Have a clear Does not yet have a clear Has a clear understanding of the Often evaluates and adapts teaching Consistently and effectively evaluates understanding understanding of the needs of needs of all pupils, including to support all pupils, including those and adapts teaching to meet the needs of the needs all pupils, including those with those with SEND; those of high with SEND, high ability , EAL, and of all pupils, including those with of all pupils, special educational needs; ability; those with EAL and is disadvantaged pupils . SEND, high ability EAL, and including those of high ability; those with able to use and evaluate Understands how to effectively disadvantaged pupils . those with English as an additional distinctive teaching approaches challenge and motivate pupils where Challenges and motivates pupils special language; those with to engage and support them. attainment is low and use a range of where attainment is low; and use educational disabilities; and is not able to effective strategies to support effective strategies to target and needs; those use and evaluate distinctive underperforming groups. support underperforming groups. of high ability; teaching approaches to engage Often uses and evaluates distinctive Consistently and effectively uses and those with and support them. teaching approaches to engage and evaluates distinctive teaching English as an support pupils. approaches to engage and support all additional pupils. language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. Using the information above, identify key strengths in this area: Development areas Overall grade for Inadequate progress (4) Pass level practice (3) Good level practice (2) Outstanding level practice (1) this section: Fully met Working towards Fully met Working towards Fully met
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. Does not yet 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 is not able to use and evaluate distinctive teaching approaches to engage and support them. Has a clear understanding of the needs of all pupils, including those with SEND; those of high ability; those with EAL and is able to use and evaluate distinctive teaching approaches to engage and support them. Often evaluates and adapts teaching to support all pupils, including those with SEND, high ability , EAL, and disadvantaged pupils . Understands how to effectively challenge and motivate pupils where attainment is low and use a range of effective strategies to support underperforming groups. Often uses and evaluates distinctive teaching approaches to engage and support pupils. Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with SEND, high ability EAL, and disadvantaged pupils . Challenges and motivates pupils where attainment is low; and use effective strategies to target and support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support all pupils. Using the information above, identify key strengths in this area: Development areas Overall grade for this section: Inadequate progress (4) Pass level practice (3) Good level practice (2) Outstanding level practice (1) Fully met Working towards Fully met Working towards Fully met