils’ Is able to take accountability for Is unable to take accountability attainment, progress and pupils’ attainment, progress and attainment, progress and pupils’ attainment, progress and for pupils’ attainment, progress outcomes outcomes. outcomes outcomes. and outcomes. b) be aware of pupils’ • Has detailed understanding of • Has a good understanding of Is aware of pupils’ capabilities Is unable to demonstrate capabilities and their prior the pupils’ capabilities and the pupils’ capabilities and and their prior knowledge, and detailed understanding of the knowledge, and plan their prior knowledge. their prior knowledge. plans teaching to build on these. pupils’ capabilities and prior teaching to build on these • demonstrate through their • assess pupils’ achievement learning planning and teaching that and plan and teach lessons their pupils, including those that enable pupils, including Is unable to demonstrate an who are disabled and those those who are disabled and awareness of pupils’ who have special educational those who have special capabilities and their prior needs, make good progress. educational needs, to make knowledge, and is unable to at least expected progress. plan teaching to build on these. c) guide pupils to reflect on Pupils are consistently offered Pupils are offered intervention Is able to guide pupils to reflect Is unable to guide pupils to the progress they have high quality intervention and and feedback which much of on the progress they have made reflect on the progress they made and their emerging feedback which enables them to the time enables them to and their emerging needs. have made and their emerging needs identify the progress they have identify the progress they have needs. made and understand what they made and understand what need to do to improve. they need to do to improve. d) demonstrate knowledge Is consistently and effectively Much of the time makes good Is able to demonstrate Is unable to demonstrate and understanding of how able to use knowledge and use of knowledge and knowledge and understanding of knowledge and understanding pupils learn and how this understanding of how pupils understanding of how pupils how pupils learn and how this of how pupils learn and how impacts on teaching learn to improve their teaching learn to inform their teaching. impacts on teaching. this impacts on teaching. e) encourage pupils to take Consistently and effectively Much of the time encourages Is able to encourage pupils to Is unable to encourage pupils a responsible and encourages pupils, by setting pupils, to take a responsible and take a responsible and to take a responsible and conscientious attitude to specific high expectations, to take conscientious attitude to work conscientious attitude to their conscientious attitude to their their own work and study. a responsible and conscientious and study by setting own work and study. own work and study. attitude to work and study. expectations.

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Standard 3 Demonstrate good subject and curriculum knowledge Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) -meeting Inadequate (4): the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching over Trainees fail to meet the teaching over time is outstanding teaching over time is good; some is time requires improvement as it is minimum level of practice. and never less than consistently outstanding. not yet good. good. They need targeted advice to be good a) have a secure knowledge • Consistently teach exceptionally • teach well, demonstrating: Has a secure knowledge of the Does not have a secure of the relevant subject(s) well, demonstrating: - good subject and curriculum relevant subject(s) and curriculum knowledge of the relevant and curriculum areas, foster - strong subject and curriculum knowledge; areas, fosters and maintains pupils’ subject(s) and curriculum areas, and maintain pupils’ interest knowledge; - phase expertise. interest in the subject, and does not foster and maintain in the subject, and address - phase expertise. • Works within the current and new addresses misunderstandings. pupils’ interest in the subject, misunderstandings • Is confident to work within the curriculum arrangements. and does not address current and new curriculum. • Much of the time demonstrates misunderstandings. • Demonstrates the ability to the ability to address address misunderstandings and misunderstandings and maintain maintain pupils’ interest. pupils’ interest. b) demonstrate a critical • Effectively demonstrates • Demonstrates, much of the time, Is able to demonstrate a critical Is unable to demonstrate a understanding of consistent and critical critical understanding of understanding of developments in critical understanding of developments in the subject understanding of developments in developments in the subject and the subject and curriculum areas, developments in the subject and curriculum areas, and the subject and curriculum areas. curriculum areas. and promote the value of and curriculum areas, and does promote the value of • Consistently and effectively • Much of the time promotes the scholarship. not promote the value of scholarship promotes the value of scholarship. value of scholarship. scholarship. c) demonstrate an • Consistently demonstrates a • Demonstrates a good Is able to demonstrate an Is unable to demonstrate an understanding of and take thorough understanding of how to understanding of how to understanding of and take understanding of and take responsibility for promoting teach reading, writing, develop the reading, writing, responsibility for promoting high responsibility for promoting high standards of literacy, communication effectively to communication skills of the standards of literacy, articulacy and high standards of literacy, articulacy and the correct enhance the progress of pupils pupils they teach. the correct use of standard English, articulacy and the correct use of use of standard English, they teach. • Much of their teaching whatever the teacher’s specialist standard English, whatever the whatever the teacher’s • Consistently takes responsibility demonstrates an understanding of subject. teacher’s specialist subject. specialist subject for promoting high standards of and takes responsibility for literacy, articulacy and the correct promoting high standards of use of Standard English, whatever literacy, articulacy and the correct the teacher’s specialist. use of Standard English, whatever the teacher’s specialist subject.

