BA (Hons)
Learning and Teaching –
Primary Education
School Placement:
Key Points for Schools
A Summary Document for School Staff
(September 2015)
Contents
Contents ............................................................................................................................................... 1
Introduction ......................................................................................................................................... 2
Staffing and Contact Information ........................................................................................................ 3
eBridge ................................................................................................................................... 3
University placement tutor .................................................................................................... 3
Programme Director .............................................................................................................. 3
Key Documents Online ........................................................................................................... 3
School Placement Arrangements – Key Points .................................................................................... 4
Summary ................................................................................................................................ 4
What trainees have to do to gain QTS ................................................................................... 4
Designated School Placement Period .................................................................................... 4
Teaching Outside of Assessed School Placement Periods ..................................................... 4
Teaching in at Least Two Schools........................................................................................... 4
First Period of Assessed School Placement.......................................................................................... 5
Second Period of Assessed School Placement ..................................................................................... 6
Pre-Placement Preparatory Time ........................................................................................................ 7
The School’s Routines, Policies and Procedures .................................................................... 7
School Staff ............................................................................................................................ 7
The Children ........................................................................................................................... 7
The Classroom Environment .................................................................................................. 7
Curriculum, Timetable and Teaching ..................................................................................... 8
Things which must be done by trainees before the start of the school placement .............. 8
Guidance for Trainees on Writing Medium Term Plans ...................................................................... 9
Guidance for Trainees on Lesson Planning .......................................................................................... 9
Lesson Evaluations and Weekly Evaluation and Review ..................................................................... 9
School Placement File(s) ...................................................................................................................... 9
Monitoring, Assessing and Recording Pupil Progress .......................................................................... 9
Guidance for the School Mentor ....................................................................................................... 10
Prior to the School Placement ............................................................................................. 10
During Preparatory Time in School ...................................................................................... 10
During the School Placement ............................................................................................... 10
Towards the End of the School Placement .......................................................................... 11
Guidance for the Class Teacher ......................................................................................................... 12
During Preparatory Time in School ...................................................................................... 12
During the Middle/Later Stages of the School Placement .................................................. 12
Towards the End of the School Placement .......................................................................... 12
Formal Lesson Observations During School Placement .................................................................... 13
Procedures for Dealing with Trainees who are Causing Concerns .................................................... 13
The Teaching Development Profile .................................................................................................... 13
Additional information:
Criteria for Assessing Trainees
Lesson Observation Feedback Form
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
1
Introduction
This booklet
This booklet contains key information for school staff regarding the school placement element of the BA (Hons)
Learning and Teaching Course and is intended to provide quick access to basic information.
The full School Placement Handbook provides detailed information regarding school placements and it is
recommended that the school mentor accesses a copy of that handbook for reference, either by asking the trainee for
a copy, downloading it from this web site: tinyurl.com/sdocs2015 or accessing it on eBridge (the course VLE, see page
3) or by searching for Hull Primary Partnership and following the links there.
As with all the documents which we produce, we welcome feedback on content and suggestions for changes and
additions for future editions.
The course
The BA (Hons) Learning and Teaching course is an 18 month, part-time course, leading to Qualified Teacher Status.
The course ‘tops up’ a foundation degree or similar course in education, with course modules that focus of primary
teaching and two assessed school placements (formerly known as teaching practices). During the taught element of
the course the trainees study curriculum and pedagogy related to curriculum subjects, teaching, learning and
assessment, including up-to-date and practical advice about the role of the teacher.
The course is very intensive and demanding, particularly for trainees who also have full-time jobs or other
commitments. Alongside the taught sessions and school placements, there is a significant amount of academic work
to be completed, including wide reading, essays, case studies and the production of reflective and evaluative
documentation related to work in schools.
The school placement experience
The school placement experience element is at the heart of the course. Overall, the DfE requirement is that a
minimum of 120 training days must be spent in school, observing, planning, teaching and assessing children in groups
of various sizes as well as whole classes. Any trainee school experience during the period of the course may count
towards this total, but most is achieved through the assessed placements.
Trainees are also required to have experience of teaching children across Key Stages 1 and 2 and across the ability
range. The national requirements for Initial Teacher Training also state that to gain QTS each trainee teacher has
taught in at least two schools (C2.4). It is therefore necessary for trainees on this programme to teach in another
school other than the one in which they work. Whilst the requirement does not stipulate the length of time required,
the University of Hull Partnership Executive Committee has agreed that a bare minimum should be two weeks, either
as part of an assessed school placement or as an additional period on top of the two assessed placements.
It is absolutely vital that trainees discuss their needs with regard to school placement time with their
headteacher/employer and ensure that they have his/her full support because there may well be considerable
financial implications for the school. Trainees need to make it clear how much teaching they will be doing and how
available they will be to undertake their normal school role, taking account of location and the need for some
planning, preparation and assessment time during normal school hours. In extreme cases it may be necessary for
trainees to take unpaid leave during their school placement periods.
To facilitate the above and to ensure that headteachers/employers are kept fully informed, the trainee and his or her
headteacher/employer must complete and sign the Headteacher/Employer School Placement Notification form, which
is returned to the Programme Director.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
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Staffing and Contact Information
eBridge
eBridge is the university VLE and provides a repository for course information which schools can access and a course
specific email system, which schools can use and which it is recommended that at least one member of school staff
has access to.
If you are a school mentor or headteacher and would like access to eBridge, please send an email message to John
Bennett (details below).
University placement tutor
The member of the university staff who schools will have most contact with is the university placement tutor
(previously known as the university supervisor). The university placement tutor is responsible for overseeing the
school placement and liaising with school staff. He or she can be contacted via eBridge and the trainee may also have
been given additional contact information. General school placement queries would usually be addressed to the
university placement tutor.
Programme Director
For significant and general course queries, please contact the Programme Director.
Programme Director for BA
(Hons) Learning and
Teaching
Dr John Bennett
Wilberforce room 336
Tel: 465540
Email: j.bennett@hull.ac.uk
Key Documents Online
Key documents relating to school placements are available electronically via eBridge or to download from
tinyurl.com/sdocs2015.
NB: If you have any problems, please contact the programme director for details of how to access electronic
documents.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
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School Placement Arrangements – Key Points
Summary
 Two school placements (one in the first academic year of the course, the other in the second).
 Each trainee teacher must have taught in at least two schools prior to recommendation for the award of QTS
(DfE requirement).
 The two schools must have different characteristics (e.g. urban/rural, numbers of EAL pupils).
 Trainees usually make their own arrangement for school placements, with their own and other schools and in
consultation with their employer, as in most cases the school placement will lead to time away from the
trainee’s normal job.
 It is the trainee’s responsibility to keep his or her employer informed fully about the arranged school
placements, including the release time required when applicable.
 Schools selected for school placement must not be in special measures.
 Schools selected for school placement should not be a significant distance from the University (if over 50
miles – seek advice from the programme director).
 Teaching must be with classes of key stage 1 or key stage 2 children. (To take account of small schools, a
class, for the purposes of this course, must contain a minimum of 15 children).
 First school placement
o usually at some point from February half term 2016 – August 2016
o minimum 25 days (plus preparation days)
o usually non-preferred key stage
o a 5 or 6 week block placement (recommended)
o minimum of 20 maths lessons, 20 English lessons and sequence of 5 or 6 science lessons
o other subjects taught as well
o flexible arrangements
o 60% teaching time (or equivalent)
 Second school placement
o September 2016 – February half tem 2017
o minimum 30 days (plus preparation days)
o usually preferred key stage
o a 6 or 7 week block placement (expected)
o at least 25 mathematics lessons, 25 English lessons and a coherent sequence of 3 to 6 lessons in
other subjects.
o equivalent of 75% teaching time over 6 weeks – i.e. 90 lessons
What trainees have to do to gain QTS
 They must meet the Standards across Key Stages 1 and 2 as a whole, although some Standards must be
demonstrated across the complete age and ability range, as indicated below.
 They must ‘demonstrate good subject and curriculum knowledge’ (Standard 3).
 They must ‘plan and teach well structured lessons’ (Standard 4).
 They must be prepared to teach ‘across two or more consecutive age ranges’ (DfE Requirement C2.2). For
this course the age ranges are 5-7, 7-9 and 9-11, with a placement in each key stage (5-7, 7-11).
 They must have ‘taught in at least two schools’ (DfE Requirement 2.4).
 Over the period of the course every trainee must spend the equivalent of 120 days in school (including the
school placement times).
Designated School Placement Period
February 2016 to the half-term break in February 2017.
Teaching Outside of Assessed School Placement Periods
Trainees might want to do some teaching outside of their two assessed periods of school placement. This could be
part of their role in school or it could be additional teaching that is arranged in order to build up confidence and to
broaden the range of foundation subjects taught over the course as a whole.
Teaching in at Least Two Schools
We would prefer all trainees to do both, or at least one of their assessed school placements at a school other than the
one they work at (if applicable), in order to gain the broadest experience possible.
