PART ONE: TEACHING

Evidence Key:

(Evidence: Form PB 12/13) = Interim placement report by Michelle Lord (School Mentor) (Evidence: Form PA 11/13) = Observation and Feedback Assessment by Debbie Barnes (University Mentor/Placement Tutor) (Evidence: Form PA 13/01/14 = Final observation and Feedback Assessment by Debbie Barnes (University Mentor/Placement Tutor) (Evidence: Form PC 01/2014 = End of placement report on teaching competence by Michelle Lord (School Mentor)

A teacher must: 1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS It is very evident that Daniel has extremely high expectations of himself and others. He has built sound relationships with the children, parents and carers, colleagues and the wider school community. Daniel was soon to establish a safe, conjecturing environment where children are empowered and encouraged to take risks. Through a range of CPD opportunities and support from his mentor, Daniel is now able to challenge the more able pupils within his care effectively. This has been a very positive and productive teaching practice for Daniel where he has embraced opportunities and worked extremely hard to be the very best that he can be in fulfilling the schools high expectations and the criteria of the PGCE course. The children have responded accordingly and have worked very hard to meet their personalised learning goals, which is a testament of the high expectations and mutual respect evident within this class cohort. (Evidence: Form PC 01/2014) establish a safe and stimulating environment for pupils, rooted in mutual respect Daniel has established a safe and stimulating learning environment, rooted in mutual respect. He is proactive in encouraging the pupils to participate and contribute in an atmosphere that is conducive to learning. He now needs to develop a 360 degree awareness of his pupils group and ensure that all learners are focused and engaged. (Evidence: Form PB 12/13) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Daniel has planned and delivered some very good lessons this term. He has prepared resources to motivate most learners across the ability range. He now needs to ensure that all learners are catered for and focus on carefully differentiating his lessons to ensure that the higher ability children are appropriately challenged. (Evidence: Form PB 12/13) Your lesson progressed from prior learning which you explored with the class and everything was differentiated for the very wide ability range of pupils in your class. You have high expectations of pupils and challenge them appropriately. (Evidence: Form PA 11/13) Your lesson provided a very good challenge which motivated and excited the pupils. (Evidence: Form PA 13/01)

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Daniel has calm yet authoritative manner with the class. He has rapidly established a positive relationship with the children in his care and is well respected by the learners. His teaching style lends itself to the effective promotion of pupils resilience, confidence and independence when tackling challenging activities. (Evidence: Form P B 12/13) Your expectations of the children are high and they showed today that they can meet those expectations. Your enthusiasm and imaginative activities encouraged them to do their best. (Evidence: Form PA 13/01)

2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS To begin with there was little opportunity for Daniel to make judgements, as the children already had personalised learning goals and targets. However, Daniel soon became familiar with each child, their targets and their needs. He is now able to make firm judgements about where a child is and what their next steps of learning may be. Daniel has been extremely pro-active in working in close partnership with the class teacher and ensuring he has attended staff meetings and CPD opportunities in relation to levelling childrens work and the preparation for the new 2014 National Curriculum. He is now able to support a child in taking responsibility for setting their own targets. Through a range of situations Daniel is now able to use school (tracking system), local and national data (Fischer family trust) effectively to identify and address the needs of a cohort of children. There is evidence that Daniel has become far more creative in his teaching and learning and regularly creates opportunities for independent and autonomous learning which is apparent in the outcome of the childrens work. (Evidence: Form PC 01/2014) be accountable for pupils attainment, progress and outcomes Through a range of situations Daniel has had an opportunity to work with individual children, groups and the whole of year 5 (26 children). (Evidence: Form P B 12/13) The quantity and quality of writing produced in a short time was impressive and I have no doubt that you and the pupils will be proud of the finished pieces tomorrow. Their work was well presented and your starter session on punctuation was timely in ensuring reminders for this task. (Evidence: Form PA 13/01) be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these Daniel has shown a solid understanding of where the children are and what he needs to do to move their learning forward. (Evidence: Form P B 12/13) guide pupils to reflect on the progress they have made and their emerging needs Daniel encourages the children to take a responsible and conscientious attitude to their work. He actively encourages independence in the classroom and ensures that the classroom environment is conducive to this. (Evidence: Form P B 12/13) demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching He has demonstrated a good understanding of the need to develop pupil learning over time. His short-term planning consistently takes into account the prior learning of the pupils. He now needs to focus on planning for the medium term across the full curriculum. (Evidence: Form P B 12/13) encourage pupils to take a responsible and conscientious attitude to their own work and study He provides the pupils with the opportunity to reflect on their own learning and uses this, along with other forms of assessment, to inform their future planning and teaching. (Evidence: Form P B 12/13)

