**Criteria to support judgement of pupil progress over time Aspect High impact Low impact Identification Highly effective identification of and support of the pupils’ individual learning pupil progress needs through use of observation Good identification of individual Insufficient or no identification of Some identification of individual and of dialogic feedback and training needs through observation individual pupils’ learning needs. pupil learning needs through individual comprehensive evaluative and dialogic feedback analysis Little evidence of effective observation. learning needs assessment techniques e.g. techniques. Some evidence of observation analysis or use of Some individual support evident checking Marked work against other assessment techniques. dialogic assessment techniques. through feedback. progress. Excellent support e.g. Marked work. Good individual Insufficient or no support of A more didactic approach rather provided through guidance to SBM, support evident through work with learning needs in lesson – support than a discussion with child. – clear target setting, customised pupils. for pupils’ insufficiently developed Support is sufficient to enable support (as appropriate).Trainees Most pupils making better than and insufficient feedback, AFL learners to make progress – not enabled to discuss and debate, expected progress as a result of but not necessarily to match their opportunities highlighted evaluate and reflect and therefore support potential. utilised make better than expected progress. Assessment of Learning / knowledge / progress of Learning / knowledge / progress of pupil progress all pupils regularly checked, most regularly checked and supported and challenged. Highly Learning / knowledge / progress of Learning / knowledge / progress of supported. Clearly focused effective, probing and clearly most appropriately checked and most insufficiently checked or questioning skills reinforce the focused questioning skills reinforce supported. Insufficient guidance on supported. Some use of trainees’ learning and challenges learning and challenge further questioning to reinforce learning what pupils need to do to improve. further learning. Responses learning. Responses excellent (i.e. Little evidence support to pupils and challenge further learning. encouraging (i.e. praise, support, praise, support, guidance) Cursory guidance on what pupils being given. Little evidence that guidance) and clearly enhances enhancing learning. pupil progress is being taken into need to do to improve. Evidence learning. Has a full and comprehensive that outcomes of assessment on account. Has spoken with the SBM about understanding that the pupils have pupil progress have been checked. the progress of the children to made expected, good or better ensure progress is what is expected progress.
**Criteria to support judgement of pupil progress over time Aspect High impact Low impact Identification and support of pupil progress and of individual learning needs Highly effective identification of the pupils’ individual learning needs through use of observation dialogic feedback and comprehensive evaluative assessment techniques e.g. checking Marked work against progress. Excellent support provided through guidance to SBM, – clear target setting, customised support (as appropriate).Trainees enabled to discuss and debate, evaluate and reflect and therefore make better than expected progress. Good identification of individual training needs through observation and dialogic feedback analysis techniques. Some evidence of other assessment techniques. e.g. Marked work. Good individual support evident through work with pupils. Most pupils making better than expected progress as a result of support Some identification of individual pupil learning needs through observation. Some individual support evident through feedback. A more didactic approach rather than a discussion with child. Support is sufficient to enable learners to make progress – not necessarily to match their potential. Insufficient or no identification of individual pupils’ learning needs. Little evidence of effective observation analysis or use of dialogic assessment techniques. Insufficient or no support of learning needs in lesson – support for pupils’ insufficiently developed and insufficient feedback, AFL opportunities highlighted but not utilised Assessment of pupil progress Learning / knowledge / progress of all pupils regularly checked, supported and challenged. Highly effective, probing and clearly focused questioning skills reinforce learning and challenge further learning. Responses excellent (i.e. praise, support, guidance) enhancing learning. Has a full and comprehensive understanding that the pupils have made expected, good or better progress. Learning / knowledge / progress of most regularly checked and supported. Clearly focused questioning skills reinforce the trainees’ learning and challenges further learning. Responses encouraging (i.e. praise, support, guidance) and clearly enhances learning. Has spoken with the SBM about the progress of the children to ensure progress is what is expected Learning / knowledge / progress of most appropriately checked and supported. Some use of questioning to reinforce learning and challenge further learning. Cursory guidance on what pupils need to do to improve. Evidence that outcomes of assessment on pupil progress have been checked. Learning / knowledge / progress of most insufficiently checked or supported. Insufficient guidance on what pupils need to do to improve. Little evidence support to pupils being given. Little evidence that pupil progress is being taken into account.