Faculty of Social Science and Public Policy
Department of Education and Professional Studies
PGCE/School Direct
Professional Practice Report 3 (PPR3)
Guidance on completing Professional Practice Report 3
The PPR3 report aims to confirm the achievement and evidencing of the Teachers’ Standards by a trainee up to the end of the
School Experience 2 placement. On the assumption that comments mean more than grades please feel free to give formative
comment on individual areas of the standards or in targets for the trainee’s NQT year.
It is the mentor’s responsibility to complete the report and to return this to the PGCE office at King’s by the deadline. Trainees
should arrange to meet with their mentor prior to the submission deadline to discuss the report, and to add their own
comments to the section provided at the end. Mentors should note that all trainees have a self-assessment page in their own
Professional Development Portfolio (PDP) in which they should write their own comments about how they have achieved each
of the Teachers’ Standards. This should be completed and shared with mentors in advance of the writing of this report. Please
note that mentors should also review the full PDP prior to writing the PPR3 report.
Section A

Please provide comments on the trainee’s achievement in relation to each of the Teachers’ Standards.
Section B


Please provide information on the trainee’s punctuality and attendance. For PPR3, you are required to choose an
overall grade of the trainee’s achievement. There are 4 grades as follows:
o Grade 1: Has met the Teachers’ Standards at a higher level
o Grade 2: Has met the Teachers’ Standards beyond the minimum level
o Grade 3: Has met the Teachers’ Standards at the minimum level
o Grade 4: Has not yet met the Teachers’ Standards at the minimum level
Grade descriptors are provided on the next page to help you determine which grade the trainee has achieved. Please
note that you should choose a grade based on a ‘best fit’ model.
By choosing grades 1, 2 or 3 you are confirming that the trainee has met the criteria for a pass and should be
recommended for QTS. If you choose grade 4, QTS is not recommended. You are then required to complete an
additional box detailing if there were mitigating circumstances preventing the trainee from meeting these, and whether
the trainee would be able to meet the Standards if they were to undertake additional teaching practice.
Please provide what you believe to be their key strengths, as well as some main targets to work on during their NQT
year. These targets should relate specifically to one or more of the Teachers’ Standards.
Section C

There is space for the mentor to add any additional overall comments, and the PCM and student should also add their
own comments here.
Please return this form electronically to Lydia O’Donoghue at pgcesubmissions@kcl.ac.uk by Friday 20th May 2016 or by post
to: Lydia O’Donoghue, King’s College London, Dept of Education & Professional Studies, PGCE Office, Room 1/1, Franklin-Wilkins
Building, Waterloo Bridge Wing, Waterloo Road, London SE1 9NH.
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Trainee Grade Descriptors for PPR2 and PPR3
The descriptors here are provided as a support to mentors when assessing the overall performance of trainees at PPR2 and PPR3, and are also intended to support trainees in selfassessment and can be used in the setting of targets for improvement. They describe aspects of trainee teachers who are fulfilling the Teachers’ Standards at a level beyond the minimum
level required to attain a pass on the programme. Mentors are asked to use a ‘best fit’ model when reaching a final judgement.
Standard
TS1 – Setting
high
expectations

TS2 –
Promoting good
progress

TS3 – Subject
Knowledge



TS4 – Planning
and teaching
well-structured
lessons
Trainees meeting Standards beyond the minimum
level
Trainees meeting the Standards at a higher level


Planning and teaching clearly takes account of
the needs of the full range of individuals and
different groups within classes, regularly setting
high expectations for learners, and showing
some creativity and originality.
Consistently demonstrate in their planning the
use of strategies to encourage pupils’ progress
Over time, the majority of pupils make very
good progress, and reflecting on this progress
and pupils’ prior knowledge informs future
planning and teaching.
Demonstrate strong knowledge of their subject
and the curriculum, and strong pedagogic
knowledge that allows them to engage pupils in
their lessons.
They show a strong commitment to keeping up
to date with subject and curriculum
developments, and identify their own areas for
subject knowledge development.
Planning and teaching include a range of
carefully chosen activities setting high
expectations for learners, and showing some
creativity and originality.
They are able to reflect critically on the
strengths and areas for development within
their own planning and teaching.
Trainees meeting Standards at the minimum level

Planning and teaching clearly takes account of the
needs of the full range of individuals and different
groups within classes, normally setting high
expectations for learners.

Awareness of the need to take account of the
range of groups and individuals within classes

Consistently demonstrate in their planning the
use of strategies to encourage pupils’ progress
Over time, the majority of pupils make good
progress, and reflecting on this progress and
pupils’ prior knowledge informs future planning
and teaching.
Demonstrate sound knowledge of their subject
and the curriculum, and pedagogic knowledge
that allows them to engage pupils in their lessons.
They show a commitment to keeping up to date
with subject and curriculum developments, and
identify their own areas for subject knowledge
development.

Demonstrate the use of strategies to encourage
progress
Over time, pupils in their classes make progress

Planning and teaching include well chosen
strategies, normally setting high expectations for
learners.