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School Placement: Key Points 2015/2016 (Sep 2015)
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An approach that has been used by students in the past is to do a ‘job-swap’ with another student, either for a block
of time or for a series of days spread out over a period of weeks.
The above examples are just some of the possible ways of meeting the ‘two-school’ requirement. Each case will be
considered on an individual basis. However, in all cases we will require the equivalent of at least two weeks in the
second school.
The two assessed placements should take place in schools which have different characteristics (e.g. rural/urban,
high/low FSM).
First Period of Assessed School Placement
It is suggested that the first school placement is in the trainee’s non-preferred Key Stage and it is recommended that
this practice is at a school other than his or her own. Much of what follows is taken directly from the School
Placement Handbook and is written for trainees, but provides essential information for schools.
Teaching time
The trainee will be expected to teach a minimum of 20 maths lessons, 20 English lessons and sequence of 5 or 6
science lessons (i.e. half a term’s science work). The teaching must form a coherent sequence of lessons. It is not
acceptable to teach 20 mathematics lessons that are scattered randomly throughout the term.
The minimum teaching commitment for the first school placement is around 60% of available teaching time, but most
trainees do more than this, teaching other subjects as well as English, maths and science. The teaching commitment
should not go above 70%, to allow sufficient planning, preparation, assessment and observation time during the
placement. Remember, a fully qualified teacher in his or her first year of teaching will only teach 80% of the time. It is
strongly recommended that trainees focus entirely on the placement during the placement time and do not continue
with any other duties, particularly if they will be doing the placement in one five week block.
The trainee should also teach some foundation subject lessons.
Organising teaching time
Although a block school placement is preferred, the school placement can be arranged in a variety of ways i.e. we can
allow flexibility in order to fit in with school circumstances (but please see the information below). Here are a few
possibilities:
 teach mathematics/English every day for a 4-5 week period.
 teach mathematics/English three or four times a week for 5-7 weeks (i.e. for about half of the term), the class
teacher taking the other lessons each week.
 teach mathematics/English twice a week for 10-12 weeks (i.e. for the whole term), the class teacher taking
the other three lessons each week.
If the teaching of maths and/or English is shared with the class teacher then it is worth investigating ways of allocating
responsibilities so that both parties can plan and prepare your lessons independently of one another i.e. take
responsibility for separate units/areas/topics of work.
Although we recommend that to get the experience closest to the reality of being a teacher you teach a number of
subjects each week, there can be flexibility in this. If necessary, the trainee does not have to teach mathematics and
English during the same time period, for example he or she could teach mathematics some time during the first half of
the term and English during the second half.
Important note: Experience has shown that the more a school placement is done in a block, the better the experience
in terms of being a class teacher. The children will more readily respond to a person as ‘their’ teacher if they are being
more consistently taught by that person. Whenever possible a block practice is recommended for the first school
placement and it is considered essential for the second.
Although it is not the best experience, trainees do not necessarily have to teach all of the core subjects to the same
class of pupils. However, it does make sense to be working with roughly the same group, so that they can build up
profiles of children across a range of subjects.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
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Assessment
The trainee is assessed during this school placement, using the grading criteria for trainees, against the Teachers’
Standards (2012) in that particular key stage. NB It is only these criteria which must be used to grade trainees, to
ensure all trainees are assessed using the same system. If sufficient progress in meeting the standards at a particular
key stage is not evident, trainees may be asked to undertake additional teaching time, usually organised between or
after placements.
Observations
During each school placement, typically three lessons would be observed by staff from the university, one for each
core subject if possible. In addition to this, at least three formal observations would be made by staff within the
school, two of which would be joint observations with the university placement tutor.
Second Period of Assessed School Placement
This is the period during which final judgements about a trainee’s ability to meet the required standards are made. It
is therefore recommended that this placement is in the trainee’s preferred key stage (either Key Stage 1 or 2).
Teaching time
As a rough guide, we would expect a typical trainee to teach at least 25 mathematics lessons, 25 English lessons and
a coherent sequence of 3 to 6 lessons in other subjects, including science. In total this must meet the minimum
requirement of the equivalent of 75% teaching time over 6 weeks – i.e. 90 lessons. The teaching commitment should
not go above 75%, to allow sufficient planning, preparation, assessment and observation time during the placement.
Remember, a fully qualified teacher in his or her first year of teaching will only teach 80% of the time. It is strongly
recommended that trainees focus entirely on the placement during the placement time and do not continue with any
other duties.
In order to build up a broad range of experience, it is recommended that trainees’ responsibilities, taking all of the
school placements as a whole, cover humanities (geography or history), creative subjects (art or DT), performing arts
(music or dance), RE and PE. ICT must also feature in teaching, either as a discrete subject or across a range of other
disciplines.
Organisation
It is expected that the second school placement takes places as a block, giving the trainee more of an opportunity to
establish himself or herself as the classteacher and to develop series of lessons with increased coherence, as well as
taking advantage of the opportunity to develop cross-curricular work if appropriate. We understand the difficulties in
gaining block release time from a trainee’s usual job, but many trainees have been able to gain that time through
negotiation with their schools and in some extreme cases by taking unpaid leave. The benefits of a block practice are
clear and every effort should be made to secure the time required.
It is likely that the trainee will need to teach a minimum of four foundation subjects, plus RE and science, although this
will depend on which subjects were taught on earlier occasions.
Assessment
The trainee is assessed and observed during this school placement, in the same way as for the first placement, as
above.
If towards the end of the planned school placement period we feel that a trainee is not making sufficient progress
towards meeting the required standards at that key stage we would have to consider extending the period of teaching
or arrange an additional block of time working in that key stage.
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Pre-Placement Preparatory Time
Trainees are expected to spend some pre-placement time in their school placement schools, gathering information
and working with staff on planning. How much time is needed varies, but the following summarised trainee lists give
an indication of what needs to be done and acquired by the trainee. More detailed can be found in the School
Placement Handbook.
The School’s Routines, Policies and Procedures
 general information about the school; e.g. size, design, catchment area, staffing (including support staff).
 copies of key policy documents e.g. behaviour/discipline policy, equal opportunities, assessment/marking,
health and safety, first aid, restraining pupils, individual subject policies, handwriting.
 protocol relating to confidentiality with regard to any information written down about children.
 information about staff meetings/briefings/staff training sessions
 expectations regarding a dress code for staff, the wearing of jewellery, body piercings etc..
 practicalities of using the staffroom
School Staff
 meet with mentor and other school staff, establish good working relationships
 agreement with teacher and mentor regarding how you can communicate with one another when you are
not based in school (telephone numbers, email, eBridge etc.).
 consider involvement in extra-curricular activities during the school placement.
 find out about staff who have expertise in teaching particular subjects, investigate the possibility of observing
them
The Children
 make lists of the children's names, ages and any necessary records related to reading and maths
achievements and any associated problems.
 investigate any setting arrangements that are in
 produce seating plans
 learn as much as possible about the children's levels of ability, previous experience and short term future
needs; how does the teacher cater for the different abilities within the class?
 start to get to know the individual needs of the children e.g. their behaviour patterns, and usual responses to
tasks, authority, and to other people.
 find out about any children with special educational needs (remember – these are not necessarily children
with statements); how does the teacher cater for them? Start thinking about how you will cater for them.
 discuss with the teacher the approaches used to assess and record children's progress.
The Classroom Environment
 make a plan of the classroom (or classrooms)
 find out about the availability and location of resources.
 discuss the class routines which you are expected to maintain and, if necessary, negotiate those where you
wish to make changes e.g. you might want to introduce your own ‘rewards’ system.
 note the strategies used by the teacher to maintain discipline
 observe the organisational strategies and behaviour management techniques employed by the teacher.
 procedures for creating displays in the classroom
BA (Hons) Learning and Teaching - Primary Education
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Curriculum, Timetable and Teaching
 copies of the school’s medium-term planning documents for the period of the school placement
 school’s approach to medium-term planning, particularly the existence of planning teams
 in consultation with the teacher, produce a timetable for the school placement period which represents a
teaching commitment of at least 60% for the first placement (certainly not more than 70%) and at 75% for
the second placement. If the trainee has arranged to do the teaching on a more flexible basis, these
guideline figures will not apply, but the minimum numbers of taught sessions must be adhered to.
 agree with the teacher the subjects and/or topic areas you will be teaching
 discuss the broad content that needs to be covered so that you can make a start on your schemes of work
 make arrangements with regard to the shared teaching of a subject e.g. if you and the teacher will be sharing
the maths teaching, how will this work in practice?
 discuss availability of resources, and the possible use of visits and visitors during your school placement
 procedure for using the school’s photocopying facilities
 work with groups and the full class for some lessons, and begin to build good relationships with the children,
establishing yourself in their eyes as their future temporary teacher
 make sure that the headteacher, mentor, classteacher and university placement tutor all know when you will
be starting the school placement
Things which must be done by trainees before the start of the school placement
1.
2.
3.
4.
5.
6.
Produce one medium term plan and submit this to the university placement tutor. The plan can be for any
subject. The university placement tutor will check this to ensure that it is of an acceptable standard and
provide you with feedback as to how it could perhaps be improved.
Make an appointment to see the university placement tutor immediately before the school placement
begins.
Produce medium term plans for all subjects that you will be responsible for during the school placement (see
page Error! Bookmark not defined.).
Write a school placement Rationale/Intentions document.
Produce lesson plans for the first few days of the school placement.
Meet with the university placement tutor before the school placement begins so that he or she can check all
of your planning. This meeting could take place at any mutually convenient location, but it is often best to
hold it at the school where the school placement will be taking place, giving the opportunity for the university
placement tutor to meet school staff and enabling any questions that are raised to be answered more readily.
BA (Hons) Learning and Teaching - Primary Education
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Guidance for Trainees on Writing Medium Term Plans
Trainees are given guidance on writing medium term plans in the School Placement Handbook, which includes notes on crosscurricular/topic planning and makes it clear that as long as there is particular content which is required by the university, the
planning format can be whatever works best and can follow the school’s format substantially.
The required content is as follows
 Introduction or Background Information
 Key Learning Objectives
 Links with the National Curriculum
Programmes of Study
 Outline of Content and Approaches
 Cross-curricular links
 Key vocabulary





