7 continued NQTs’ Standard Manage behaviour effectively to ensure a good and safe learning environment (A) This NQT is making (B) This NQT is making C(i) This NQT is making C(ii) This NQT is making D This NQT is not making progress against the progress against the progress against the limited progress against progress against the Teachers’ Standards at the required level and has but with some of the and has Teachers’ Standards Teachers’ Standards Teachers’ Teachers’ Standards for induction and has many strengths, with a few some concerns at this stage, Standards and has identified significant identified areas of considerable strengths. identified areas that are being which are being addressed areas for development, concern, requiring additional addressed and supported. and supported by the school. which are being addressed support including a termly and supported by the school Support plan. with a Support plan. NQT makes effective contact with NQT rarely demonstrates parents/carers where necessary to awareness of the needs of support behaviour for learning. individual pupils or groups. Planning does not demonstrate this. NQT provides effective support for Has limited awareness of individual challenging all pupils. learning needs. NQT consistently uses a wide range Has limited knowledge of pupils and of teaching and learning strategies to does not support them effectively ensure pupils are actively involved with their learning. throughout the lesson and are making progress. NQT ensures through the activities that all pupils are motivated, relate well to each other and adults and engage well with their learning both in groups and on their own.
NQTs’ Standard 7 continued Manage behaviour effectively to ensure a good and safe learning environment (A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan. NQT makes effective contact with parents/carers where necessary to support behaviour for learning. NQT provides effective support for challenging all pupils. NQT consistently uses a wide range of teaching and learning strategies to ensure pupils are actively involved throughout the lesson and are making progress. NQT ensures through the activities that all pupils are motivated, relate well to each other and adults and engage well with their learning both in groups and on their own. NQT rarely demonstrates awareness of the needs of individual pupils or groups. Planning does not demonstrate this. Has limited awareness of individual learning needs. Has limited knowledge of pupils and does not support them effectively with their learning.
grade-descriptors-2017-18.docx