They are able to reflect on the strengths and
areas for development within their own planning
and teaching






Demonstrate sufficient subject and curriculum
knowledge to plan and teach lessons
They recognise the need to stay up to date with
subject and curriculum developments
Can plan to use a range of teaching strategies
They can identify some areas for development
within their planning and teaching
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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)
TS5 –
Responding to
pupils’ needs

TS6 Assessment




TS7 – Managing
behaviour

TS8 – Wider
professional
contribution





Planning and teaching clearly takes account of
the needs of the full range of individuals and
different groups within classes
They are able to regularly make effective
interventions within lessons to encourage pupil
progress.
Make very effective use of a range of
assessment strategies within their lessons and
to inform planning.
They use formative and summative assessment
and feedback strategies effectively so that good
pupil progress is supported and so that pupils
know what they need to do to improve.
They are confident in the use of school-based,
and where appropriate national, systems for
the assessment of pupils’ work and can use data
meaningfully in planning for progression.
A wide range of approaches to behaviour
management ensures that a safe and
purposeful learning environment is the norm.
They are proactive in seeking out opportunities
to contribute in a significant way to the wider
life and ethos of the school.
They build strong professional relationships and
work collaboratively with colleagues on a
regular basis.
They can deploy support staff in their lessons
and seek advice from relevant professionals in
relation to pupils with individual needs.
They seek out opportunities to develop their
own professional learning and respond
positively to the feedback they receive.
They have shown they can communicate
effectively with parents and carers.











Planning and teaching clearly takes account of the
needs of the full range of individuals and different
groups within classes
They are able to make effective interventions
within lessons to encourage pupil progress.

Make effective use of a range of assessment
strategies within their lessons and to inform
planning.
They use formative and summative assessment
and feedback strategies so that good pupil
progress is supported and so that pupils know
what they need to do to improve.
They are confident in the use of school-based, and
where appropriate national, systems for the
assessment of pupils’ work and can use data
meaningfully in planning for progression.
A range of approaches to behaviour management
ensures that a safe and purposeful learning
environment is the norm.
They take opportunities to contribute to the wider
life and ethos of the school.
They build effective professional relationships
with colleagues and work well collaboratively
when required to do so.
They can deploy support staff in their lessons and
seek advice from relevant professionals in relation
to pupils with individual needs.
They value the feedback they receive from more
experienced colleagues, using it to develop their
own teaching further.
They have shown they can communicate
effectively with parents and carers.










Awareness of the need to take account of the
range of groups and individuals within classes
They can intervene in lessons to encourage
progress
Use a range of assessment strategies
Can support pupil progress through offering
feedback
They can use school, and where appropriate
national, systems for assessment of pupils’ work
and are aware of the use of data in the planning
process
Approaches to behaviour management ensure
that a safe and purposeful learning environment
is the norm.
They can contribute to the wider life and ethos of
the school
They can build professional relationships with
colleagues and have the skills to work
collaboratively
They can deploy support staff and seek advice on
individual pupils’ needs
They can act on feedback from more experienced
colleagues
They can communicate with parents and carers
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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)
Report Details
Student Name:
Mentor Name:
School Name:
PCM Name:
Section A – Progress towards the Teachers’ Standards
1.
Set high expectations which inspire, motivate and 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.
Comments in respect of the above Standard:
2.
Promote good progress and outcomes by pupils
 be accountable for pupils’ attainment, progress and outcomes
 be aware of pupils’ capabilities and their 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.
Comments in respect of the above Standard:
3.
Demonstrate good subject and curriculum knowledge
 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 developments 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
Comments in respect of the above Standard:
4.
Plan and teach well-structured 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 area(s).
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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)
Comments in respect of the above Standard:
5.
Adapt teaching to respond to the strengths and needs of all pupils
 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
 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
 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.
Comments in respect of the above Standard:
6.
Make accurate and productive use of assessment
 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.
Comments in respect of the above Standard:
7.
Manage behaviour effectively to ensure a good and safe learning environment
 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
 manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and
motivate them
 maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
Comments in respect of the above Standard:
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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)
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.
Comments in respect of the above Standard:
Part 2: Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and
outside school, by:





treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
showing tolerance of and respect for the rights of others
not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them
to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they
teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their
professional duties and responsibilities.
Comments in respect of the above Standard:
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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)
Section B - Overall progress, strengths, weaknesses and targets
Please select a response as appropriate to the statements below.

Number of absences: 0 ☐ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐ 6 ☐ 7 ☐ 8 ☐ 9 ☐ 10 ☐ 11+ ☐

The trainee’s punctuality has been: satisfactory ☐ unsatisfactory ☐
Overall Grade
Please select an overall grade for the trainee’s achievement across the year. If selecting grade 4, please complete Box 2 below.
Grade
1
2
3
4
Description
Has met the Teachers’ Standards at a higher level
Has met the Teachers’ Standards beyond the minimum level
Has met the Teachers’ Standards at the minimum level
Has not met the Teacher’s Standards at the minimum level
Tick
☐
☐
☐
☐
Box 2
This box only needs to be completed if you have selected grade 4 above.
Please provide information on how/why
the trainee has not met the Standards
Were there mitigating circumstances
underlying this, e.g. illness. If yes, please
specify.
With additional teaching practice, could
the trainee achieve the Standards
required for QTS?
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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)
Key strengths and achievements shown during the placement
Strength
1
Description
2
3
4
Targets for consideration in the NQT year
Target
Number
Teacher Standard
to which target
relates e.g. TS1
Description of Target
1
2
3
4
Section C – Mentor, PCM and Trainee comments
Mentor’s Comments:
PCM’s Comments:
Trainee’s Comments:
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