Differentiation/Inclusion
Health and Safety
Key Resources, e.g. equipment, human
resources, ICT, visits
Assessment and Monitoring
Tangible Outcomes
Guidance for Trainees on Lesson Planning
Trainees are given guidance on writing lesson plans in the School Placement Handbook, which makes it clear that as long as
there is particular content which is required by the university, the lesson planning format can be whatever works best and can
follow the school’s format substantially.
The required content is as follows
 Background Information
 Learning Objectives
 Lesson Outline
 Differentiation and Inclusion
 Role of Support Staff




Resources
Key Vocabulary
Assessment
Self-Evaluation
Lesson Evaluations and Weekly Evaluation and Review
Trainees are expected to evaluate one in four lessons in detail and produce weekly evaluation and review forms.
School Placement File(s)
Trainees are expected to maintain a school placement file which includes the following
 Today Section
 Lesson Planning Section
 Contextual and Background Information
 Self-Evaluation Section
Section
 Monitoring and Assessment Section
 Medium Term Plans Section
Part of the school mentor role is to monitor, advise on and assess the contents of this file.
Monitoring, Assessing and Recording Pupil Progress
Trainees are given detailed guidance on monitoring, assessing and recording pupil progress during the course and in
the Teaching Placement Handbook. The school record keeping system can be used as long as it provides the detail
required of the trainees and the university provides model record keeping sheets in the School Placement Handbook.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
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Guidance for the School Mentor
The mentor is the member of staff in the school who oversees the support provided for ITT trainees and liaises with
the class teacher and university placement tutor concerning trainee matters. The mentor has a significant role in
guiding and supporting the trainee’s development both before and during the school placement, and, together with
the class teacher and university placement tutor is responsible for assessing the trainee’s progress.
Key documents relating to school placements are available electronically via eBridge or to download from the School
Documents Website tinyurl.com/sdocs2015.
Prior to the School Placement

Attend mentor training sessions if appropriate;

Be familiar with the Standards for QTS (found in the criteria sheets at the end of this document);

Be familiar with the grading criteria for trainees (at end of this document); NB It is only these criteria which
must be used to grade trainees, to ensure all trainees are assessed using the same system – no other system
should be used;

Ensure that class teachers are fully appraised of their role in relation to the trainee placements;

Notify the university if there are any concerns that may affect the trainees (e.g. class teacher absent, Ofsted
inspection during school placement period);

Access the trainee’s information via the online placement system InPlace (when available – if so, information
will be provided to you about this).
During Preparatory Time in School

Welcome the trainees to the school on the first day and arrange their introductory programme (if
appropriate);

Take the trainees on a conducted tour of the school and introduce them to key staff (if appropriate);

Advise the trainees on practical issues such as the staff dress code, the use of staff room and office facilities,
procedures for paying for tea/coffee etc.

