d have a clear understanding Has a clear understanding of Does not have a clear Consistently and effectively Much of the time evaluates of the needs of all pupils, the needs of all pupils, understanding of the needs evaluates and adapts teaching and adapts teaching to support including those with special including those with special of all pupils, including those to meet the needs of all pupils, all pupils, including those with educational needs; those of educational needs; those of with special educational including those with special special educational needs, high ability; those with high ability; those with needs; those of high ability; educational needs, high ability high ability (including Gifted English as an additional English as an additional those with English as an (including Gifted and Talented), and Talented), English as an language; those with language; those with additional language; those English as an additional additional language, disabilities disabilities; and be able to disabilities; and is able to use with disabilities; and is not language, disabilities and pupils and pupils eligible for the pupil use and evaluate and evaluate distinctive able to use and evaluate eligible for the pupil premium premium (including Free distinctive teaching teaching approaches to distinctive teaching (including Free School Meals). School Meals). approaches to engage and engage and support them. approaches to engage and understand how to challenge challenge and motivate pupils support them. support them. and motivate pupils where where attainment is low; and attainment is low and use use effective strategies to strategies to support support underperforming underperforming groups. groups. Much of the time uses and evaluates distinctive teaching Consistently and effectively approaches to engage and uses and evaluates distinctive support pupils. teaching approaches to engage and support pupils.
d 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. Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals). challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils. Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals). understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils. Has 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 able to use and evaluate distinctive teaching approaches to engage and support them. Does not 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.