The work in pupils books is very neatly presented and it is clear you value their work by your insistence on their good presentation skills. The emerging display of work on the classroom wall demonstrates your dedication and commitment to quality education for these pupils. (Evidence: Form P A 11/13)

3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE Daniel is an extremely articulate young man, he has a firm grasp of the subjects he is teaching often demonstrating in-depth knowledge which is used to inspire and challenge pupils. When Daniel is uncertain of a given concept or subject he is pro-active in seeking advice from the class teacher, other professionals or those around him. He is a reflective practitioner who is astutely aware of his own development needs in relation to extending and updating his subject, curriculum and pedagogical knowledge and understanding. Through a range of situations Daniel ensures children are being the very best that they can be, he can identify and harness potential and continues to model high standards of written and spoken communication. (Evidence: Form PC 01/2014) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings Daniel demonstrates a secure knowledge of most curriculum areas and actively seeks advice about areas he is unsure of. He has a particularly in-depth knowledge of ICT and he has delivered a very good series of lessons in this area. He takes responsibility for deepening his curriculum knowledge and understanding. Daniel fosters and maintains pupils interest in the curriculum, and has the ability to address misunderstandings. (Evidence: Form P B 12/13) You demonstrated a secure knowledge of the subject (numeracy). (Evidence: Form P A 11/13) Your lesson today was planned very well and demonstrated very good subject knowledge and preparation based on the needs of the pupils and their prior learning. All the planning in your file shows clear learning objectives, an increasing confidence and understanding of the curriculum levels of your pupils and their individual needs. (Evidence: Form PA 13/01) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Daniel has contributed whole school to our PE curriculum by highlighting changes under the 2014 curriculum changes and delivering this information during a staff meeting. Daniel has made very good use of his secure curriculum and pedagogical subject knowledge to deepen learners knowledge and understanding, addressing common errors and misconceptions effectively in his teaching. (Evidence: Form P B 12/13)

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers specialist subject Daniel models good standards of written and spoken communication in all professional activities and encourages and supports learners to develop these skills in their lessons. (Evidence: Form P B 12/13) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching

strategies

4. PLAN AND TEACH WELL STRUCTURED LESSONS There has been a significant improvement in the planning of Daniels lessons, he has worked alongside the classroom teacher and has listened to, and acted on advice given to improve planning and differentiation. He regularly reflects and evaluates his practice and amends plan accordingly. Lessons are well structured and well-paced. Daniel and the classroom assistants are acutely aware of their pupils capabilities and prior learning and understanding, and plan effectively together to build on these. He promotes a passion for teaching and learning which is evident by the childrens intrinsic motivation and the valuable progressive outcomes of their learning. Daniel has contributed to the design and provision of engaging lessons with the existing National Curriculum as well as planning (as part of a working party) for the new 2014 National Curriculum. (Evidence: Form PC 01/2014) impart knowledge and develop understanding through effective use of lesson time Daniel is a good practitioner. He plans well-structured lessons taking into account the range of abilities and needs in class. (Evidence: Form P B 12/13) Your lesson today was planned very well and demonstrated very good subject knowledge and preparation based on the needs of the pupils and their prior learning. (Evidence: Form PA 13/01) promote a love of learning and childrens intellectual curiosity He puts a lot of thought into his teaching and learning activities and his resources, to ensure that the children can achieve the intended learning outcomes. He consistently tries to promote a love of learning and children's intellectual curiosity. (Evidence: Form P B 12/13) set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Daniel has set ICT homework and planned out-of-class activities to consolidate and extend the childrens knowledge and understanding. (Evidence: Form P B 12/13)

 reflect systematically on the effectiveness of lessons and approaches to teaching Daniel is an extremely reflective practitioner, he strives to increase and develop his range of approaches to teaching and learning. He systematically evaluates the effectiveness of his practice, including its impact on learners, as a result of this; I have no doubt that he will continue to be successful. (Evidence: Form P B 12/13)