Provide selected school policies (preferably in a welcome pack), as appropriate to the needs of the trainee on
the placement;

Ensure trainees are clear about school health, safety, child protection and safeguarding procedures;

Provide details of school organisation/management that may affect the trainee on the placement;

Ensure that the trainees are settled in their classes;

Liaise with the class teachers on the trainees’ progress;

Ensure that the trainees continue to feel settled and have access to all the planning; materials and resources
necessary for them to complete their medium term planning.
During the School Placement

Arrange a programme of weekly meetings with the trainees to discuss particular topics (e.g. SEND,
assessment, behaviour management, EAL, working with TAs) as well as their general progress;

Receive, check and sign the trainee’s Weekly Evaluation and Review Form

Carry out the required number of trainee observations, each one being accompanied by oral feedback, and
written feedback using the university’s Lesson Observation Feedback Form;

Use the grading criteria (at end of this document) to help inform feedback and to grade aspects of the
trainee’s placement;

Monitor the development of the trainees’ school placement files, particularly the planning, assessment and
self-evaluation;
BA (Hons) Learning and Teaching - Primary Education
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School Placement: Key Points 2015/2016 (Sep 2015)

Liaise with the university placement tutor to identify grades at the review point at the end of the second
week of the placement;

As the placement progresses, discuss the trainees’ progress with them in relation to the criteria and level
descriptions in the Teaching Development Profile (Part 2 of the trainees’ Teaching and Professional
Development Profile, which the trainee must give you access to and which are based on the trainee criteria)
and use this to set targets;

Liaise with the university placement tutor during his/her visits;

Raise with the university placement tutor any serious concerns about the trainees’ progress;

Carry out two joint observations with the university placement tutor (these are expected to be the first and
final observation visits by the tutor);

Ensure that the trainee is being given the opportunity to develop independence in their work as a teacher,
through working without the presence of a teacher in the classroom. This should be increasingly the case if it
is the first school placement and on the second school placement, as soon as possible. As progress varies,
when additional support is withdrawn is a decision that should be discussed and judged on an individual
basis.
Towards the End of the School Placement

Discuss the trainees’ progress with the class teachers and start to complete the relevant sections of the
Teaching Development Profile, albeit in a draft/provisional form;

Discuss the trainees’ progress and provisional grades with the university placement tutor;

Having agreed gradings, advice and targets with the university placement tutor, complete the relevant
sections of the trainees’ Teaching Development Profile

As close to the end of the school placement as possible, meet with the trainee to discuss the final grades,
advice and targets in the Teaching Development Profile.
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School Placement: Key Points 2015/2016 (Sep 2015)
Guidance for the Class Teacher
The role of the class teacher is vital during school placements. This is the member of staff who works most closely
with the trainee on a day-to-day basis and thus has an important role in his/her professional development. The class
teacher’s role might include the following:
During Preparatory Time in School
 Provide medium term planning/topic information so that the trainee can develop his/her own medium term
plans, write a school placement rationale/intentions document and gather relevant resources. Please bear in
mind that trainees must submit a sample medium term plan to their university placement tutors well
before the start of the placement;
 Assist the trainee with his/her medium term planning by suggesting approaches, activities, resources, levels
of difficulty, etc.
 Stress to the trainee that they are part of a planning team and so should not be doing all of the planning in
isolation;
 Organise a timetable for the school placement which gives a teaching load that will at least meet the
minimum requirement for the school placement, but which will certainly be no more than 75% in any given
week, whether the trainee is on a block placement or not;
 Provide information on the children, particularly regarding ages, ability levels, special needs, EAL, disabilities,
medical conditions, behaviour problems etc;
 Make the trainee aware of any protocols relating to confidentiality and data protection issues;
 Advise the trainee on how the school’s behaviour management policy works in practice in the classroom.
What is the system of rewards and sanctions that you use?
 Share with the trainee the way that you assess and record pupil progress;
 Discuss the weekly routine, the timetable, playtime and lunchtime arrangements, staff duty rotas, assembly
arrangements etc.
 Provide the trainee with opportunities to work with groups of pupils and with the whole class in order to
build up confidence and to enable the pupils to see the trainee as being one of their teachers;
 Introduce the trainee to any support staff with whom he/she will be working;
 Find out about the trainee’s particular areas of expertise and interest and discuss the possibility of being
involved in extra-curricular activities.
 Be familiar with the grading criteria for trainees; NB It is only these criteria which must be used to grade
trainees, to ensure all trainees are assessed using the same system – no other system should be used.
During the Early Stages of the School Placement
 In the early stages, give guidance with regard to the content of lesson plans, particularly in terms of matching
activities to the pupils’ abilities;
 Check the trainee’s lesson planning and suggest adjustments where necessary;
 During the first few weeks of the placement, be in the classroom or nearby when the trainee is teaching, so
that you can provide appropriate verbal support, encouragement and practical guidance, either during or
immediately after the lesson;
 Work under the trainee’s direction in the role of TA on occasions where additional support would be helpful;
 During the early stages of the placement model specific sessions or parts of sessions for the trainee e.g.
approaches to the teaching of particular aspects of literacy or numeracy;
 Be available, when appropriate, for health and safety reasons e.g. when the trainee is teaching PE, science
and DT;
 Advise the trainee on how to assess and record pupil progress.
During the Middle/Later Stages of the School Placement
 Gradually withdraw from the classroom (usually earlier in the placement on the second school placement), so
as to allow the trainee to teach unsupervised, but agree a procedure with the trainee so that a return can be
made if necessary e.g. if a serious incident of pupil misbehaviour occurs;
 Liaise with the school mentor and the university placement tutor with regard to the trainee’s progress;
 If requested by the mentor, carry out a formal observation of the trainee’s teaching, followed by oral
feedback, and written feedback using the university’s Lesson Observation Feedback Form.
Towards the End of the School Placement
 Liaise with the mentor when he/she starts to complete the relevant sections of the trainee’s Teaching
Development Profile (Part 2 of the trainees’ Teaching and Professional Development Profile, which the trainee
must give you access to).
BA (Hons) Learning and Teaching - Primary Education
12
School Placement: Key Points 2015/2016 (Sep 2015)
Formal Lesson Observations During School Placement
Trainees should have at least five formal lesson observations during the school placement, as follows:


