To be completed by the mentor, in consultation with the class teacher and trainee and returned
directly to your LINK TUTOR by Monday 23rd November 2015
Please download this form from the Partners’ Intranet: http://warwick.ac.uk/primary-mentor
(follow Essential Forms). Password protected: please contact your Link Tutor/the Student Services
Team for the password.
PGCE Early Years/Primary Professional Placement 2 Interim Profile
2015-16
Guidance on completing the profile
Guidance on completing this profile is available online on the Partners’ Intranet http://warwick.ac.uk/primary-mentor (follow Essential Forms& scroll
down to PP2-specific documentation))
The trainee’s progress should be assessed against the Warwick Assessment Descriptors. Written comments should reflect: confidence and
competence; individual strengths, and short-term developmental targets to maximise progress.
Trainee:
Link Tutor:
Placement School:
School Mentor:
Year Group(s):
Class Teacher(s):
RECEPTION
Summary of school-based experiences during placement up to the date of the Interim Profile
(the trainee should identify the number of lessons)
PS
C&L
PD PHON EA&D UOW
LIT
MA
ED
ICS
ENG
MA SC
COM
FL
PE
GG
HI
MU
A&D D&T
PRIMARY
PSHE
RE
Observed experienced
Teachers
Taught small groups
Taught whole classes
Summary of additional teaching and/or other school-based professional development/experience during the placement (e.g. in-service training, extracurricular activities, visits, parents’ evenings, etc.)
Checklist
Before returning this profile to the LINK TUTOR, please ensure that:
 Attendance and punctuality records have been completed.
 All Standards on the profile have been graded as either: ‘Outstanding’ level (1)’, ‘Good (2)’, ‘Requires Improvement’ level (3)’, ‘Working
Towards’ the Standard’ or ‘Cause for Concern’. Please refer to the Warwick Assessment Descriptors.
 Comments are given on the trainee’s performance and targets identified to maximise progress on placement.
Number of days
possible
Attendance
Please indicate attendance
15
Punctuality (please delete as appropriate)
RECEPTION
PRIMARY
Number of Observations by
mentor/CT/specialist
Joint with link tutor
No. of days attended
Satisfactory/ Unsatisfactory
Overview of lesson observations up to the date of the Interim Profile
PS
C&L
PD PHON EA&D UOW
LIT
MA
ED
ICS
ENG
MA SC
COM
FL
PE
GG
HI
MU
Number of mentor meetings:
A&D
Number of Link Tutor Visits:
D&T
PSHE
RE
THE PREAMBLE
The Preamble to the Teachers’ Standards states that: “Teachers make the education of their pupils their first
concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with
honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and
are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils’
Please confirm that the trainee’s practice is consistent with this definition (Please delete as appropriate)
YES/NO
PART TWO
Part Two of the Teachers’ Standards states that: ‘A teacher is expected to demonstrate consistently high
standards of personal and professional conduct’, including:
-
Respectful relationships and proper boundaries
safeguarding pupils’ well-being,
showing tolerance of and respect for the rights of others
not undermining fundamental British values,
ensuring that personal beliefs are not expressed inappropriately
having proper and professional regard for the ethos, policies and practices of the school
maintaining high standards in their own attendance and punctuality
[for further detail please see the Warwick Assessment Descriptors]
Please confirm that the trainee’s practice is consistent with this definition (Please delete as appropriate)
YES/NO
TS2: Promote good progress and
outcomes by pupils
TS1: Set high expectations which
inspire, motivate & challenge pupils

Outstanding
(1)

Good
(2)

Requires
Improvement
(3)
Working
towards
In accordance with the Warwick Assessment Descriptors (in the back of
the Placement Guide) please assign a grade for each sub-statement.
Cause for
concern
Comments/Targets in relation to ‘The Preamble and/or Part Two of the Teachers’ Standards:


Establish a safe and stimulating environment for pupils, rooted in mutual respect.
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
Demonstrate consistently the positive attitudes, values and behaviour which are expected of
pupils.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
Be accountable for pupils’ attainment, progress and outcomes
Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these
Guide pupils to reflect on the progress they have made and their emerging needs.
Demonstrate knowledge and understanding of how pupils learn and how this impacts on
teaching.
Encourage pupils to take a responsible and conscientious attitude to their own work and study.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
*Comments on this profile will be used to inform the trainee’s reference
TS3: Demonstrate good subject and
curriculum knowledge

Outstanding
(1)

Good
(2)
Working
towards

Requires
Improvement
(3)
Cause for
concern
*Comments on this profile will be used to inform the trainee’s reference


Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
pupils’ interest in the subject and address misunderstandings.
Demonstrate a critical understanding of development in the subject and curriculum areas and
promote the value of scholarship.
Demonstrate an understanding of, and take responsibility for, promoting high standards of
literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist
subject.
If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
If teaching early [years or primary] mathematics, demonstrate a clear understanding of
appropriate teaching strategies.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
TS6: Make accurate and
productive use of assessment
TS5: Adapt teaching to respond to
the strengths and needs of all pupils
TS4: Plan and teach wellstructured lessons
Impart knowledge and develop understanding through effective use of lesson time.
Promote a love of learning and children’s intellectual curiosity.
Set homework and plan other out-of-class activities to consolidate and extend the knowledge
and understanding pupils have acquired.
Reflect systematically on the effectiveness of lessons and approaches to teaching.
Contribute to the design and provision of an engaging curriculum within the relevant subject
areas.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
Know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively.
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and
how best to overcome these.
Have a clear understanding of the needs of all pupils including those with special educational
needs; those of high ability; those with English as a second language; those with disabilities; and
be able to use and evaluate distinctive teaching approaches to engage and support them.
Demonstrate an awareness of the physical, social and intellectual development of children and
know how to adapt teaching to support pupils’ education at different stages of development.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
Know and understand how to assess the relevant subject and curriculum areas, including
statutory assessment requirements.
Make use of formative and summative assessment to secure pupils’ progress.
Use relevant data to monitor progress set targets and plan subsequent lessons.
Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to
respond to the feedback.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
TS 7: Manage behaviour effectively to
ensure a good and safe learning
environment

Outstanding
(1)

Good
(2)
Working
towards

Requires
Improvement
(3)
Cause for
concern
*Comments on this profile will be used to inform the trainee’s reference


Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them.
Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting
good and courteous behaviour both in classrooms and around the school, in accordance with the
school’s behaviour policy.
Have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly.
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
TS 8: Fulfil wider professional
responsibilities
Make a positive contribution to the wider life and ethos of the school.
Develop effective professional relationships with colleagues, knowing how and when to draw on
advice and specialist support.
Deploy support staff effectively.
Take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues.
Communicate effectively with parents with regard to pupils’ achievements and well-being.
What is the trainee doing well?*
Short-term developmental targets to promote pupil progress*
Comments on general progress to date:
I confirm that the grades and comments in this profile are accurate and have been made in accordance
with the Warwick Assessment Descriptors.
YES / NO
Will the trainee require SIGNIFICANT, additional support to make good progress? (Please delete as
appropriate)
YES / NO