Guidance for assessing NQTs against the Teachers’ Standards
Trainees, NQTs and experienced teachers have been assessed against the Teachers’ Standards since Sept 2012. They are assessed according to what is reasonably expected of them at that stage in their career in that particular setting.
For NQTs, the judgement of headteachers and induction tutors/managers should reflect the expectation that NQTs have effectively consolidated their training, and are demonstrating their ability to meet the standards consistently over a sustained period in their practice.
The bulleted sub-headings under each standard should not be interpreted as separate standards in their own right, but they are designed to clarify the scope of each standard. They can help to track progress and identify areas of the standard where there are particular strengths or areas for development.
How to use this document
- NQTs and induction tutors can use it together to explore the standards in more depth and agree what will be expected of the NQT to perform satisfactorily in each standard, discussing what evidence, targets and CPD activities could be undertaken.
- When preparing for each assessment meeting, NQTs and induction tutors can ask themselves the questions listed
- NQTs can use the form throughout the induction year to log their evidence and CPD activities, and also think of future targets
NQTs and induction tutors can adapt this form as required. The full Teachers’ Standards can be viewed at
Standard 1:Set high expectations which inspire, motivate and challenge students / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Establish a safe and stimulating environment for pupils, rooted in mutual respect
- Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
- Ensure that pupils cooperate, collaborate and listen to each other?
- Build positive relationships that grow confidence and self- esteem?
- Use data to pitch lessons appropriately for all pupils?
- Motivate, support, challenge and manage all pupils effectively to secure progress?
- Set a good example through their general conduct?
Standard 2:
Promote good progress and outcomes by students / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Be accountable for pupils' attainment, progress and outcomes
- Plan teaching to build on pupils' capabilities and prior knowledge
- Guide pupils to reflect on the progress they have made and their emerging needs
- Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
- Encourage pupils to take a responsible and conscientious attitude to their own work and study
Does planning:
- Refer to data to ensure teaching builds on pupils' prior experience?
- Demonstrate a personalised learning approach?
- Use feedback effectively to move learning on?
- Encourage all pupils to reflect on, evaluate and learn from mistakes?
Does work show that pupils take pride in it?
Standard 3:
Demonstrate good subject and curriculum knowledge / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students' interest in the subject, and address misunderstandings
- Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
- Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher's specialist subject activities
Are pupils’ questions answered confidently and accurately and misconceptions addressed?
Does the teacher:
- Keep abreast of subject developments?
- Develop pupils’ capacity to learn independently?
- Promote and correctly use standard English?
- Support pupils to develop and apply a range of skills well, including reading, writing, communication and mathematical skills?
Standard 4:
Plan and teach well structured lessons / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Impart knowledge and develop understanding through effective use of lesson time
- Promote a love of learning and children's intellectual curiosity
- Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
- Reflect systematically on the effectiveness of lessons and approaches to teaching
- Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
- Clarity about learning objectives & well-paced activities to ensure pupils develop their understanding?
- Good balance between teacher instruction and pupil participation?
Do the pupils ask questions beyond the obvious?
Is appropriate homework regularly set, monitored and/or marked?
Do the pupils value the homework?
Does the teacher:
- Use and modify a range of effective teaching strategies matched to pupils’ needs?
- Use feedback & assessment information to inform planning?
Standard 5:
Adapt teaching to respond to the strengths and needs of all students / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
- Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these
- Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development
- Have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
Is support and challenge effectively balanced to ensure pupils of all abilities make good progress?
Does the teacher:
- Know individual pupils’ needs – social and emotional as well as academic?
- Take these into account when planning and deploy strategies that enable all pupils to make good progress?
Are necessary adjustments for more able, SENDEAL apparent in planning and in the lesson?
Is there evidence of challenge in work for all pupils over time?
Standard 6:
Make accurate and productive use of assessment / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
- Make use of formative and summative assessment to secure students' progress
- Use relevant data to monitor progress, set targets, and plan subsequent lessons
- Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
Are targets and predicted grades accurate?
Does the teacher systematically and effectively check understanding, reshaping tasks/ intervening to improve learning?
Does the teacher use accurate assessments of pupils’ progress to inform planning, eg revisiting a common error in a starter activity?
Are pupils clear about what they need to do to improve?
Does oral and written feedback reinforce learning, challenge understanding and help pupils improve?
Is there evidence of students responding positively to feedback?
Standard 7:
Manage behaviour effectively to ensure a good and safe learning environment / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school's behaviour policy
- Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
- Manage classes effectively, using approaches which are appropriate to pupils' needs in order to involve and motivate them
- Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
Are reward systems used effectively?
Is a positive learning environment evident in the way pupils speak to each other and the teacher? (respectful, courteous and considerate)
Are all pupils focused and engaged?
Is there evidence of the proactive use of strategies to manage poor behaviour or lack of work in line with the school policy?
Do pupils at all stages show positive attitudes?
Have there been any pupil or parental complaints?
Standard 8:
Fulfil wider professional responsibilities / For example, consider: / Types of evidence / Possible targets / CPD activities to help achieve targets
- Make a positive contribution to the wider life and ethos of the school
- Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
- Deploy support staff effectively
- Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
- Communicate effectively with parents with regard to pupils' achievements and well-being.
Evidence of collaboration/ teamwork/ contribution to subject area or other aspect of school curriculum / contribution to subject networks/ engagement in professional learning opportunities
Does the teacher:
- Direct support so it makes a significant contribution to learning?
- Ensure support staff are purposefully engaged throughout lesson?
Discussion of further training needs
Record of contact with individual parents and evaluation of the quality of parents' evenings’ discussion and report writing
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Guidance for assessing against Teachers’ Standards
Updated August 2015