Review of Final Evidence File

Review of Final Evidence file

Trainee ……………………………………………………………………..School ……………………………………………………..

Using the criteria to grade evidence

The grade criteria are accumulative – those making judgements need to check that the ‘Pass level evidence’ criteria have been met before using the ‘good’ or ‘outstanding’ characteristics to make a judgment at a higher level N.B. If there is a grade of ‘inadequate’ in any of the sections School-Based Tutors/Link Tutors should notify the Training Coordinator immediately.

Trainees should not be expected to evidence 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.

School-Based Tutors and Classroom-Based Tutors should use their knowledge of trainees during the moderation of file evidence, to interrogate and supplement evidence supplied.

Please note that the grades awarded will contribute, alongside lesson observations, assignments, assessmentprofile reports, and headteacher recommendations, to the final outcomes for trainees.

For trainees in EYFS reference should also be made to the Teachers’ Standards (Early Years), September 2013.

The Evidence file grades reflectthat the trainee has demonstrated the following:

Teachers’ Standards Part One: Grade Descriptors

1. Set high expectations which inspire, motivate and challenge pupils Highlight relevant statements met where this is demonstrated in the Evidence file
Inadequate evidence (4) / Pass levelevidence(3) / Good level evidence(2) / Outstandinglevel evidence (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 arenot 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. / Consistentlyand 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 evidence (4) / Pass level evidence(3) / Good level evidence (2) / Outstanding level evidence (1)

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2. Promote good progress and outcomes by pupils Highlight relevant statements met where this is demonstrated in the Evidence file
Inadequate evidence (4) / Pass level evidence(3) / Good level evidence(2) / Outstanding level evidence (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 assessmentor 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 knowledgeto 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 evidence (4) / Pass level evidence(3) / Good level evidence (2) / Outstanding level evidence (1)

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3. Demonstrate good subject and curriculum knowledge Highlight relevant statements met where this is demonstrated in the Evidence file
Inadequate (4) / Pass level evidence(3) / Good level evidence(2) / Outstanding level evidence (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 learningability 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 todemonstrate 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 evidence (4) / Pass level evidence(3) / Good level evidence (2) / Outstanding level evidence (1)

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4. Plan and teach wellstructured lessons Highlight relevant statements met where this is demonstrated in the Evidence file
Inadequateevidence (4) / Pass level evidence(3) / Good level evidence(2) / Outstanding level evidence (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 evidence (4) / Pass level evidence(3) / Good level evidence (2) / Outstanding level evidence (1)

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5. Adapt teaching to respond to the strengths and needs of all pupils Highlight relevant statements met where this is demonstrated in the Evidence file
Inadequate evidence (4) / Pass level evidence(3) / Good level evidence(2) / Outstanding level evidence (1)
Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively / Does not know when and how to differentiate appropriately / Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. / Often differentiates appropriately using approaches, which enable pupils to be taught effectively. / Consistently and effectively differentiates appropriately using timely 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 / Does not yet have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. / Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. / Has secure understandingof how to effectively challenge and motivate pupils where attainment is low and uses intervention strategies to support underperforming groups including deploying support staff to good effect. / Has a well-developed understanding of the causes of low achievement; effectively challenges and motivates pupils where attainment is low; and usesa range of effective intervention strategies to target and support underperforming groups.
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 / Does not yet demonstrate an awareness of the physical, social and intellectual development of children, and does not know how to adapt teaching to support pupils’ education at different stages of development. / Is able to demonstrate an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development. / Demonstrates an awareness of the physical, social and intellectual development of pupils and often adapts teaching to support pupils’ education at different stages of development. / Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of children, and effectively adapts teaching to support pupils’ education at different stages of development.
Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. / Does not yet have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is not able to use and evaluate distinctive teaching approaches to engage and support them. / Has a clear understanding of the needs of all pupils, including those with SEND; those of high ability; those with EAL and is able to use and evaluate distinctive teaching approaches to engage and support them. / Often evaluates and adapts teaching to support all pupils, including those with SEND, high ability , EAL, and disadvantaged pupils .
Understands how to effectively challenge and motivate pupils where attainment is low and use a range of effective strategies to support underperforming groups.
Often uses and evaluates distinctive teaching approaches to engage and support pupils. / Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with SEND, high ability EAL, and disadvantaged pupils .
Challenges and motivates pupils where attainment is low; and use effective strategies to target and support underperforming groups.
Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support all pupils.
Using the information above, identify key strengths in this area:
Development areas
Overall grade for this section: / Inadequate evidence (4) / Pass level evidence(3) / Good level evidence (2) / Outstanding level evidence (1)

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