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS Daniel has developed a broad understanding of how children learn and factors that can inhibit learning. He uses a wide range of positive reinforcement strategies to overcome barriers, motivate and inspire learning. Within his care Daniel has a very diverse group of children with a high proportion of EAL, FSM and SEN. He has worked very closely with the class teacher to establish intervention strategies to secure progression for individuals and groups. Childrens learning is scaffolded through clear modelling and skilled questioning which proves and extends pupils understanding. (Evidence: Form PC 01/2014)

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Daniel has a rapidly developing knowledge and understanding of differentiation and personalised learning. He now needs to ensure that his lessons are fully differentiated and that his is catering to all ability groups including Able, Gifted and Talented. (Evidence: Form P B 12/13) You have a very nice manner with the children. Your use of praise encouraged good behaviour and their engagement with the tasks you had planned. You also showed a professional, confident and calm manner in addressing the class. (Evidence: Form P A 11/13) have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these Daniel knows how to secure progress for learners and how to identify when groups and individuals have made progress. (Evidence: Form P B 12/13) Your relationship with the pupils is very positive, trusting and strong. Their history of poor behaviour and frequent changes in teachers has demanded that you provide a calm and consistent approach to class management. (Evidence: Form PA 13/01)

 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 He has a developing range of effective strategies that he can apply to reduce barriers and he responds to the strengths and needs of his pupils. Daniel has a good understanding of how a childs ability to learn can be inhibited by a range of factors and he strives to overcome these. (Evidence: Form P B 12/13) Your questioning challenged the learners and you allowed good periods of thinking time. Your enthusiasm was evident and the pupils were excited by the activities you introduced, particularly the paired number starter activity. This led to effective learning at a good pace at all levels of ability. (Evidence: Form P A 11/13)

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 Daniel has been teaching in a year 5 class with a wide range of needs and abilities including SEN, EAL and able, gifted and talented children. He is developing a range of effective strategies that he can apply to reduce barriers and respond to the strengths and needs of the children in his care. He appropriately and effectively deploys available support staff. (Evidence: Form P B 12/13)

6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT This has been an action point for Daniel. He is now able to make accurate judgements based on previous data, learning outcomes and meeting pupils needs. He now has a clear understanding of how to assess the core subjects and can make good use of both formative and summative assessment to secure pupil progress, continuity and progression. Pupils are provided with feedback both in writing and orally, they know what they have achieved and can discuss what they need to do to sustain good progress. (Evidence: Form PC 01/2014) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Daniel has a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases he is preparing to teach and he is able to make broadly accurate assessments against national benchmarks. (Evidence: Form P B 12/13) All the planning in your file shows clear learning objectives, an increasing confidence and understanding of the curriculum levels of your pupils and their individual needs. (Evidence: Form PA 13/01) make use of formative and summative assessment to secure pupils progress Daniel is a considered and reflective practitioner, he is able to assess learning outcomes by employing a range of formative and summative assessment strategies effectively, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying his teaching and classroom practice. He now needs to use this knowledge to set individualised targets for the children in his care and to accurately assess against national benchmarks. (Evidence: Form P B 12/13) use relevant data to monitor progress, set targets, and plan subsequent lessons Use APP evidence literacy give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback Daniel consistently gives oral feedback to the children, he follows the schools marking policy and marks the childrens work constructively, focusing on the next steps in the childrens learning. (Evidence: Form P B 12/13) 7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT There are clear expectations evident in the childrens behaviour and general conduct in and around the school. The agreed school values are upheld and the children adhere to their agreed classroom rules. Daniel uses the school behaviour policy, procedures and practices effectively to support a range of existing and new positive reinforcement strategies including: sanctions, rewards and the use of praise. The classroom environment is well ordered and organised to empower independent learning and to enable children to take responsibility and care of the resources available. The childrens behaviour makes a strong contribution to good learning in lessons and the class behave considerably towards each other and towards others. (Evidence: Form PC 01/2014)

