This Is the Third Draft, UCET Suggestions Have Been Included

CheppingViewPrimary Academy SCITT

School based training programme - On-going assessment against Teaching Standards – guidance

Adapted from NASBTT: Training and Assessment Toolkit (March 2016)

Teachers’ Standards - Teaching grade descriptors - guidance notes

TheTeaching Standardsdefinetheminimumlevelofpracticeexpectedoftraineesand teachers from the point of being awarded QTS.

Programme outcomes

By the end of the programme, the expectation is that:

All primary trainees awarded QTS will exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. The aim is for all Trainees to demonstrate outstanding (grade 1) practice in the majority of the standards for teaching and all related to their personal and professional conduct.

All Trainees awarded QTS will attain at least the minimum level (Working at – Grade 3)in all the teaching standards.
A Trainee is automatically in the ‘working towards – grade 4’ category if any standard is graded at the end of training as ‘working towards – grade 4’ and cannot be awarded QTS.

Assessing progress through training

Trainees will be formally assessed at three review points leading to the assessment of the Trainees’ final attainment. These will take place close to the end of each placement.They will involve discussion betweenTrainees and School-Based Mentors/Tutors and be based onthe Trainees practice in achieving the standards of teaching and their personal and professional conduct.All three reviews are summative andwill include an overall judgement (Grades 1 – 4) which needs to be agreed by the SCITT manager.

From the outset, Trainees will be assessed against the Teachers’ Standards ‘in a way that is consistent with what could reasonably be expected of a Trainee teacher prior to the award of QTS’.

Reference to Teaching Standards will take place across the whole training programme. It is to be expected that a significant number of Trainees will be ‘Working at – Grade 3’ at the first review point as they are at the beginning of their training and teaching. Trainees need to understand these expectations and the significant achievement they will have made in securing the minimum level of practice by the first review point. School based Mentors and Teacher Tutors will need to identify what is needed to ensure progress between each review point through weekly target setting and advice.

The key factor in judging the quality of teaching over time is the impact teaching has on the quality of learning of children/pupils i.e; pupil outcomes. To achieve grade 2 – good – the pupils they teach make at least expected progress over time. To achieve grade1 – outstanding – the pupils they teach make good or better than expected progress over time.

The Teachers’ standards include a series of bullet points. These should be used to:

track progress against the Teachers’ Standards
determine areas for additional development
identify strengths which indicate excellent practice
enable the identification of aspects of, for example, outstanding practice for ‘Good’ (grade2) trainees and good practice for trainees with ‘Requires improvement (grade3) in order to show that they are exceeding the minimum in aspects of the Teachers’ Standards. (NASBTT Training and Assessment toolkit, March 2016)

Action plans will be written for the beginning of each placement. These identify targeted areas within the Teaching Standards based on the summative report of the previous placement. The first action plan is based on an audit coming into the programme.

C. Cause for concern

If a tutor or mentor is concerned that their Trainee will not achieve at least Grade 3 by the end of the first placement in the teaching standards which have been targeted – then they should complete a ‘cause for concern’ document and alert the SCITT manager, so that a plan of action can be decided between the SCITT manager, tutor and mentor.

If a tutor or mentor is concerned that their Trainee will not achieve ‘above the minimum level’ by the end of the second placement in the teaching standards which have been targeted – then they should complete a ‘cause for concern’ document and alert the SCITT manager, so that a plan of action can be decided between the SCITT manager, tutor and mentor. Above the minimum level – this means that the Trainee should have some grade 2 (good) elements in their profile.

If a tutor or mentor is concerned that their Trainee will not achieve at leastGrade 2 (good) by the end of the third placement in the teaching standards which have been targeted – then they should complete a ‘cause for concern’ document and alert the SCITT manager, so that a plan of action can be decided between the SCITT manager, tutor and mentor.– this means that the Trainee should have at a majority of grade 2 (good) elements in their profile, with some outstanding ( grade 1 ) elements.

