Form to be submitted at the end of term 2
The content of the Assessment Profile and indicative grading of the form should be discussed by the School-Based Tutor with the trainee in the weeks prior to the submission of the form.
Completed forms should be sent to the following email address:
Forms should be submitted electronically by the School-Based Tutor and a copy given to the trainee.
Trainee ………………………………………………………………………….. School ……………………………………………………..
Using the criteria to grade performance
The grade criteria are accumulative – those making judgements need to check that the previous criteria have been met before making a judgment at a higher level.
N.B. A grade of ‘inadequate’ in any of the sections may trigger a request for additional support.
Trainees should not be expected to demonstrate all characteristics all of the time, or all of them at the same time, to be awarded that grade. The characteristics are intended to describe the features that indicate that a trainee is performing at that level. It is a ‘best fit’ model.
For trainees in EYFS, reference should also be made to the Teachers’ Standards (Early Years), September 2013.
Trainees should use the outcomes of this profile to establish their Individual Training Plan (ITP) for terms 3 and 4 by setting relevant and appropriate SMART targets for this period.
Teachers’ Standards Part One: Teaching Grade Descriptors
SCITT progress descriptorsInadequate (4):
Trainee is not meeting the minimum level of practice.
/ Pass level practice (3):The quality of trainee’s teaching over time requires improvement, and it is not yet good.
/ Good level practice(2):Much of the quality of trainee’s teaching over time is good; some is outstanding.
/ Outstanding level practice (1):Much of the quality of trainee’s teaching over time is outstanding and never less than consistently good.
1. Set high expectations which inspire, motivate and challenge pupils Highlight relevant statements met
Inadequate (4) / Pass level practice (3) / Good level practice(2) / Outstanding level practice (1)
Establish a safe and stimulating environment for pupils, rooted in mutual respect / Does not yet 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 effective strategies to establish a safe environment, which for much of the time is stimulating and rooted in mutual respect. / Consistently uses innovative strategies /resources to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn, take risks and enjoy their learning.
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions / Does not yet 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. / Frequently sets goals that stretch, challenge and motivate pupils.
Uses strategies to secure the learning and progress of all groups of learners, including those who are not achieving their potential, supporting children with SEND and EAL and providing evidence of this over time. / Consistently sets goals that stretch, challenge and motivate pupils.
Uses effective strategies to secure the learning and progress of all groups of learners, including those who are not achieving their potential, fully supporting children with SEND and EAL and providing evidence of this over time..
Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. / Does not yet 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 all pupils. / Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of all pupils. This is achieved through enthusiasm and highly effective classroom presence during lessons and in the wider school context.
Using the information above, identify key strengths in this area:
Development areas
Overall grade for this section: / Inadequate progress (4) / Minimum level practice (3) / Good level practice (2) / Outstanding level practice (1)
Working towards / Fully met / Working towards / Fully met / Working towards / Fully met
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2. Promote good progress and outcomes by pupils Highlight relevant statements met/ Inadequate (4) / Pass level (3) / Good (2) / Outstanding (1) /
Be accountable for pupils’ attainment, progress and outcomes / Does not yet take accountability for pupils’ attainment, progress and outcomes / Is able to and understands how to take accountability for pupils’ attainment, progress and outcomes. With guidance, takes some responsibility for managing pupil assessment data. / Is accountable for pupils’ attainment, progress and outcomes. Takes responsibility for the progress of all learners they teach by recording, managing and communicating assessment data. / Is consistently accountable for pupils’ attainment, progress and outcomes. Skilfully records and interprets assessment data and uses to inform planning and communicate key issues relating to pupil progress
Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these / Does not yet demonstrate an awareness of pupils’ capabilities or their prior knowledge. Planning is undertaken in isolation and with little or no account of pupils’ capabilities or prior knowledge. / Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these enabling pupils to make progress. / Has a good understanding of the pupils’ capabilities and their prior knowledge and uses this to plan effective lessons that enable the majority of pupils, to make at least expected progress. / Is proactive in gaining detailed understanding of the pupils’ capabilities and their prior knowledge.
Demonstrates through planning and teaching that information is used appropriately to inform planning and ensure the majority of pupils make good progress.
Guide pupils to reflect on the progress they have made and their emerging needs / Does not yet involve pupils in their own assessment or guide pupils to reflect on the progress they have made or 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.
Demonstrates knowledge and understanding of how pupils learn and how this impacts on teaching / Demonstrates limited 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. / Often makes good use of knowledge and understanding of how pupils learn to inform their teaching and improve learning. Can offer a rationale for choices made. / Consistently and effectively draws on excellent pedagogical knowledge to improve teaching and learning, offering a rationale for choices made.
Encourage pupils to take a responsible and conscientious attitude to their own work and study. / Does not yet encourage pupils to take a responsible and conscientious attitude to their own learning. . / Is able to encourage pupils to take a responsible and conscientious attitude to their own learning. . / Often actively encourages pupils to take a responsible, independent and conscientious attitude to their learning by setting expectations. / Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible, independent and conscientious attitude to their learning.
