Newly Qualified Teacherprogress Gradedescriptors

East Sussex County Council

NQT progress grade descriptors

Newly Qualified Teacherprogress gradedescriptors

Induction Tutors should grade their NQTs (A – D)towards the end of the first and second assessment periods.

The grade given should be marked on the NQT’s assessment form.

These grade descriptors may be used as a guide to support assessment of the NQT’s progress.

Grade
A / This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths.
B / This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported.
C.i. / This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school.
C.ii. / This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan.
D / This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring continued additional support including a Support plan.

NQTs’ Standard 1

Set high expectations which inspire, motivate and challenge pupils

(A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. / (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. / C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. / C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. / D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan.
Pupils are actively engaged in learning and work at a good pace.
NQTconsistently sets goals to challenge all pupils.
Creates an environment which is always conducive to learning.
Excellent subject knowledge and teaching skills are applied consistently to challenge and inspire all pupils.
NQT enthuses and motivates all pupils to show enthusiasm for their learning. / The majority of pupils are actively engaged in learning and work at a good pace.
NQT sets goals that challenge pupils.
NQT creates a positive learning environment.
NQT has high expectations ofpupils, teaching is consistently effective in challenging pupils and the majority are making good progress. / NQT is developing their practice and has hadan impact on pupils’ learning.
There is often evidence of the NQT’s ability to set goals to challenge many pupils.
Creates an environment which is conducive to learning.
NQT creates a positive learning environment.
NQT is able to set goals that stretch and challenge pupils.
NQT is a positive role model. / NQT has had some impact on pupils’ learning.
There is some evidence of NQT’s ability to set goals to challenge pupils.
Routines and systems are not yet fully established which impacts negatively on the classroom environment.
The learning environment is sometimes conducive to learning but this is inconsistent. / A significant number of pupils are not engaged in learning.
There is rarely evidence of suitable challenge for pupils.
There is limited evidence of routines and systems being in place.
There is little rapport between the NQT and the majority of pupils.
NQTdoes not always demonstrate a professional manner.
Pupils are not often engaged with their learning.
NQT unable to create a positive learning environment.

NQTs’ Standard 2

Promote good progress and outcomes by pupils

(A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. / (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. / C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. / C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. / D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan.
Lessons challenge all pupils andpupils make at least expected or better than expected progress.
NQT understands and applies data to all lessons and long term planning.
AfL is fully embedded in all lessons.
Lessons are differentiated to account for the range of needs and diversity in the class, including pupils with SEND.
All pupils are aware of their targets and learning objectives.
Pupils are encouraged through effective use of rewards and target setting and understand what their levels are. / Majority of lessons are challenging and the most pupils make expected progress.
NQT uses data to inform planning and formative assessment.
Lessons demonstrate AfL to a good standard.
Most lessons differentiate consistently to meet the needs of pupils, including those with SEND.
Pupils know their targets and most can use these to guide their own learning. / Many lessons are challenging and many pupils are making expected progress.
NQT often uses data about pupils and applies it to planning.
There is often evidence of developing AfL.
NQT uses differentiation and is beginning to meet the needs of all pupils.
NQT plans opportunities for pupils to work independently and most pupils are aware of their targets and how to make progress. / Some challenge is evident and pupils make expected progress.
NQT is aware of data and sometimes uses it to inform planning.
There is evidence of AfL, but it is not always used consistently.
NQT is aware of differentiation and some plans meet pupils’ needs, but this is not consistent.
NQTdoes plan opportunities for pupils to work independently but few pupils are aware of their targets/how to make progress. / Lessons are rarely challenging and therefore pupils are underachieving.
NQT has limited awareness and understanding of pupil data and rarely relates planning to pupils’ prior knowledge.
NQT is aware of AfL but this is rarely applied in the lessons.
NQT shows little awareness of how to use differentiation to inform planning and therefore the needs of individuals are rarely met.
NQT does not plan opportunities for pupils to work independently; pupil progress is limited by a lack of understanding of what is required as they are unaware of their targets/levels.