Three by the university placement tutor
At least three by school staff (usually mentor, but could be deputy mentor, class teacher, headteacher etc.)
Two of the observations are joint observations by the university placement tutor and mentor (it counts as one of
each). These observations must be the first and final observations conducted by the university placement tutor.
Each formal observation should be followed by oral feedback to the trainee immediately after the lesson, or as soon
afterwards as is possible. This should certainly be provided on the same day that the observation takes place.
The observer should also provide written feedback using the university’s Lesson Observation Feedback Form (provided
by the trainee). The trainee should be given a copy of the completed form and this should be kept in his/her school
placement file. Electronic versions of the Lesson Observation Feedback Form are in the School Experience folder on
eBridge and from the school documents website (see page 3).
It is essential that targets are set arising from each observation. Two types of target must be set: general targets and
subject based targets. Targets from the previous observation (no matter who conducted that observation) must be
reviewed and comments made on the Lesson Observation Feedback Form.
Detailed guidance on completing the observation forms and on debriefing trainees following observations is provided
in the School Placement Handbook.
Procedures for Dealing with Trainees who are Causing Concerns
The School Placement Handbook contains details of this and advice should always be sought from the university
placement tutor if there are any concerns.
The Teaching Development Profile
The TDP is a summative assessment document completed jointly by the school mentor and university placement tutor
towards the end of each assessed school placement. The TDP is Part 2 of the trainees’ Teaching and Professional
Development Profile.
Key points about the TDP
 contains a list of the Teachers’ Standards together with criteria for assessing and grading each one
 should be used in a formative way during the school placement
 judgements are made against the grading criteria and those which are met are highlighted
 criteria can be highlighted across a number of grades
 when all, or the vast majority of criteria for a grade are being demonstrated, the trainee can be considered to
be working at that grade
 an Overview of Trainee’s Performance table in the TDP is completed at the end of each placement
 by the end of the first assessed school placement we would expect a typical trainee to have achieved all or
the majority of criteria at grade 3 and a significant number at grade 2
 by the end of the second assessed practice we would expect a typical trainee to have achieved all or the
majority of the grade 2 criteria and the majority of the trainees to have achieved grade 1
 there is no suggestion that an artificial ceiling should be placed on the grade at which a trainee is considered
to be working i.e. if a trainee is achieving grade 2 or even grade 1 in relation to some criteria, then this should
be acknowledged by highlighting them
BA (Hons) Learning and Teaching - Primary Education
13
School Placement: Key Points 2015/2016 (Sep 2015)
CRITERIA FOR ASSESSING TRAINEES
These grading criteria which follow must be used by mentors, university placement tutors and classteachers in making
formative judgements during individual lessons and progress, then summative judgements at the end of a school
placement period.
These criteria appear in the Teaching Development Profile (TDP) and are also available in booklet form. These criteria
are designed for the assessment of trainees. No other system should be used, to ensure all trainees are assessed
using the same criteria.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
14
Standard 1: Set high expectations which inspire, motivate and challenge pupils
1
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
a) Establish a safe and stimulating
environment for pupils, rooted in mutual
respect.
1:
Outstanding
The trainee is able to:
The trainee is able to:
 consistently use a wide range of strategies to
establish a safe and stimulating environment for
pupils
 consistently use a wide range of strategies to foster
mutual respect that motivates and inspires pupils to
learn and enjoy the subject
2:
Good
 use a range of strategies to establish a safe
environment which much of the time is stimulating
c) Demonstrate consistently the positive
attitudes, values and behaviour which are
expected of pupils.
The trainee is able to:
 consistently set goals that stretch, challenge and
motivate all pupils
 consistently and effectively demonstrate and model
the positive attitudes, values and behaviour which
are expected of pupils
 use a wide range of strategies which support
underperforming groups.
 set goals that challenge and motivate all pupils
 demonstrate, for sustained periods of time, the
positive attitudes, values and behaviour which are
expected of pupils
 use strategies to support underperforming groups
 use a range of strategies to foster mutual respect
 establish a safe and stimulating environment
3:
Requires
Improvement
b) Set goals that stretch and challenge pupils of
all backgrounds, abilities and dispositions.
 set some goals that stretch and challenge a range of
pupils
 demonstrate the positive attitudes, values and
behaviour which are expected of pupils.
 foster mutual respect
 with guidance, use some strategies to support
underperforming groups
4:
 The trainee is not meeting the minimum level of
Inadequate
practice
 The trainee is not meeting the minimum level of practice
BA (Hons) Learning and Teaching - Primary Education
 The trainee is not meeting the minimum level of
practice
School Placement: Key Points 2015/2016 (Sep 2015)
15
Standard 2: Promote good progress and outcomes by pupils
2
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
a) Be accountable for
pupils’ attainment,
progress and outcomes
b) Plan teaching to build
on pupils’ capabilities and
prior knowledge.
c) Guide pupils to reflect
on the progress they
have made and their
emerging needs.
d) Demonstrate knowledge
and understanding of how
pupils learn and how this
impacts on teaching.
e) Encourage pupils to take
a responsible and
conscientious attitude to
their own work and study.
3:
Requires
Improvement
2:
Good
1:
Outstanding
When assessing the trainee’s capability to meet the statements below for each subheading, the progress made by all pupils in the class must be taken into consideration. The first column
summarises that progress.
Pupil progress
The trainee is able to:
The trainee is able to:
The trainee is able to:
The trainee is able to:
The trainee is able to:
 pupils
make good
progress
over time
 pupils
make
expected
progress
over time
 consistently take
responsibility and be
accountable for pupils’
attainment, progress and
outcomes.
 plan and teach, to ensure
that all pupils make good
progress
 take responsibility and be
accountable for pupils’
attainment, progress and
outcomes



 with guidance, take
responsibility and be
accountable for pupils’
 pupils
attainment, progress and
make some
outcomes
progress
over time
4:
 pupils make  The trainee is not meeting
Inadequate
little or no
the minimum level of
progress
practice



 consistently offer pupils 
high quality intervention
and feedback which
enables them to identify
use detailed
the progress they have
understanding of pupils’
made and understand
capabilities and prior
what they need to do to
knowledge to plan for pupil
improve
progress
plan and teach lessons
 much of the time, offer

