Have a Does not yet have a clear Has a understanding of the Often evaluates and adapts Consistently and effectively evaluates understanding understanding of the needs of needs of all pupils, including those teaching to support all pupils, and adapts teaching to meet the of the needs all pupils, including those with with SEND; those of high ability; including those with SEND, high needs of all pupils, including those of all pupils, special educational needs; those with EAL and is able to use ability , EAL, and disadvantaged with SEND, high ability EAL, and including those of high ability; those with and evaluate distinctive teaching pupils . disadvantaged pupils . those with English as an additional approaches to engage and support Understands how to effectively Challenges and motivates pupils special language; those with them. challenge and motivate pupils where attainment is low; and use educational disabilities; and is not able to attainment is low and use a range of effective strategies to target and needs; those use and evaluate distinctive effective strategies to support support underperforming groups. of high ability; teaching approaches to underperforming groups. Consistently and effectively uses and those with engage and support them. Often uses and evaluates distinctive evaluates distinctive teaching English as an teaching approaches to engage and approaches to engage and support all additional support pupils. 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) Minimum level practice (3) Good level practice (2) Outstanding level practice (1) this section: Working Fully met Working towards Fully met Working towards Fully met towards
Have a 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 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 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) Minimum level practice (3) Good level practice (2) Outstanding level practice (1) Working towards Fully met Working towards Fully met Working towards Fully met
assessment-profile-terms-1-and-2-2017-18.docx