Standard 3 Demonstrate good subject and curriculum knowledge continued…

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion.

Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) -meeting Inadequate (4): the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching over Trainees fail to meet the teaching over time is outstanding teaching over time is good; some is time requires improvement as it is minimum level of practice. and never less than consistently outstanding. not yet good. good. They need targeted advice to be good d) if teaching early • Trainee can teach early reading, • Trainee can teach early reading, Is able to, if teaching early Is unable to, if teaching early reading, demonstrate a clear systematic synthetic phonics, systematic synthetic phonics, reading, demonstrate a clear reading, demonstrate a clear understanding of systematic communication and language communication and language understanding of systematic understanding of systematic synthetic phonics (primary) development … confidently and development … with increasing synthetic phonics. synthetic phonics. competently so that pupils make confidence and competence so good or better than expected that pupils make at least progress. expected progress. • Consistently demonstrates a • Demonstrates a good thorough understanding of the understanding of the role of role of systematic synthetic systematic synthetic phonics in phonics in the teaching of early the teaching of early reading. reading. e) if teaching early* • Trainee can teach primary • Trainee can teach primary Is able to, if teaching early Is unable to, if teaching early* mathematics, demonstrate a mathematics … confidently and mathematics … with increasing mathematics, demonstrate a clear mathematics, demonstrate a clear understanding of so that pupils make good or confidence and competence so understanding of appropriate clear understanding of appropriate teaching better than expected progress. that pupils make at least teaching strategies. appropriate teaching strategies. strategies. • Consistently demonstrates a expected progress. (primary) thorough understanding of • Demonstrates a good appropriate teaching strategies understanding of strategies for * New ITE Handbook for the teaching of early the teaching of early frequently replaces ‘early’ mathematics. mathematics. with ‘primary’

Standard 4 Plan and teach well-structured lessons

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the teaching over time is outstanding teaching over time is good; some over time requires improvement minimum level of practice. and never less than consistently is outstanding. as it is not yet good. good. They need targeted advice to be good a) impart knowledge and Consistently and effectively Much of the time Imparts Is able to impart knowledge and Is unable to impart knowledge develop understanding through imparts knowledge and knowledge and develops develop understanding through and develop understanding effective use of lesson time develops understanding understanding through using effective use of lesson time. through effective use of lesson through using lesson time to lesson time to good effect. time. great effect. b) promote a love of learning Consistently and effectively Much of the time promotes a Is able to promote a love of Is unable to promote a love of and children’s intellectual promotes a love of learning and love of learning and children’s learning and children’s learning and children’s curiosity children’s intellectual curiosity. intellectual curiosity. intellectual curiosity. intellectual curiosity. c) set homework and plan other Consistently and effectively Much of the time Plans Is able to set homework and Is unable to set homework and out-of-class activities to plans differentiated, purposeful differentiated homework/out- plan other out-of-class activities plan other out-of-class activities consolidate and extend the homework/out-of-class of-class activities that to consolidate and extend the to consolidate and extend the knowledge and understanding activities that consolidates and consolidates and extends knowledge and understanding knowledge and understanding pupils have acquired extends existing knowledge and existing knowledge and pupils have acquired. pupils have acquired. understanding. understanding. d) reflect systematically on the • Is systematically and critically • Is systematically able to Is able to reflect systematically Is unable to reflect effectiveness of lessons and reflective in analysing, reflect in order to improve on the effectiveness of lessons systematically on the approaches to teaching evaluation and improving their practice. and approaches to teaching. effectiveness of lessons and their practice (paraphrased). • Is able to judge the approaches to teaching. • Is able to accurately judge effectiveness of their lessons the effectiveness of their and impact on all groups of lessons and impact on all pupils. groups of pupils. e) contribute to the design and Consistently makes effective Makes good contributions to Is able to contribute to the Is unable to contribute to the provision of an engaging contributions to the design and the design and provision of an design and provision of an design and provision of an curriculum within the relevant provision of an engaging engaging curriculum within the engaging curriculum within the engaging curriculum within the subject area(s). curriculum within the relevant relevant subject area(s). relevant subject area(s). relevant subject area(s). subject area(s).