Final assessment - The aim is for all students to be outstanding. QTS is awarded to all Trainees Grade 3 and above.

Outstanding ( grade 1) - teaching over time is outstanding and never less than consistently good; the pupils they teach make good or better than expected progress over time. No grade 3 or 4 for any Standard. Majority of standards are grade 1. Some grade 2.

Good ( grade 2) - much of their teaching over timeis good; some is outstanding; the pupils they teach make at least expected progress over time.Majority of standards are grade 2. Some grade 1 and 3. No grade 4

Achieving above the minimum level – much of their teaching over timeis working at the minimum level; some is good; the pupils they teach make expected progress over time. Majority of standards are grade 3. Some grade 2. No grade 4

Working at the minimum level ( grade 3) - most of their teaching over timeis working at the minimum level; the pupils they teach make expected progress over time. No grade 4 for any Standard.

Working towards the minimum level ( grade 4 ) – some of their teaching fails to meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training; not all pupils make expected progress over time.

This grading rationale references the Ofsted criteria for judging the quality of outcomes for Trainees as set out in the ‘Initial teacher education inspection handbook’ (September 2015)*.

All borderline cases must be reviewed, taking into account all relevant evidence and with additional moderation as required.

A ‘best fit’ approach is used for making final judgements, relying on the professional judgement of the partnership.

NQT year

All successful Trainees will have agreed targets and associated advice to ensure that they continue to develop the quality of their teaching. Strengths and targets for the NQT year will be forwarded to the employing school or setting to ensure a smooth transition.

Accuracy in grading: the alignment of grades, progress, comments and targets – for grading at the end of placements and the final grade.

In assessing Trainees, it is essential that the developing quality of both the Trainees’ teaching and their impact on pupil progress and learning over time is fully captured in both grades and comments. It is essential that there is a clear alignment across:

the overall grade awarded for the placement on the end of placement summative report
the grades awarded for individual Standards on the end of placement summative report
comments on the end of placement summative report
progress/achievement towards the placement action plan;
related comments and grades in lesson observations
grades awarded on the on-going assessment against Teaching Standards form
evidence verified on the e portfolio
grades and comments on the weekly target setting form.
Evidence in Trainees files including evidence of pupil progress and learning over time, assessment records, planning, marking
Professional judgement of tutor/mentor/SCITT manager.

In an inspection, Ofsted will focus on the consistency of the application of the assessment criteria being used across the partnership.

The following summative assessments are required through the year:

at the end of Placement 1, the ‘SBM TT Termly Report to ITT Partnership MP1’
at the end of Placement 2, the ‘SBM TT Termly Report to ITT Partnership SP2’
at the end of Placement 3, the ‘SBM TT Termly Report to ITT Partnership MP3,

CheppingViewPrimary Academy SCITT

School based training programme - On-going assessment against Teaching Standards – Trainee paperwork

NASBTT: Training and Assessment Toolkit (March 2016)

This document must be stored at the front of the Trainee Teaching File.

Please note, for each Teaching Standard a Trainee will normally start their course attaining at the left hand side of the table, in the ‘Working towards’ column. Previous experience in school may help to complete some boxes in the first column. The standards must be viewed regularly, with a tutor/mentor, on a weekly basis. As a Trainee develops their ability throughout the year, the standards can be highlighted/dated and evidenced. Attainment (and highlighting) is expected to progress across the chart from left to right.

Overall assessment of the Trainee is on a ‘best fit’ basis across the teaching standards. The areas that have been least attained or least focussed on, should form the action planning for the Trainee in the following term.

The grade descriptors are intended to enable Trainees and their mentors to:

discuss and track the Trainees’ progress over time against the Teachers’ Standards and their sub-headings at weekly meetings;
adhere to the language for long term developmental targets in the action plans and short term developmental targets at weekly meetings.
secure accurate formative and summative assessment at review points when mapping progress against all of the Teachers’ Standards;
provide a formal mechanism for recording Trainees’ progress.
Ultimately decide the Trainee’s final grade.