that enable all pupils to
pupils intervention and
make at least expected
feedback, which enables
progress
them to identify the
progress they have
use good understanding of
made and understand
pupils’ capabilities and
what they need to do to
prior knowledge to plan for
improve
pupil progress
plan and teach lessons
 offer pupils interventions 
that enable all pupils to
and feedback, which
make some progress over
enables them to identify
time
the progress they have
made and understand
use understanding of
what they need to do to
pupils’ capabilities and
improve.
prior knowledge to plan for
pupil progress
The trainee is not meeting  The trainee is not meeting 
the minimum level of
the minimum level of
practice
practice
BA (Hons) Learning and Teaching - Primary Education
consistently use
knowledge and
understanding of how
pupils learn to improve
their teaching
 consistently encourage
pupils, by setting high
expectations, to take a
responsible and
conscientious attitude to
work and study.
much of the time, make
good use knowledge and
understanding of how
pupils learn to inform their
teaching
 much of the time, encourage
pupils to take a responsible
and conscientious attitude to
work and study.
use knowledge and
understanding of how
pupils learn in their
teaching
 encourage pupils, to take a
responsible and
conscientious attitude to
work and study.
The trainee is not meeting
the minimum level of
practice
 The trainee is not meeting
the minimum level of
practice
School Placement: Key Points 2015/2016 (Sep 2015)
16
Standard 3: Demonstrate good subject and curriculum knowledge
3
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
a) Have a secure knowledge of
the relevant subject(s) and
curriculum areas, foster and
maintain pupils’ interest in the
subject, and address
misunderstandings
3:
Requires
Improvement
2:
Good
1:
Outstanding
The trainee is able to:
b) Demonstrate a critical
understanding of
developments in the subject
and curriculum areas, and
promote the value of
scholarship
The trainee is able to:
 consistently demonstrate strong
subject and curriculum knowledge
and phase expertise
 confidently work with the relevant
curriculum
 very effectively inspire and
maintain pupils’ interest in the
subject
 draw on strong subject
knowledge, to predict and
address misunderstandings
 demonstrate good subject and
curriculum knowledge and phase
expertise
 work well with the relevant
curriculum
 effectively stimulate and maintain
pupils’ interest in the subject
 use good subject knowledge to
address misunderstandings
 demonstrate subject, curriculum
and phase knowledge
 work within the relevant
curriculum
 foster and maintain pupils’
interest in the subject
 address misunderstandings
 The trainee is not meeting the
4:
minimum level of practice
Inadequate
 demonstrate consistent and
critical understanding of
developments in the subject
and curriculum areas
 consistently promote and
embed the value of
scholarship across the
curriculum
 demonstrate critical
understanding of
developments in the subject
and curriculum areas
 promote the value of
scholarship, in a range of
subject areas
 demonstrate some
understanding of
developments in the subject
and curriculum areas
 promote the value of
scholarship
c) 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
The trainee is able to:
 consistently demonstrate a thorough
understanding of how to develop all
pupils’ reading, writing and
communication skills effectively
across the curriculum
d) If teaching early
reading, demonstrate a
clear understanding of
systematic synthetic
phonics (primary)
The trainee is able to:
 consistently demonstrate a
thorough understanding of
the role of systematic
synthetic phonics in the
teaching of early reading.
e) If teaching early
mathematics, demonstrate a
clear understanding of
appropriate teaching
strategies. (primary)
The trainee is able to:
 consistently demonstrate a
thorough understanding of
appropriate teaching
strategies in the teaching of
early mathematics
 consistently promote high standards
of literacy, articulacy and the correct
use of standard English
 develop the pupils’ reading, writing
 demonstrate a good
and communication skills, across the
understanding of the role of
curriculum
systematic synthetic
phonics in the teaching of
early reading.
 promote high standards of literacy,
articulacy and the correct use of
standard English
 develop the pupils’ reading, writing
and communication skills
 demonstrate an understanding of
how to promote high standards of
literacy, articulacy and the correct use
of standard English
 The trainee is not meeting the  The trainee is not meeting the
minimum level of practice
minimum level of practice
BA (Hons) Learning and Teaching - Primary Education
 demonstrate some
 demonstrate some
understanding of systematic
understanding of appropriate
synthetic phonics in the
teaching strategies in the
teaching of early reading
teaching of early mathematics