NQTs’ Standard 3

Demonstrate good subject and curriculum knowledge

(A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. / (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. / C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. / C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. / D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan.
NQT has strong subjectknowledge/subject knowledge engages pupils and motivates them to learn.
NQT is aware of curriculum requirements and keeps up to date with the latest innovations and developmentsand actively seeks and reflects on appropriate CPD.
NQT anticipates and deals effectively with misconceptions.
Lessons include opportunities for pupils to develop literacy skills.
NQT models correct use of spoken English at all times.
Excellent communication skills including reading, writing, ICT and numeracy are promoted throughout the lesson. / NQT demonstrates secure subject knowledge and responds effectively to pupil questions.
NQT anticipates and deals effectively with misconceptions.
Most lessons include opportunities for pupils to develop literacy skills.
NQT is proactive in seeking CPD opportunities to ensure the pedagogy and subject knowledge are up to date and developed.
NQT models correct use of spoken English at all times.
Communication skills including reading, writing, ICT and numeracy are taught effectively. / NQT has sound subject knowledge but clarity of curriculum knowledge is required.
NQT is able to respond to pupil questions and deals with misconceptions.
Many lessons include opportunities for pupils to develop literacy skills.
NQT is seeking CPD opportunities to ensure their pedagogy and subject knowledge are up to date and developed.
NQT models correct use of spoken English at all times.
Communication skills including reading, writing, ICT and numeracy skills are taught adequately. / Subject knowledge needs to be developed; observations show that the NQT struggles to respond effectively to pupil questions.
Limited understanding of curriculum knowledge.NQT is unclear of the progress required of their pupils.
Some concerns over communication skills including reading, writing, ICT and numeracy skills. / There are inaccuracies in subject knowledge and/or little understanding of curriculum knowledge and the NQT is unclear of the progress required of their pupils.
NQTdoes not always model the correct use of spoken English at all times.
Poor communication skills including reading, writing, ICT and numeracy skills.

NQTs’ Standard 4

Plan and teach well-structured lessons

(A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. / (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. / C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. / C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. / D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan.
Lesson plans show how pupils make progress, always include resources, starters, plenaries, AfL. Learning outcomes and success criteria are always relevant to pupils’ learning.
Effective us of TA/other adults in classroom.
Observations show that pupils are engaged, motivated and able to work independently.
NQT continues to reflect on their practice and new strategies are embedded in their teaching.
Planning and teaching reflects NQT’s knowledge and understanding of the needs of pupils within the class.
The NQT contributes to the planning in the team/department sharing resources and ideas to effectively deliver the curriculum.
Planning always includes clear learning objectives, differentiation (including extension activities) and how other adults will be deployed to improve the learning outcomes of all pupils. / Planning shows evidence of a range of AfL and differentiation strategies reflecting the needs of the class.
Plans show how the effective use of TA/other adults will improve learning outcomes for most pupils.
The majority of pupils are making progress in the lesson.
Good and imaginative use is made of resources, including new technology to enhance learning.
Teaching results in most pupils making better than expected progress.
Planning includes clear learning objectives, differentiation (including extension activities) and how other adults will be deployed to improve the learning outcomes of pupils. / Most planning includes clear learning intentions,differentiation and indicates how the TA/other adults will be deployed to meet the needs of many of the pupils.
Most pupils make progress in the lesson.
Teaching results in some pupils making expected progress.
Planning includes clear learning objectives and differentiation. / Plansdo not always reflect pupil ability/previous learning.
Planning sometimes includes differentiation and shows how TA/other adults will be deployed.
TA lacks direction but has a group.
Sometimes inappropriate LO are used.
A number of pupils are not making progress in the lessons. / Lesson plans are rarely detailed, if they exist and the learning outcomes and success criteria are not relevant to pupils’ learning.
The lesson plans do not differentiate the lesson to meet the needs of different learners and as a result pupils are rarely motivated or engaged.
Homework is rarely set as appropriate.
The majority of pupils are not making progress in the lessons.
Teaching fails to excite, enthuse, engage and motivate pupils.