Using the information above, identify key strengths in this area:
Development areas
Overall grade for this section: / Inadequate progress (4) / Minimum level practice (3) / Good level practice (2) / Outstanding level practice (1)
Working towards / Fully met / Working towards / Fully met / Working towards / Fully met
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3. Demonstrate good subject and curriculum knowledge Highlight relevant statements met/ Inadequate (4) / Pass level (3) / Good (2) / Outstanding (1) /
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 yet 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. / Teach well, demonstrating:
· good subject and curriculum knowledge;
· phase expertise;
· understanding of progression in learning
· ability to maintain pupils’ interest.
Works within the new curriculum arrangements.
Often demonstrates the ability to address misunderstandings as they arise to ensure pupil progress. / · Consistently teach exceptionally well, demonstrating: strong subject and curriculum knowledge; phase expertisedeep understanding of progression in learning ability to maintain pupils’ interest.
High degree of confidence to work within the new curriculum.
Demonstrates the ability to anticipate and address misunderstandings.
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship / Does not yet 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 growing critical understanding of developments in the subject and curriculum areas, and promotes the value of scholarship. / Readily demonstrates critical understanding of developments in the subject and curriculum areas.
Often establishes an ethos where the value of scholarship is promoted. / Consistently demonstrates critical understanding of developments in subject and curriculum areas by extending and updating subject and pedagogical knowledge as a key element of continuing professional development.
Consistently and effectively promotes 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 / Does not yet demonstrate an understanding of, or take responsibility for, promoting high standards of literacy, articulacy and the correct use of standard English. / Is able to demonstrate an understanding of the need to promote and model a good standard of literacy and articulacy in the classroom
Takes responsibility for promoting high standards of literacy, articulacy and the correct use of standard English. / Demonstrates a good understanding of how to develop the reading, writing, and communication skills of the pupils they teach.
Often takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English. / Consistently models and demonstrates a thorough understanding of how to teach reading, writing, and communication effectively to enhance the progress of pupils they teach.
Consistently takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English.
If teaching early
reading, demonstrate a clear understanding of systematic synthetic phonics / Does not yet demonstrate a clear understanding of systematic synthetic phonics. / Is able to demonstrate a clear understanding of systematic synthetic phonics. / Demonstrates a good understanding of the pedagogy and subject knowledge to teach early reading, systematic synthetic phonics, communication and language development with increasing confidence and competence so that pupils make at least expected progress.
Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading. / Demonstrates an excellent understanding of the pedagogy and subject knowledge to teach early reading, systematic synthetic phonics, and communication and language development confidently and competently so that pupils make good or better than expected progress.
Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading.
If teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. / Does not yet demonstrate a clear understanding of appropriate teaching strategies. / Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. / Demonstrates a good understanding of the pedagogy and subject knowledge to teach primary mathematics with increasing confidence and competence so that pupils make at least expected progress.
Demonstrates a good understanding of strategies for the teaching of early mathematics. / Demonstrates an excellent understanding of the pedagogy and subject knowledge to teach primary mathematics confidently and competently so that pupils make good or better than expected progress.
Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics.
Using the information above, identify key strengths in this area:
Development areas
Overall grade for this section: / Inadequate progress (4) / Minimum level practice (3) / Good level practice (2) / Outstanding level practice (1)
Working towards / Fully met / Working towards / Fully met / Working towards / Fully met
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4. Plan and teach well structured lessons Highlight relevant statements met/ Inadequate (4) / Pass level (3) / Good (2) / Outstanding (1) /
Impart knowledge and develop understanding through effective use of lesson time / Does not yet 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. / Often imparts knowledge and develops understanding effectively through using lesson time to good effect. / Consistently and effectively imparts knowledge and develops understanding through using lesson time responsively and to great effect.
Promote a love of learning and children’s intellectual curiosity / Does not yet promote a love of learning and children’s intellectual curiosity. / Is able to promote a love of learning and children’s intellectual curiosity. / Often promotes a love of learning and children’s intellectual curiosity, encouraging pupils to be curious and ask questions. / Consistently and effectively promotes an intrinsic love of learning and children’s intellectual curiosity by establishing a culture of enquiry whereby pupils are motivated to ask questions and undertake further research.
Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired / Does not yet set homework or 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. / Often 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, extends and enriches existing knowledge and understanding.
Reflect systematically on the effectiveness of lessons and approaches to teaching / Does not yet 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 accurately 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 in light of advice from colleagues, current research and policy.
Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils.
Contribute to the design and provision of an engaging curriculum within the relevant subject area(s). / Does not yet 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). / Works collaboratively to make good contributions to the design and provision of an engaging curriculum within the relevant subject area(s). / Works collaboratively to consistently make effective contributions to the design and provision of an engaging curriculum within relevant subject area(s) drawing upon own research.
Using the information above, identify key strengths in this area:
Development areas
Overall grade for this section: / Inadequate progress (4) / Minimum level practice (3) / Good level practice (2) / Outstanding level practice (1)
Working towards / Fully met / Working towards / Fully met / Working towards / Fully met
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