 The trainee is not meeting
the minimum level of
practice
School Placement: Key Points 2015/2016 (Sep 2015)
17
 demonstrate a good
understanding of appropriate
teaching strategies in the
teaching of early mathematics
 The trainee is not meeting the
minimum level of practice
Standard 4: Plan and teach well-structured lessons
4
a) Impart knowledge and
develop understanding
through effective use of
lesson time.
b) Promote a love of
learning and children’s
intellectual curiosity.
The trainee is able to:
The trainee is able to:
3:
Requires
Improvement
c) Set homework and plan
other out of class activities to
consolidate and extend the
knowledge and understanding
pupils have acquired.
d) Reflect systematically
on the effectiveness of
lessons and approaches
to teaching
The trainee is able to:
The trainee is able to:
e) contribute to the
design and provision of
an engaging curriculum
within the relevant
subject area(s)
The trainee is able to:
 consistently impart knowledge
 consistently promote a love
and develop understanding
of learning and pupils’
through using lesson time to the
intellectual curiosity across
greatest effect
lessons
 consistently plan differentiated
 be critically reflective in
homework and out of class
analysing, evaluating and
learning (as appropriate to the
improving practice
learning context’s policy) that very
effectively consolidates and
extends existing knowledge and
understanding.
 accurately evaluate the
effectiveness of lessons and
their impact on all groups of
learners
 consistently make effective
contributions to the design
and provision of an
engaging curriculum within
the relevant subject area(s)
 impart knowledge and develop
understanding through using
lesson time to good effect
 promote a love of learning
and pupils’ intellectual
curiosity across lessons
 plan differentiated homework and  be reflective in analysing,
out of class learning (as
evaluating and improving his
appropriate to the learning
or her practice
context’s policy) that consolidates
and extends existing knowledge
and understanding well
 evaluate the effectiveness of
lessons and their impact on
all groups of learners
 make good contributions to
the design and provision of
an engaging curriculum
within the relevant subject
area(s)
 impart knowledge and develop
understanding through using
lesson time to some effect
 promote a love of learning
and pupils’ intellectual
curiosity
 plan suitable homework and out
 reflect systematically on the
of class learning (as appropriate
effectiveness of lessons and
to the learning context’s policy) to
approaches to teaching
consolidate and extend the
knowledge and understanding
pupils have acquired
 make some contribution to
the design and provision of
an engaging curriculum
within the relevant subject
area(s)
 The trainee is not meeting
the minimum level of
practice
 The trainee is not meeting the
minimum level of practice
2:
Good
1:
Outstanding
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
4:
 The trainee is not meeting the
Inadequate
minimum level of practice
BA (Hons) Learning and Teaching - Primary Education
 The trainee is not meeting
 The trainee is not meeting
the minimum level of practice
the minimum level of
practice
School Placement: Key Points 2015/2016 (Sep 2015)
18
Standard 5: Adapt teaching to respond to the strengths and needs of all pupils
5
3:
Requires
Improvement
2:
Good
1:
Outstanding
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
a) Know when and how to
differentiate appropriately, using
approaches which enable pupils to
be taught effectively.
b) Have a secure understanding of
how a range of factors can inhibit
pupils’ ability to learn, and how best
to overcome these.
The trainee is able to:
The trainee is able to:
The trainee is able to:
 consistently differentiate
 describe a wide range of factors in
appropriately, using a wide range of
detail, which can inhibit pupils’ ability
timely approaches, which enable
to learn
pupils to be taught effectively and
make good progress
 challenge and motivate pupils where
attainment is low, using a wide
range of effective strategies to
support underperforming groups, to
secure good progress
 differentiate appropriately, using a  describe a range of factors which can
range of approaches which enable
inhibit pupils’ ability to learn
pupils to be taught effectively and
make expected progress
 challenge and motivate pupils where
attainment is low, using strategies to
support underperforming groups, to
secure expected progress
 differentiate appropriately using
approaches which enable pupils to
be taught effectively
 describe the most common factors
which can inhibit pupils’ ability to
learn
 challenge and motivate pupils where
attainment is low, using some
strategies to secure some progress
4:
 The trainee is not meeting the
Inadequate
minimum level of practice
c) 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.
 The trainee is not meeting the
minimum level of practice
BA (Hons) Learning and Teaching - Primary Education
 explain the physical, social and
intellectual development of pupils
 consistently adapt teaching to support
pupils’ education at different stages of
development, drawing on thorough
knowledge and understanding of child
development
 describe the physical, social and
intellectual development of pupils
 adapt teaching to support pupils’
education at different stages of
development, drawing well on
knowledge and understanding of child
development
 demonstrate an awareness of the
physical, social and intellectual
development of pupils
 adapt teaching to support pupils’
education at different stages of
development
 The trainee is not meeting the
minimum level of practice
d) 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.
The trainee is able to:
 demonstrate a comprehensive
understanding of the needs of each child
 consistently plan and adapt teaching very
effectively to meet the diverse needs of all
pupils, critically evaluating the effectiveness
of a wide range of approaches
 ensure good progress for children with
diverse needs, through a wide range of
approaches to engage and support them
 demonstrate a detailed understanding, the
needs of each child
 plan and adapt teaching effectively to meet
the diverse needs of all pupils, evaluating
the effectiveness of a range of approaches
 ensure expected progress for children with
diverse needs, through a range of
approaches to engage and support them
 demonstrate a clear understanding of the
needs of each child
 plan and adapt teaching to meet the diverse
needs of pupils, evaluating the effectiveness
of particular approaches
 ensure some progress for children with
diverse needs, through approaches to
engage and support them
 The trainee is not meeting the minimum
level of practice
School Placement: Key Points 2015/2016 (Sep 2015)
19
Standard 6: Make accurate and productive use of assessment
6
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
a) Know and understand how to
assess the relevant subject and
curriculum areas, including
statutory assessment requirements
The trainee is able to:
1:
Outstanding
 explain a wide range of forms of
assessment for different purposes
 consistently assess achievement
and attainment accurately, using a
wide range of assessment
strategies, including statutory
assessment
2:
Good
c) Use relevant data to monitor progress,
set targets, and plan subsequent lessons.
The trainee is able to:
The trainee is able to:
 consistently use a wide range of
 consistently use a wide range of relevant
formative, continuous and summative
data including school progress data to
assessment to great effect to secure
monitor pupil progress over time
good progress for all pupils
 maintain detailed and accurate records of
pupil progress and attainment , which are
up to date
 use all relevant data to set targets and
inform future planning effectively
 describe a range of forms of
assessment for different purposes
3:
Requires
Improvement
b) Make use of formative and
summative assessment to secure
pupils’ progress.
 assess achievement in subject and
curriculum areas accurately much
of the time, with growing
confidence, including statutory
assessment
 describe forms of assessment for
different purposes
 use a range of formative, continuous
and summative assessment
effectively to secure expected
progress
 maintain accurate records of pupil
progress and attainment, which are up to
date
The trainee is able to:
 consistently use a wide range of
methods to great effect to give pupils
regular and constructive feedback, both
written and oral, contributing to pupils’
progress
 mark accurately in a way which provides
focused, developmental feedback to the
pupils
 consistently provide a wide range of
opportunities to pupils to respond to the
feedback
 much of the time use a range of methods
to good effect to give pupils regular
feedback, both written and oral,
contributing to pupils’ progress
 mark accurately in a way which provides
appropriate feedback to the pupils
 use relevant data to set targets and inform  provide a range of opportunities to pupils
future planning effectively
to respond to the feedback
 use some relevant data, including school
 give pupils regular feedback, orally and
progress data, to monitor pupil progress
through marking, to support their
over time
progress
 use formative, continuous and
summative assessment to secure
some progress for pupils
 with some support, assess
achievement in subject and
curriculum areas, with accuracy,
including statutory assessment
4:
 The trainee is not meeting the
Inadequate
minimum level of practice
 use a range of relevant data including
school progress data, to monitor pupil
progress over time
d) Gives pupils regular feedback, both
orally and through accurate marking,
and encourage pupils to respond to the
feedback.
 maintain records of pupil progress and
attainment, which are mostly up to date
 give pupils opportunities to respond to
the feedback
 use relevant data to set targets and inform
future planning
 The trainee is not meeting the minimum
 The trainee is not meeting the minimum
level of practice
level of practice
 The trainee is not meeting the
minimum level of practice
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
20
Standard 7: Manage behaviour effectively to ensure a good and safe learning environment
7
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
a) Have clear rules and routines for behaviour
in the classroom, and take responsibility for
promoting good and courteous behaviour in
the classroom and around the school, in
accordance with the school’s behaviour policy
3:
Requires
Improvement
2:
Good
1:
Outstanding
The trainee is able to:
 establish, consistently maintain and evaluate effective
rules and routines for behaviour in the classroom,
consistently implementing the school’s behaviour
policy
 take responsibility for and have the knowledge,
understanding and skills to promote and manage
behaviour effectively and create an excellent climate
for learning
 actively and effectively encourage pupils to behave well
in the classroom and around the school and display
high levels of courtesy and cooperation
 tackle bullying, including cyber and prejudice-based
(and homophobic) bullying in a highly effective
manner
 establish and maintain appropriate rules and routines
for behaviour in the classroom, implementing the
school’s behaviour policy
 take responsibility for and promote and manage
behaviour in the classroom well to ensure a good and
safe learning environment
 encourage pupils to behave well in the classroom and
around the school and display good levels of courtesy