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 schools behaviour policy He works consistently within the school framework for behaviour and applies rules and routines consistently and fairly. Daniel is very proactive in seeking advice. He is very open to mentoring and acts on the advice given. (Evidence: Form P B 12/13)

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Daniel has high expectations of behaviour and has developed a range of strategies to positively promote this. He needs to focus on effective methods of reducing background noise levels in his class during creative activities. (Evidence: Form P B 12/13) manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them Daniel actively seeks additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. However, Daniel manages his class effectively and he has good relationships with the children in his care, so extra support is rarely required. (Evidence: Form P B 12/13)

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. Daniel has good personal and interpersonal skills. He has developed positive relationships with the children and has established a safe and conjecturing classroom environment. (Evidence: Form P B 12/13) The children see you as a teacher and there is a clear mutual respect between you. (Evidence: Form P A 11/13) Your relationship with the pupils is very positive, trusting and strong. (Evidence: Form PA 13/01)

8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES Since his arrival Daniel has made a marked positive contribution to the team. As a distinctively Catholic school Daniel has embraced the school ethos and appears to share the vision. He has taken responsibility for his own learning and is proactive in seeking solutions to problems. He communications effectively with the whole school family. He focuses other adults support well to enable it to make a significant contribution to learning. Daniel has made a significant effort in all aspects of school life. He has supported other teachers on field trips and has accompanied teams to sporting events. He has contributed significantly in preparing St. Pancras for the New 2014 Curriculum by assessing and recording the changes in PE and feed them back to the rest of the team. He has attended out of school events during the advent period and has attended all staff meetings and insets during his time with us.

make a positive contribution to the wider life and ethos of the school It has been an absolute pleasure having Daniel on placement in our school. He has embraced his role in class and contributed to the wider life and ethos of the school by attending and contributing to assemblies, staff meetings, INSET days, school trips and PE training sessions. He has also become actively involved with our schools sports teams, attending events with them and writing sports reports for our weekly school newsletter. (Evidence: Form P B 12/13) You have taken every opportunity to extend your placement experience by consulting and learning from school colleagues, attending meetings and INSET and taking part in extracurricular activities with pupils. (Evidence: Form PA 13/01)

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Daniel, you have clearly made an extremely positive start to this placement. In conversation with your mentor and head teacher, who are supporting your professional development very well, I have learned you are highly regarded by the school at this early stage in the placement. Your contribution to the provision for pupils is significant and includes, attendance on an educational visit, tag rugby teaching following a training session you attended and the forthcoming football training you are offering pupils. I understand you have attended staff meetings and parental consultation meetings too. All these valuable experiences enhance your school experience ahead of your employment, ultimately as a teacher. They also indicate your willingness to grasp every opportunity. (Evidence: Form P A 11/13) deploy support staff effectively He appropriately and effectively deploys available support staff. (Evidence: Form P B 12/13) take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Daniel has been very pro-active throughout this practise by listening to advice and responding on it as a means to improve his overall performance. He actively takes responsibility for improving his teaching skills through appropriate professional development and his reflective

approach teaching. He responds to advice and feedback from colleagues positively and has worked incredibly hard to develop as a practitioner. (Evidence: Form P B 12/13) communicate effectively with parents with regard to pupils achievements and well-being Daniel has shown a real keenness to teach as much as possible and to get the most out of this placement. He has been a real asset to the whole school I have no doubt that he will continue to go from strength to strength. (Evidence: Form P B 12/13)

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teachers career 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 teachers 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. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

Daniel demonstrates the utmost professionalism at all times. He is extremely reliable and can be depended upon to carry out tasks conscientiously. He is extremely well mannered and courteous at all times and works very well under pressure. He seeks and embraces opportunities to maximise potential for both himself and others and is fully committed to holistic education. As a non-Catholic teacher in a Catholic school, he has been an excellent role model and has led by example, particularly during Mass. He is fully aware of the safeguarding procedures and will speak to a senior member of staff at the first opportunity if he has any concerns. Daniel will be greatly missed at St. Pancras. I would like to take this opportunity to wish him every success on his career journey and cite that he would be an asset to any school fortunate enough to appoint him. Well done Daniel, we are all very proud of you! (Evidence: Form PC 01/2014)