Planning
I am acutely aware of my students’ capabilities and of their prior learning and understanding and plan very effectively to build on these. I know when and how to differentiate appropriately, using approaches that enable students to be taught effectively. As a result of good assessment procedures, I plan well to meet the needs of all students. I differentiate using some effective approaches. Regular and accurate assessment informs planning, which generally meets the needs of all groups of students. I differentiate to meet the needs of most children.
Subject and curriculum knowledge
Excellent subject knowledge is applied consistently to challenge and inspire students. There are highly tailored programs for a wide range of students with different needs. Cross-curricular provision, including literacy, numeracy, and ICT, means that all groups of students benefit from a highly coherent and relevant curriculum that promotes outstanding outcomes.
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I demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of the scholarship.
I demonstrate an understanding of and take responsibility for promoting high standards of subject understanding
I generally have strong subject knowledge which enthuses and challenges most students and contributes to their good progress. The curriculum is adjusted effectively to meet the needs of most groups and a range of students with highly specific needs. Cross-curricular provision, including the use of ICT, is good
I demonstrate a good understanding of the subject knowledge and encourage children to find out more for themselves.
My subject knowledge is secure. The curriculum is adequately matched to students’ needs. Provision for potentially vulnerable students is satisfactory. Cross-curricular provision, including literacy, numeracy, and ICT, is satisfactory.
I Understanding of the subject is shown
The curriculum has significant shortcomings in meeting the needs of students, or particular groups of students, and makes an insufficient contribution to their learning, enjoyment, well-being, or development
Quality of learning and progress
The students acquire knowledge, develop understanding and learn and practice skills exceptionally well. Students demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. They have developed resilience when tackling challenging activities in a range of subjects.
Appropriate home learning contributes very well to students’ learning.
I demonstrate knowledge and understanding of how students learn and how this impacts teaching.
I encourage students to take a responsible and conscientious attitude to their own work and study
The students acquire knowledge, develop understanding and learn and practice skills well. The students are keen to do well, apply themselves diligently in lessons and work at a good pace. They seek to produce their best work and are usually interested and enthusiastic about their learning in a range of subjects. Appropriate home learning contributes well to students’ learning
I have some knowledge and understanding of how students learn shown.
Students are encouraged to work independently with a good attitude to their work
The extent to which students acquire knowledge, develop understanding, and learn and practice skills is at least satisfactory. Most students work effectively in a range of subjects when provided with appropriate tasks and guidance but lack confidence in improving the quality of their work. They generally work steadily and occasionally show high levels of enthusiasm and interest.
Home learning contributes to the student's learning
I have some considerations about how students learn.
I find that students are not developing the confidence to work independently.
Too many students fail to work effectively unless closely directed by an adult and give up easily. Students do not enjoy the activities provided, which is reflected in poor completion of tasks across a range of subjects. Home learning rarely contributes to the student's learning
Activities are not appropriate to students’ needs and styles.
I find that students are unable to engage in the activities with confidence so few complete tasks set
Quality of teaching
My teaching is highly effective in inspiring students and ensuring that they learn extremely well, with the result that the students are making exceptional progress.
I demonstrate an awareness of the physical, social, and intellectual development of children, and know how to adapt teaching to support students’ education at different stages of development
I have a clear understanding of the needs of all students, including those with special educational needs; those of high ability; those with English as an additional language; and be able to use and evaluate distinctive teaching approaches to engage and support them.
My teaching is consistently effective in ensuring that students are motivated and engaged. The great majority of teaching is securing good progress and learning.
I demonstrate some awareness of students' physical, social, and intellectual development with some application to teaching strategies
I am aware of the SEN / VAT / ESL students with teaching strategies in place for supporting them.
My teaching may be good in some respects. Students show interest in their work and are making progress that is broadly in line with their capabilities. My teaching ensures that students are generally engaged in their work and little time is wasted.
I show an awareness of students differing development but not much application to teaching strategies
SEN / VAT / ESL students are considered in teaching strategies but this may not be as effective as it could be.