CheppingViewPrimary Academy SCITT

Teachers’ Standards, Part One: Teaching grade descriptors

1. Set high expectations which inspire, motivate and challenge pupils

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.

Standard sub-headings / Working towards(4):
Trainees fail to meet the minimum level of practice. / Working at(3) -meeting the minimum level for QTS.
The quality of Trainees’ teaching over time requires improvement as it is not yet good.
Trainees need targeted advice to be good. / Good (2):
Much of the quality of Trainees’ teaching over time is good; some is outstanding. / Outstanding (1):
Much of the quality of Trainees’ teaching over time is outstanding and never less than consistently good.
a / establish a safe and stimulating environment for pupils, rooted in mutual respect / Is unable to establish a safe and stimulating environment for pupils. / Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect most of the time. / Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect consistently. / Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject.
b / set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions / Is unable to 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. / Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. /

Consistently sets goals that stretch, challenge and motivate pupils.
Use effective strategies to support the learning and progress of underperforming groups.

c / demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. / Is unable to 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. / Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. / Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.
2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes
be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
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.

Standard sub-headings / Working towards(4):
Trainees fail to meet the minimum level of practice. / Working at(3) -meeting the minimum level for QTS.
The quality of Trainees’ teaching over time requires improvement as it is not yet good.
Trainees need targeted advice to be good. / Good (2):
Much of the quality of Trainees’ teaching over time is good; some is outstanding. / Outstanding (1):
Much of the quality of Trainees’ teaching over time is outstanding and never less than consistently good.
a / be accountable for pupils’ attainment, progress and outcomes / Is unable to take accountability for pupils’ attainment, progress and outcomes. / Is able to take accountability for pupils’ attainment, progress and outcomes. / Is accountable for pupils’ attainment, progress and outcomes / Is consistently accountable for pupils’ attainment, progress and outcomes.
b / be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these / Is unable to demonstrate an awareness of pupils’ capabilities and their prior knowledge, and is unable to plan teaching to build on these. / Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these. /

Has a good understanding of the pupils’ capabilities and their prior knowledge.
Assess pupils’ achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress.

Has a detailed understanding of the pupils’ capabilities and their prior knowledge.
Demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress.

c / guide pupils to reflect on the progress they have made and their emerging needs / Is unable to guide pupils to reflect on the progress they have made and 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.
d / demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching / Is unable to demonstrate 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. / Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching. / Is consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching.
e / encourage pupils to take a responsible and conscientious attitude to their own work and study. /

Is unable to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Is able to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations.

Is consistently accountable for pupils’ attainment, progress and outcomes.

CheppingViewPrimary Academy SCITT

3. 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
if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary)
if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary)

Does not 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.

Works within the current and new curriculum arrangements.
Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest

Consistently teach exceptionally well, demonstrating:
- strong subject and curriculum knowledge;
- phase expertise.
Is confident to work within the current and new curriculum.
Demonstrates the ability to address misunderstandings and maintain pupils’ interest.

b / demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship /

Is unable to 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 critical understanding of developments in the subject and curriculum areas, and promotes the value of scholarship.

Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas.
Much of the time promotes the value of scholarship

Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas
Consistently and effectively promotes the value of scholarship.

c / 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 / Is unable to 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. / Is able to 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. /

Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach.
Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach.
Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist.

d / if teaching early
reading, demonstrate a clear understanding of systematic synthetic phonics
(primary) / Is unable to, if teaching early
reading, demonstrate a clear understanding of systematic synthetic phonics. / Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. /

Trainee can 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.

Trainee can teach early reading, systematic synthetic phonics, 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.

e / if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies.
(primary)
* The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’. / Is unable to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. / Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. /

Trainee can 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

Trainee can 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.