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Standard 5 Adapt teaching to respond to the needs of all pupils

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion.

Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the teaching over time is outstanding teaching over time is good; some over time requires improvement minimum level of practice. and never less than consistently is outstanding. as it is not yet good. good. They need targeted advice to be good a) know when and how to Consistently and effectively Much of the time differentiates Knows when and how to Does not know when and how differentiate appropriately, differentiates appropriately appropriately using approaches differentiate appropriately, to differentiate appropriately. using approaches which enable using timely approaches which which enable pupils to be using approaches which enable pupils to be taught effectively enable pupils to be taught taught effectively. pupils to be taught effectively. effectively. b) have a secure understanding understand the causes of low understand how to challenge Has a secure understanding of Does not have a secure of how a range of factors can achievement; challenge and and motivate pupils where how a range of factors can understanding of how a range inhibit pupils’ ability to learn, motivate pupils where attainment is low and uses inhibit pupils’ ability to learn, of factors can inhibit pupils’ and how best to overcome attainment is low; and use strategies to support and how best to overcome ability to learn, and how best these effective strategies to support underperforming groups. these. to overcome these. underperforming groups. c) demonstrate an awareness Consistently and effectively Demonstrates an awareness of Is able to demonstrate an Is unable to demonstrate an of the physical, social and demonstrates clear awareness the physical, social and awareness of the physical, awareness of the physical, intellectual development of of the physical, social and intellectual development of social and intellectual social and intellectual children, and know how to intellectual development of pupils and much of the time development of children, and development of children, and adapt teaching to support children, and effectively adapts adapts teaching to support know how to adapt teaching to does not know how to adapt pupils’ education at different teaching to support pupils’ pupils’ education at different support pupils’ education at teaching to support pupils’ stages of development education at different stages of stages of development. different stages of education at different stages of development. development. development.

Standard 5 Adapt teaching to respond to the needs of all pupils continued...

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion.

Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the teaching over time is outstanding teaching over time is good; some over time requires improvement minimum level of practice. and never less than consistently is outstanding. as it is not yet good. good. They need targeted advice to be good d) have a clear understanding • Consistently and effectively • Much of the time evaluates Has a clear understanding of Does not have a clear of the needs of all pupils, evaluates and adapts teaching and adapts teaching to the needs of all pupils, including understanding of the needs of including those with special to meet the needs of all support all pupils, including those with special educational all pupils, including those with educational needs; those of pupils, including those with those with special needs; those of high ability; special educational needs; high ability; those with English special educational needs, educational needs, high those with English as an those of high ability; those with as an additional language; high ability (including Gifted ability (including Gifted and additional language; those with English as an additional those with disabilities; and be and Talented), English as an Talented), English as an disabilities; and be able to use language; those with able to use and evaluate additional language, additional language, and evaluate distinctive disabilities; and is not able to distinctive teaching approaches disabilities and pupils eligible disabilities and pupils eligible teaching approaches to engage use and evaluate distinctive to engage and support them. for the pupil premium for the pupil premium and support them. teaching approaches to engage (including Free School (including Free School and support them. Meals). Meals). • challenge and motivate • understand how to challenge pupils where attainment is and motivate pupils where low; and use effective attainment is low and use strategies to support strategies to support underperforming groups. underperforming groups. • Consistently and effectively • Much of the time uses and uses and evaluates evaluates distinctive teaching distinctive teaching approaches to engage and approaches to engage and support pupils. support pupils.

Standard 6 Make accurate and productive use of assessment

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the teaching over time is outstanding teaching over time is good; some over time requires improvement minimum level of practice. and never less than consistently is outstanding. as it is not yet good. good. They need targeted advice to be good know and understand how to accurately assess achievement assess pupils’ achievement in Knows and understands how to Does not know and understand assess the relevant subject and and attainment in relevant the relevant subject and assess the relevant subject and how to assess the relevant curriculum areas, including subject and curriculum areas, curriculum areas, including curriculum areas, including subject and curriculum areas, statutory assessment including statutory assessment statutory assessment statutory assessment including statutory assessment requirements requirements, using new requirements. requirements. requirements. curricula … examinations and assessment arrangements. make use of formative and Consistently and effectively Much of the time uses Is able to make use of Is unable to make use of summative assessment to uses formative, continuous formative, continuous formative and summative formative and summative secure pupils’ progress assessment and summative assessment and summative assessment to secure pupils’ assessment to secure pupils’ tests to great effect to secure tests to secure progress progress. progress. progress for all pupils, through through a sequence of lessons a sequence of lessons over over time. time. use relevant data to monitor • Consistently and effectively • Uses a range of relevant data Is able to use relevant data to Is unable to use relevant data progress, set targets, and plan uses a range of relevant including school progress monitor progress, set targets, to monitor progress, set subsequent lessons data, including school data to monitor pupil and plan subsequent lessons. targets, and plan subsequent progress data, to monitor learning and progress over lessons. pupil learning and progress time. over time. • Records of pupil learning and • Records of pupil learning and progress and attainment are progress and attainment are accurate and up-to-date and accurate and up-to-date and much of the time are used to used to inform future inform future planning and planning and target setting. target setting.

