PGCE Primary & Early Years Assessment Profile 6 2020/21

Guidance on completing the profile

To be completed by the Professional mentor, in consultation with the class teacher and trainee and uploaded to the Partners’ Intranet

Guidance on completing this profile is available online on the Partners’ Intranet https://warwick.ac.uk/fac/soc/cte/pintra/home/essentialdocuments/

Trainee full first name:	Moderation Tutor:
Trainee full last name:	School Professional Mentor:
Student ID:	Class Teacher(s):
School Name:

What is the main age group of placement? (please tick)
Nursery	Reception	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6

Summary of school-based experiences for the whole placement (the trainee should identify the number of lessons)
NURSERY/RECEPTION	C&L	PSED	PD	PHONICS	EA&D	UW	LIT	MA
Number of lessons taught
KEY STAGE 1/2	ENG	MA	SC	PHONICS	COM	FL	PE	GG	HI	MU	A&D	D&T	PSHE	RE
Number of lessons taught
Summary of additional teaching and/or other school-based professional development/experience during the placement (e.g. in-service training, extra-curricular activities, visits, parents’ evenings, etc.)

Checklist Before returning this profile to the MODERATION TUTOR, please ensure that: Attendance and punctuality records have been completed. All Standards on the profile have been graded as either: ‘Outstanding’ level (1)’, ‘Good (2)’, ‘Minimum level (3)’, or ‘Not Met’. Please refer to the Warwick Assessment Descriptors. Comments are given on the trainee’s performance and targets identified to maximise progress on placement.

Attendance	Number of days absent
Please indicate absences in days since beginning of placement
Punctuality (please delete as appropriate)

Summary of lesson observations for the whole placement
NURSERY	C&L	PSED	PD	PHONICS	EA&D	UOW	LIT	MA
Number of Observations by mentor/CT/specialist
Joint with Moderation Tutor
KEY STAGE 1/2	ENG	MA	SC	PHONICS	COM	FL	PE	GG	HI	MU	A&D	D&T	PSHE	RE
Number of Observations by mentor/CT/specialist
Joint with Moderation Tutor
Number of mentor meetings:	Number of Moderation tutor Meetings/Visits:

THE PREAMBLE
The Preamble to the Teachers’ Standards states that: Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils’
Please confirm that the trainee’s practice is consistent with this definition (Please select from dropdown)
Please write a statement summarising the trainee’s performance over the placement, in relation to ‘The Preamble N.B. This statement will contribute to the trainee’s reference.

PART TWO
Part Two of the Teachers’ Standards states that: ‘A teacher is expected to demonstrate consistently high standards of personal and professional conduct’, including: Respectful relationships and proper boundaries safeguarding pupils’ well-being, showing tolerance of and respect for the rights of others not undermining fundamental British values, ensuring that personal beliefs are not expressed inappropriately having proper and professional regard for the ethos, policies and practices of the school maintaining high standards in their own attendance and punctuality [for further detail please see the Warwick Assessment Descriptors]
Please confirm that the trainee’s practice is consistent with this definition (Please select from dropdown)
Please write a statement summarising the trainee’s performance over the placement, in relation to ‘The Preamble and Part Two of the Teachers’ Standards: N.B. This statement will contribute to the trainee’s reference.

In accordance with the Warwick Assessment Descriptors please assign a grade for each sub-statement. Please ensure you provide an answer from the drop down list to ALL below sub-statements.
TS1: Set high expectations which inspire, motivate & 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.
BEST-FIT GRADE FOR TS1

TS2: Promote good progress and outcomes by pupils	Be accountable for pupils’ attainment, progress and outcomes
Be aware of pupils’ capabilities and 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.
BEST-FIT GRADE FOR TS2
TS3: 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 development 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.
If teaching early [years or primary] mathematics, demonstrate a clear understanding of appropriate teaching strategies.
BEST-FIT GRADE FOR TS3
TS4: Plan and teach well-structured lessons	Impart knowledge and develop understanding through effective use of lesson time.
Promote a love of learning and children’s intellectual curiosity.
Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
Reflect systematically on the effectiveness of lessons and approaches to teaching.
Contribute to the design and provision of an engaging curriculum within the relevant subject areas.
BEST-FIT GRADE FOR TS4
TS5: Adapt teaching to respond to the strengths and needs of all pupils	Know when and how to differentiate appropriately, using 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.
Have a clear understanding of the needs of all pupils including those with special educational needs; those of high ability; those with English as a second language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
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.
BEST-FIT GRADE FOR TS5
TS6: Make accurate and productive use of assessment	Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
Make use of formative and summative assessment to secure pupils’ progress.
Use relevant data to monitor progress set targets and plan subsequent lessons.
Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
BEST-FIT GRADE FOR TS6
TS 7: Manage behaviour effectively to ensure a good and safe learning environment	Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
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 school’s behaviour policy.
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
BEST-FIT GRADE FOR TS7
TS 8: Fulfil wider professional responsibilities	Make a positive contribution to the wider life and ethos of the school.
Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.
Deploy support staff effectively.
Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
Communicate effectively with parents with regard to pupils’ achievements and well-being.
BEST-FIT GRADE FOR TS8
Please note we need a response to ALL overall Teachers’ Standards and sub-standards. We will need to get back in touch to confirm if any are not completed.
Summary of progress and achievement since the last Profile, including strengths: N.B. This statement will contribute to the trainee’s reference:
Please review the Best-fit grade for each Standard to provide the OVERALL BEST FIT GRADE FOR the TRAINEE’S CURRENT ATTAINMENT

Pupil Progress Statement: (Please select a best-fit judgement): With appropriate support, over the extent of the placement the trainee has contributed to pupils making
Evidence (select as appropriate):	Other – please add:
Book scrutiny	School tracking data	Annotations on planning
Lesson observations	Test/Assessment outcomes	Discussions with pupils
Pupil progress meetings	Trainee’s assessment records
Any additional comments:
Priority Targets for Trainee’s Warwick Career Entry Profile with reference to the Teachers’ Standards
TS:

RECOMMENDATION FOR THE AWARD OF QTS:
I confirm that the grades and comments in this profile are accurate and have been made in accordance with the Warwick Assessment Descriptors.