NQTs’ Standard 5

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

(A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. / (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. / C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. / C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. / D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan.
All pupils are challenged and make better than expected progress. Marking shows clear next steps for development for all pupils.
Planning always includes clear differentiation (including extension activities) and how other adults will be deployed to improve the learning outcomes of all pupils.
AfL (plenaries etc.) is always used effectively to inform planning/learning.
NQT demonstrates strong subject knowledge and uses it to engage and enthuse all pupils.
NQT sets challenging tasks that are appropriate to pupils needs, enabling all pupils to make good progress. / Most pupils make expected progress.
Planning shows evidence of a range of differentiation strategies reflecting the needs of the class. Plans show how the effective use of TA/other adults will improve learning outcomes for most pupils.
AfL is used to inform most planning.
The majority of pupils are making good progress.
NQT demonstrates good subject knowledge and uses it to engage and enthuse all pupils. / Some pupils make good progress. Evidence is often seen in books.
Most planning includes some differentiation and indicates how the TA/other adults will be deployed to meet the needs of many of the pupils.
AfL is often used to inform planning. Formative assessment is often used to inform planning for groups and individuals.
NQT shows a developing sense of awareness of their practice and is able to seek advice.
Most pupils achieve satisfactorily and are motivated to learn. / Too few pupils in their class(es) are making good progress.
Evidence is not always seen in books.
Planning sometimes includes differentiation and shows how TA/other adults will be deployed.
TA lacks direction.
Sometimes inappropriate LO are used.
AfL is beginning to be used to inform planning. Summative assessment carried out but not often used. / Pupils make none or little progress.
Planning rarely includes differentiation or information about how TA/other adults will be deployed in the classroom.
AfL is rarely used to inform planning.
Teaching fails to promote pupils’ learning or sufficiently improve the progress of groups.

NQTs’ Standard 6

Make accurate and productive use of assessment

(A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. / (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. / C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. / C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. / D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan.
Pupils are constantly assessed in line with school marking policy and assessment is effectively used to inform all planning.
AfL is consistently included in lessons leading all pupils to set challenging targets. A range of formative and summative assessment strategies are used effectively.
All pupils understand their targets and levels and can make excellent progress.
Marking is planned to develop pupils’ understanding and time is allowed for pupils to respond to marking.
Teaching is adapted appropriately to take account of all pupils’ responses. / Pupils are assessed in line with school marking policy and assessment is used to inform most planning. Oral feedback is effective most of the time.
NQT uses a range of assessment (formative and summative) leading to most pupils being able to set themselves challenging targets.
Most pupils understand their targets and make good progress.
Teaching is adapted appropriately most of the time to take account of pupils’ responses. / Work is assessed regularly, and this assessment is normally accurate.
NQT’s use of AfL is often observed. Many pupils are able to set themselves challenging targets.
Many pupils understand their targets and make satisfactory progress.
NQT needs support with developing pupil responses to marking.
Teaching is often adapted appropriately and takes account of many pupils’ responses. / Work is sometimes assessed inadequately.
NQT sometimes uses AfL, but few pupils are able to set themselves targets. Learning objectives don’t match the NQT’s assessment.
Pupils set targets but these are not alwaysunderstoodby pupils so progress is limited.
Pupils do not always respond adequately to feedback from marking.
NQT shows limited understanding of pupils’ misconceptions and therefore teaching is rarely adapted appropriately. / There is rarely evidence of effective marking or assessment.
NQT rarely demonstrates AfL in lessons. Pupils are rarely able to set themselves targets.
NQT shows little understanding of how to set targets or what to do to help pupils make progress.
Pupils often make little or no progress.
Teaching is not adapted and rarely takes account of pupils’ responses.

NQTs’ Standard 7