PGCE Early Years/Primary
Professional Placement 3 Final Profile
2015-16
Guidance on completing the profile
To be completed by the mentor, in consultation with the class teacher and trainee and returned directly to your LINK TUTOR
by Friday 18th March 2016
Guidance on completing this profile is available online on the Partners’ Intranet http://warwick.ac.uk/primary-mentor (follow Essential Forms& scroll
down to PP3-specific documentation) Password protected: please contact your Link Tutor/the Student Services Team for the password.
The trainee’s progress should be assessed against the Warwick Assessment Descriptors (in the back of the Placement Guide). 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):
Summary of school-based experiences for the whole placement (the trainee should identify the number of lessons)
C
&
L
E
N
G
RECEPTION
KEY STAGE 1/2
PSED
PD
EA&D UOW
LIT
MA
COM
PE
GG
PHON
ICS
MA
SC
FL
HI
MU
A&D
D&T
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
No. of days attended
32
Punctuality (please delete as appropriate)
Satisfactory/ Unsatisfactory
Summary of lesson observations for the whole placement
RECEPTION
KEY STAGE 1/2
Number of Observations by
mentor/CT/specialist
Joint with link tutor
C
&
L
E
N
G
PSED
PD
EA&D UOW
LIT
MA
COM
PE
GG
PHON
ICS
MA
Number of mentor meetings:
SC
FL
HI
MU
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
TS3: Demonstrate good
subject and curriculum
knowledge
TS2: Promote good
progress and
outcomes by pupils
TS1: Set high
expectations
which inspire,
motivate
&challenge pupils
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.
BEST-FIT GRADE FOR TS1
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.
BEST-FIT GRADE FOR TS2
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.
BEST-FIT GRADE FOR TS3

Outstanding
(1)

Good
(2)

Requires
Improvement
(3)
Working
towards
Please assign a grade for each sub-statement and a best-fit grade
for each statement in accordance with the Warwick Assessment
Descriptors (in the back of the Placement Guide).
Cause for
concern
Please write a statement summarising the trainee’s performance over the placement, in relation
to ‘The Preamble and Part Two of the Teachers’ Standards: N.B. This statement will contribute to
the trainee’s reference.


TS4: Plan and teach wellstructured lessons
TS5: Adapt teaching to
respond to the strengths
and needs of all pupils
TS6: Make
accurate and
productive use of
assessment
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



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.
BEST-FIT GRADE FOR TS4
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 evaluated 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.
BEST-FIT GRADE FOR TS5
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.
BEST-FIT GRADE FOR TS6
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
BEST-FIT GRADE FOR TS7
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 wellbeing.
BEST-FIT GRADE FOR TS8
Please review the Best-fit grade for each Standard to provide the
OVERALL BEST FIT GRADE FOR the TRAINEE’S ATTAINMENT on PP3
CFC / WT / 3 / 2 / 1
Please write a statement summarising the trainee’s progress and achievements over the
placement, including strengths. N.B. This statement will be used in the trainee’s reference.
Pupil Progress Statement: (Please select a best-fit judgement):
With appropriate support, over the extent of the placement the trainee has contributed to pupils making
strong progress/ expected progress/below expected progress.
Evidence:
Priority Targets for PP4 with reference to the Teachers’ Standards
TS:
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 achieve the Teachers’ Standards? (Please
delete as appropriate)
YES/NO