NQT Induction assessment for the:
X / End of first assessment period.
End of second assessment period.
Interim assessment
Please note:
•Please ensure all personal details boxes are completed accurately and all appropriate boxes are filled using a “X”
•The Headteacher/Principal, on behalf of the School/Academy should retain a copy (for 6 years) and a completed copy should be sent to the Appropriate Body within 10 working days of the NQT completing the assessment period.
•The original copy should be retained by the NQT.
•Hard copies will require a signature. Electronic copies can be submitted via email but must be sent via the Headteacher/Principal’s email account (Full names of HT, Induction Tutor and NQT should be completed)
•Full guidance on statutory induction can be found at
NQT’s personal details:
Full name / Former name(s) (where applicable)
Date of birth / NQTs Teacher Reference number / National Insurance number
/
Name of institution (e.g. School/Academy or college) / DfE institution number (if applicable)
/
Appropriate Body receiving this report
Fylde Coast Teaching School
Date of award of QTS: / OR Date of award of QTLS
If this is not the first assessment period, please give the name of the School/Academy (if different) where the previous term/s were completed.

Recommendation:
The above named teacher’s progress indicates that he/she is making satisfactory progress
towards meeting the National Teachers' standards within the induction period.
The above named teacher’s progress indicates that he/she may not be able to meet the Teachers' Standardsfor the satisfactory completion of the induction period. (if this box is ticked please contact the Appropriate Body Service immediately)
I confirm that the NQT has experienced support and monitoring in line with the statutory guidance
(ref: 2.17 – 2.19 of the statutory guidance)
PLEASE COMPLETE THESE BOXES IN FULL
Date of the beginning of this assessment period:
Date of the end of this assessment period:
(A) Number of days that can count towards induction during this assessment period:
(B) Number of days of absence during this assessment period:
Does the NQT work: / Full time / Part time Days per week
Total number of days that can count towards induction (A – B)
Assessment of progress against the Teachers' Standards:
The Headteacher/Principal or delegated induction tutor should record, in the box below, details of the NQT’s progress against the Teachers' Standards including:
  • strengths
  • areas requiring further development, even where progress is satisfactory (for example aspects of the Teachers' Standards which the NQT has yet to meet); and areas of concern (if appropriate)
  • evidence used to inform the judgements
  • targets for the coming term.
Comments must be in the context of and make reference to each specific Teachers' Standard which can be found at
There are9 main areas and 41 sub categories of the Teachers' Standards:
The 9 main areas are:
Part 1
  • Set high expectations which inspire, motivate and challenge pupils
  • Promote good progress and outcomes by pupils
  • Demonstrate good subject and curriculum knowledge
  • Plan and teach well structured lessons
  • Adapt teaching to respond to the strengths and needs of all pupils
  • Make accurate and productive use of assessment
  • Manage behaviour effectively to ensure a good and safe learning environment
  • Fulfil wider professional responsibilities
Part 2
  • Personal and Professional conduct
NQT assessment of these Standards is made based on what should be reasonably expected of an NQT working in the relevant setting and circumstances within the framework set out by the standards. That judgement should reflect the expectation that NQTs have effectively consolidated their training, and are demonstrating their ability to satisfactorily meet the standards consistently over a sustained period in their practice (ref 1.1 statutory guidance)
NB: Not all of the 41 sub categories need to be completed on each assessment but must be referred to on the final assessment. It is important you make comment and provide evidence for PART 2 of the standards for each assessment period.
PART ONE: TEACHERS
  1. Set high expectations which inspire, motivate and challenge pupils
  • Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  1. Promote good progress and outcomes by pupils
  • Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
  1. Demonstrate good subject and curriculum knowledge
  • Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings
  • Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  • Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher's specialist subject
  1. Plan and teach well structured lessons
  • Impart knowledge and develop understanding through effective use of lesson time
  • Promote a love of learning and children's intellectual curiosity
  1. Adapt teaching to respond to the strengths and needs of all pupils
  • Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  1. Make accurate and productive use of assessment
  • Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
  • Make use of formative and summative assessment to secure pupils' progress
  1. Manage behaviour effectively to ensure a good and safe learning environment
  • Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school's behaviour policy
  1. Fulfil wider professional responsibilities
  • Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
  • Deploy support staff effectively
  • Communicate effectively with parents with regard to pupils' achievements and well-being
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
  1. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
  • Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position
  • Having regard for the need to safeguard pupils' well-being, in accordance with statutory provisions
  • Showing tolerance of and respect for the rights of others
  • Not undermining fundamental British values , including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
  • Ensuring that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law
  • Having proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintaining high standards in their own attendance and punctuality
  • Having an understanding of, and always acting within, the statutory frameworks which set out their professional duties and responsibilities

Comments by the NQT:
The NQT should record their comments or observations on their induction to date.
Please reflect on your time throughout this assessment period and consider whether:
•you feel that this report reflects the discussions that you have had with your induction tutor and/or head teacher during this assessment period;
•you are receiving your full range of entitlements in accordance with regulations and guidance (
•there are any areas where you feel you require further development/support/guidance when looking towards the next stage of your induction. If so, what are these areas?
I have completed a Child Protection Level 1 training session? Yes No
[Training delivered by the Sixth Form’s Safeguarding Officer as part of internal CPD calendar]
I have discussed this report with the induction tutor and/or headteacher / Yes / No
This report reflects my present induction assessment. I have received my full range of entitlement in accordance with the statutory guidance Yes No
I have the following comments to make:
Details of support provided:
Comment of lesson observation
Areas of strength
Targets for improvement
Will this NQT be remaining at this school for the
next assessment period? / Yes / No
If not, then please attach details of the school/Appropriate body the NQT is moving to, and contact information. Please also pass on electronic copy of this and previous assessment forms to the next school/academy
This formshould be signed below, unless it is being sent electronically in which caseit must be sent from the Headteacher/principal's mailbox and copied to the NQT and Induction Tutor.
Signed: Head teacher/principal / Date
Full name (CAPITALS)
Signed: NQT / Date
Full name (CAPITALS)
Signed: Induction tutor (if different from Head teacher/principal) / Date
Full name (CAPITALS)

Please return this form to Kate French [

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