Expectations are inappropriate. My teaching fails to promote the students’ learning, progress, or enjoyment
No consideration of students differing development
No cognizance of SEN / VAT / ESL students
Use of assessment to support learning
I am acutely aware of my student’s capabilities and their prior learning and understanding. Marking and constructive feedback between teachers, other adults, and students are frequent and consistently of a very high quality which enables students to understand how to improve their work, encouraging high levels of engagement and interest. Students understand in detail how to improve their work and are consistently supported in doing so. I systematically and effectively check students’ understanding throughout lessons, anticipating where they may need to intervene and doing so with a striking impact on the quality of learning.
I give students regular feedback, both orally and through accurate marking, and encourage students to respond to the feedback.
I guide students to reflect on the progress they have made and their emerging needs.
I assess students’ progress regularly and accurately and discuss assessments with them so that students know how well they have done and what they need to do to improve. Students are provided with detailed feedback, both orally and through marking. I regularly listen astutely to, carefully observe and skilfully question groups of students during lessons in order to reshape tasks and explanations to improve learning.
I give students feedback, both orally and through marking, and encourage students to respond to the feedback.
I give time for reflection on the progress made and emerging needs.
Students are informed about their progress and how to improve through marking and dialogue with adults. Due attention is often given to the careful assessment of students’ learning but this is not always conducted rigorously enough and may result in some unnecessary repetition of work and tasks planned do not fully challenge students. I monitor students’ work during lessons, pick up general misconceptions and adjust their plans accordingly to support learning.
I give students some feedback, both orally and through marking
I occasionally allow students to reflect on the progress they have made and their emerging needs.
Assessment takes too little account of the student’s prior learning or their understanding of tasks and is not used effectively to help them improve.
I rarely give students feedback, orally or through marking,
I rarely allow time for students to reflect on their progress or their emerging needs.
Use of resources and other adults (TA/SEN support)
Resources, including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults. Other adults (TA/SEN support) are aware of their role within the lesson which makes a significant impact on the learning.
I use resources imaginatively, including new technology to enhance learning. Other adults’ (TA/SEN support) support is well-focused and makes a significant contribution to the quality of learning.
I adequately use a range of resources, including new technology, to support learning. Support (TA/SEN support) provided by other adults is effectively deployed.
I use resources including technology inadequately. Other adults are not deployed effectively to support children’s learning.
Behavior
My students’ consistently thoughtful behavior is an outstanding factor in their successful learning and creates an extremely positive ethos. My students are highly considerate and very supportive of each other in lessons.
I demonstrate consistently positive attitudes, values and behavior which is expected of students
I have clear rules and routines for behavior in classrooms, and take responsibility for promoting good and courteous behavior both in classrooms and around the school, in accordance with the school’s behavior policy
I have high expectations of behavior, and establish a framework for discipline with a range of strategies, using praise, sanctions, and rewards consistently and fairly manage classes effectively, using approaches that are appropriate to students’ needs in order to involve and motivate them
I maintain good relationships with students, exercise appropriate authority, and act decisively when necessary.
I provide a safe and stimulating environment for students, rooted in mutual respect is established.
My students’ behavior makes a strong contribution to good learning in lessons. Their behavior is welcoming and positive. They routinely show responsibility in responding to the expectations of staff, set consistent standards for themselves, and respond quickly and well to any additional guidance from staff about how to conduct themselves. They behave considerately towards each other.
As in outstanding but less consistent.
My students behave so that learning proceeds appropriately and time is not wasted. They understand what is expected when asked to work on their own or in small groups and only gentle prompting is needed to maintain discipline. Around the school, my students’ behavior is orderly so that public spaces are safe and calm. My students are polite and generally respond appropriately to sanctions. Incidents of poor behavior are uncommon.
As in outstanding but lack clear expectations in terms of behavior and positive feedback. A safe and stimulating environment is established
My students’ poor behavior and rudeness occur more frequently than on very isolated occasions and inhibit progress in lessons. Time is wasted through persistent low-level disruption, excessive off-task chatter, and a lack of attention in too many lessons.
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