Standard 6 Make accurate and productive use of assessment...continued...

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion.

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

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion.

Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the teaching over time is outstanding teaching over time is good; some over time requires improvement minimum level of practice. and never less than consistently is outstanding. as it is not yet good. good. They need targeted advice to be good a) have clear rules and routines In accordance with the school’s In accordance with the school’s Has clear rules and routines for Does not have clear rules and for behaviour in classrooms, and behaviour policy: behaviour policy: behaviour in classrooms, and routines for behaviour in take responsibility for promoting • takes responsibility for and • takes responsibility for and is take responsibility for promoting classrooms, and does not take good and courteous behaviour in has the knowledge, able to promote and manage good and courteous behaviour in responsibility for promoting good classrooms and around the understanding and skills to behaviour in the classroom classrooms and around the and courteous behaviour in school, in accordance with the promote and manage well to ensure a good and safe school, in accordance with the classrooms and around the school’s behaviour policy behaviour effectively and learning environment; school’s behaviour policy. school, in accordance with the create an excellent climate for • encourages pupils to behave school’s behaviour policy. learning; well in the classroom and • actively encourages pupils to around the school and display behave well in the classroom good levels of courtesy and and around the school and co-operation; display high levels of courtesy • is able to tackle bullying, and co-operation; including cyber and prejudice- • can effectively tackle bullying, based (and homophobic) including cyber and prejudice- bullying. based (and homophobic) bullying. b) have high expectations of • Consistently sustains high • Sustains high expectations of Has high expectations of Does not have high expectations behaviour, and establish a expectations of behaviour. behaviour. behaviour, and establish a of behaviour, and does not framework for discipline with a • Establishes and maintains or • Establishes and maintains or framework for discipline with a establish a framework for range of strategies, using praise, applies the school’s applies the school’s range of strategies, using praise, discipline with a range of sanctions and rewards framework for discipline, framework for discipline to sanctions and rewards strategies. consistently and fairly consistently and fairly, using a using a range of strategies. consistently and fairly. wide range of effective strategies.

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

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion.

Standard 8 Fulfil wider professional responsibilities

Please note: Words in italics are directly from the Initial teacher education inspection handbook (April 2015); column headings are the overall outcome criterion. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) - Inadequate (4): meeting the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ teaching Trainees fail to meet the teaching over time is outstanding teaching over time is good; some over time requires improvement minimum level of practice. and never less than consistently is outstanding. as it is not yet good. good. They need targeted advice to be good a) make a positive contribution Is consistently proactive and Is proactive and makes a positive Is able to make a positive Is unable to make a positive to the wider life and ethos of the makes a positive contribution to contribution to the wider life and contribution to the wider life and contribution to the wider life and school the wider life and ethos of the ethos of the school. ethos of the school. ethos of the school. school. b) develop effective professional • Professional relationships with • Professional relationships with Is able to develop effective Is unable to develop effective relationships with colleagues, colleagues are consistently colleagues are good. professional relationships with professional relationships with knowing how and when to draw effective. • Consults with colleagues as colleagues, knowing how and colleagues, and does not know on advice and specialist support • Consistently and effectively appropriate, knowing when when to draw on advice and how and when to draw on advice consults with colleagues as and how to draw on their specialist support. and specialist support. appropriate, knowing when advice specialist support. and how to draw on their advice and specialist support. c) deploy support staff effectively Consistently and effectively Deploys support staff effectively Is able to deploy support staff Is unable to deploy support staff. deploys support staff to to support the learning of pupils. effectively. maximise the learning of pupils. d) take responsibility for • Consistently proactive in • Takes responsibility for Is able to take responsibility for Is unable to take responsibility improving teaching through taking full responsibility for improving their own teaching improving teaching through for improving teaching through appropriate professional improving their own teaching through professional appropriate professional appropriate professional development, responding to through professional development. development, responding to development, and is unable to advice and feedback from development. • Respects and responds to the advice and feedback from respond to advice and feedback colleagues • Effectively uses the advice and advice and guidance offered colleagues. from colleagues. guidance offered by by colleagues. colleagues to secure improvements in practice. e) communicate effectively with Proactively and consistently Communicates effectively with Is able to communicate Is unable to communicate parents with regard to pupils’ communicates effectively with parents and carers about pupils’ effectively with parents with effectively with parents with achievements and well-being. parents and carers about pupils’ achievements and well-being. regard to pupils’ achievements regard to pupils’ achievements achievements and well-being. and well-being. and well-being.

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PART TWO: Personal and professional conduct

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

Part Two of the Standards is about personal and professional conduct. All trainees are required to maintain consistently high standards of personal and professional conduct at all times. Where this is not the case, a cause for concern procedure will be followed. This will potentially result in disciplinary procedures. Our Partnership approach is detailed below:

• Interview: personal and professional conduct is included as a focus as part of the interview process, recorded within the ‘attributes and values’ section of the interview record; • Induction: the requirements for Part Two of the Teachers’ Standards is introduced and discussed in detail including consideration of each aspect and its implications for trainees and teachers; • At the start of a new placement: trainees must familiarise themselves with the individual school’s codes of conduct and safety policies, including safeguarding, and ensure they understand and adhere to them; • At each review point: the trainees’ ability to consistently maintain high standards of personal and professional conduct is discussed. Any areas for development are addressed and appropriate targets set; • At any time: should issues arise in relation to the appropriateness of the trainees’ conduct, action is taken which may lead to a cause for concern procedure being followed.

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PART TWO: Personal and professional conduct

Teachers’ Standard: Scope Key questions Consistently Cause for Part Two descriptor high standards concern i) Teachers uphold public • treating pupils with dignity, building relationships rooted • Does the trainee have a commitment to upholding the trust in the profession and in mutual respect, and at all times observing proper high standards of the teaching profession, within and maintain high standards of boundaries appropriate to a teacher’s professional outside school? ethics and behaviour, position • Does the trainee develop appropriate professional within and outside school, • having regard for the need to safeguard pupil’s well-being, relationships with colleagues and pupils? by: in accordance with statutory provisions • Is the trainee able to safeguard pupils’ well-being, in • showing tolerance of and respect for the rights of others accordance with statutory provisions? • not undermining fundamental British values, including: • Does the trainee understand that schools are required democracy, the rule of law, individual liberty and mutual to develop learners’ wider understanding of social and respect, and tolerance of those with different faiths and cultural diversity, tolerance for others and respect for beliefs different faiths and beliefs, in line with the • ensuring that personal beliefs are not expressed in ways maintenance of fundamental British values? which exploit pupils’ vulnerability or might lead them to • Does the trainee understand the challenges of teaching break the law. in modern British schools – is s/he aware of the Prevent strategy and its implications? • Does the trainee understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions? • Does the trainee understand and adhere to the school’s and BGU’s VLE/internet safety policy, including the safe and responsible use of social media? ii) Teachers must have • The trainee’s conduct demonstrates a highly professional • Does the trainee display high standards of personal and proper and professional approach to teaching, understanding and demonstrating professional behaviour, inside and outside school, regard to the ethos, that their own conduct is appropriate at all times. including attendance and punctuality at all times? policies and practices of • The trainee is on time for all beginnings and ends of days, • Does the trainee take appropriate responsibility for the school in which they meetings, lessons, etc. their own and learners’ well-being in the classroom teach, and maintain high • The trainee always informs the school/colleagues of and during off-site activities or visits? standards in their own reasons for any non-attendance involving his/her teaching • Does the trainee understand and apply the range of attendance and obligations or other professional meetings and policies that support school practice and act on these punctuality. responsibilities in line with school policy. in their planning, teaching and wider involvement in • The trainee’s language and dress are highly professional the life of the school? and in line with school policy. • The trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments before trips, homework, etc.

PART TWO: Personal and professional conduct continued...

Teachers’ Standard: Scope Key questions Consistently Cause for Part Two descriptor high standards concern iii) Teachers must have an • The trainee is able to articulate, and abide by, the roles • Is the trainee aware of and can act in the context of the understanding of, and and responsibilities of the teacher in relation to statutory professional duties of teachers as set out in the always act within, the frameworks. statutory School Teachers’ Pay and Conditions statutory frameworks • The trainee is aware of his/her responsibilities in relation document? which set out their to, for example, equality legislation, duties and • Has the trainee received relevant training in child professional duties and safeguarding. protection/safeguarding? Can he/she articulate the responsibilities. • The trainee is able to judge when they may need advice school’s policy if reporting a concern? and help in matters of child protection or confidentiality.