and cooperation
 effectively tackle bullying , including cyber and
prejudice-based (and homophobic) bullying
 establish clear rules and routines for behaviour in the
classroom, implementing the school’s behaviour
policy
 take responsibility for promoting good and courteous
behaviour in the classroom and around the school
 manage behaviour and tackle bullying and discipline
in the classroom
 implement the school’s behaviour policy in all of the
above
 The trainee is not meeting the minimum level of
4:
practice
Inadequate
b) Have high expectations of behaviour
and establish a framework for discipline,
consistently and fairly, with a range of
strategies, using praise, sanctions and
rewards consistently and fairly
The trainee is able to:
 consistently sustain high expectations of
behaviour
 establish and consistently maintain, within the
school’s framework for discipline, a wide
range of effective strategies for behaviour
management, using praise, sanctions and
rewards consistently and fairly
 sustain high expectations of behaviour
 establish and maintain, within the school’s
framework for discipline, a range of effective
strategies for behaviour management, using
praise, sanctions and rewards consistently
and fairly
 demonstrate high expectations of behaviour
 establish and maintain, within the school’s
framework for discipline, appropriate
strategies for behaviour management, using
praise, sanctions and rewards consistently
and fairly
 The trainee is not meeting the minimum level
of practice
BA (Hons) Learning and Teaching - Primary Education
c) Manage classes effectively,
using approaches which are
appropriate to pupils’ needs
in order to involve and
motivate them
d) Maintain good relationships with
pupils, exercising appropriate
authority, and acts decisively when
necessary
The trainee is able to:
The trainee is able to:
 consistently manage a high level  consistently secure strong relationships
of pupil motivation and
with pupils exercising appropriate
involvement using a wide range of
authority
evaluated approaches
appropriate to pupils’ needs
 act decisively and effectively when
necessary to maintain strong relationships
and authority
 manage a good level of pupil
motivation and involvement using
a range of approaches
appropriate to pupils’ needs
 secure good relationships with pupils and
exercise appropriate authority
 act decisively when necessary to maintain
good relationships and authority
 manage a level of pupil motivation  develop good relationships with pupils
and involvement using
and exercise appropriate authority
approaches appropriate to pupils’
needs to some effect
 with support, act decisively to maintain
good relationships and authority
 The trainee is not meeting the
minimum level of practice
 The trainee is not meeting the minimum
level of practice
School Placement: Key Points 2015/2016 (Sep 2015)
21
Standard 8: Fulfil wider professional responsibilities
8
The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress
a) Make a positive
contribution to the wider
life and ethos of the
school
3:
Requires
Improvement
2:
Good
1:
Outstanding
The trainee is able to:
b) Develop effective
professional relationships
with colleagues, knowing
how and when to draw on
advice and specialist
support
c) Deploy support staff
effectively
d) Take responsibility for
improving teaching through
appropriate professional
development, responding to
advice and feedback from
colleagues.
The trainee is able to:
The trainee is able to:
The trainee is able to:
 be consistently proactive
and make a significant
positive contribution to the
wider life and ethos of the
school
 consistently develop positive
and effective professional
relationships
 be consistent in the effective  consistently be proactive in
deployment of support staff
taking responsibility for
to maximise the learning of
improving his or her teaching
pupils
through professional
 consistently draw on advice and
development
support from colleagues
 use the advice and guidance
offered by colleagues to secure
improvements in practice.
 be proactive and make a
positive contribution to the
wider life and ethos of the
school
 develop positive and effective
professional relationships
4:
 The trainee is not meeting
Inadequate
the minimum level of
practice
 The trainee is not meeting the
minimum level of practice
The trainee is able to:
 consistently communicate
effectively with parents and
carers about learners’
achievements and well-being,
using a wide range of
approaches
 effectively deploy support
staff to support the learning
of pupils
 take responsibility for improving  communicate effectively with
his or her teaching through
parents and carers about
professional development
learners’ achievements and
well-being, using a range of
 respects and respond to the
approaches
advice and guidance offered by
colleagues, with clear evidence
of improvements in practice
 deploy support staff to
support the learning of
pupils
 take some responsibility for the
improvement of his or her
teaching
 seek advice and support from
colleagues whenever necessary
 make a positive contribution  develop effective professional
to the wider life and ethos of
relationships
the school
 consult with colleagues
sometimes, when it is
necessary to gain advice and
support
e) Communicate effectively
with parents with regard to
pupils’ achievements and
well being
 The trainee is not meeting
the minimum level of
practice
BA (Hons) Learning and Teaching - Primary Education
 respond to the advice and
feedback from colleagues, with
some evidence of
improvements in practice
 The trainee is not meeting the
minimum level of practice
School Placement: Key Points 2015/2016 (Sep 2015)
22
 communicate effectively with
parents and carers about
learners’ achievements and
well-being
 The trainee is not meeting the
minimum level of practice
LESSON OBSERVATION FEEDBACK FORM
Trainee:
Observer:
School:
Lesson Observed:
Year Group:
Date and Time:
Contextual details:
EVALUATION OF TEACHING AND LEARNING
EVALUATION OF TRAINEE’S PLACEMENT DOCUMENTATION
Lesson Planning:
Monitoring and Assessment:
Self Evaluation:
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
23
OVERVIEW OF PERFORMANCE IN RELATION TO THE RELEVANT TEACHERS’ STANDARDS
(using the criteria for grading guidance, considering quality of teaching and impact on children’s learning)
Relationships with children and young people, setting high
expectations and motivating learners
Evidence for PDP:
1 Set high expectations which inspire, motivate and challenge
pupils
a. establish a safe and stimulating environment for pupils,
rooted in mutual respect
b. set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions
c. demonstrate consistently the positive attitudes, values and
behaviour which are expected of pupils.
Evidence for PDP:
Pupil progress
2 Promote good progress and outcomes by pupils
a. be accountable for pupils’ attainment, progress and
outcomes
b. plan teaching to build on pupils’ capabilities and prior
knowledge
c. guide pupils to reflect on the progress they have made and
their emerging needs
d. demonstrate knowledge and understanding of how pupils
learn and how this impacts on teaching
e. encourage pupils to take a responsible and conscientious
attitude to their own work and study.
Evidence for PDP:
Subject and curriculum knowledge and pedagogy
3 Demonstrate good subject and curriculum knowledge
a. have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings
b. demonstrate a critical understanding of developments in
the subject and curriculum areas, and promote the value of
scholarship
c. 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
d. if teaching early reading, demonstrate a clear
understanding of systematic synthetic phonics
e. if teaching early mathematics, demonstrate a clear
understanding of appropriate teaching strategies.
Evidence for PDP:
Effective classroom practice
4 Plan and teach well structured lessons
a. impart knowledge and develop understanding through
effective use of lesson time
b. promote a love of learning and children’s intellectual
curiosity
c. set homework and plan other out-of-class activities to
consolidate and extend the knowledge and understanding
pupils have acquired
d. reflect systematically on the effectiveness of lessons and
approaches to teaching
e. contribute to the design and provision of an engaging
curriculum within the relevant subject area(s).
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
24
OVERVIEW OF PERFORMANCE IN RELATION TO THE RELEVANT TEACHERS’ STANDARDS
(using the criteria for grading guidance, considering quality of teaching and impact on children’s learning)
Diversity and special needs: meeting the needs of all pupils
Evidence for PDP:
5 Adapt teaching to respond to the strengths and needs of all
pupils
a. know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively
b. have a secure understanding of how a range of factors can
inhibit pupils’ ability to learn, and how best to overcome
these
c. 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
d. 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.
Evidence for PDP:
Assessment for learning
6 Make accurate and productive use of assessment
a. know and understand how to assess the relevant subject
and curriculum areas, including statutory assessment
requirements
b. make use of formative and summative assessment to
secure pupils’ progress
c. use relevant data to monitor progress, set targets, and plan
subsequent lessons
d. give pupils regular feedback, both orally and through
accurate marking, and encourage pupils to respond to the
feedback.
Evidence for PDP:
Managing behaviour
7 Manage behaviour effectively to ensure a good and safe learning
environment
a. 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
b. have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
c. manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and
motivate them
d. maintain good relationships with pupils, exercise
appropriate authority, and act decisively when necessary.
Evidence for PDP:
The wider professional role of the teacher
8 Fulfil wider professional responsibilities
a. make a positive contribution to the wider life and ethos of
the school
b. develop effective professional relationships with
colleagues, knowing how and when to draw on advice and
specialist support
c. deploy support staff effectively
d. take responsibility for improving teaching through
appropriate professional development, responding to
advice and feedback from colleagues
e. communicate effectively with parents with regard to pupils’
achievements and well-being.
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
25
ALL UNSHADED SECTIONS OF THIS PAGE MUST BE COMPLETED FOR EVERY OBSERVATION
KEY STRENGTHS
IMPACT OF TEACHING ON PUPILS’ LEARNING
(Consider the progress of all learners, adaptations made to
teaching due to in-lesson assessment, how well success criteria
have been met, progress for particular groups of pupils – SEN,
EAL etc.)




Good progress made
Expected progress made
Some progress made
Little or no progress made
Comment:
REVIEW OF PREVIOUS TARGETS
AGREED NEW TARGETS (GENERAL)
Standard
GENERAL COMMENTS AND POINTS FROM POST-LESSON
DISCUSSION
AGREED NEW TARGETS (SUBJECT SPECIFIC)
Standard
NB If any shaded boxes are completed, the assigned university
tutor must be informed immediately.
CAUSE FOR CONCERN 
(Triggers: e.g. trainee not demonstrating satisfactory progress towards meeting
the minimum requirement in one or more standards, as shown through lesson
observation(s) or other monitoring; a Grade 4 lesson)
AREA(S) FOR IMPROVEMENT AT THIS STAGE (change as above):
SIGNATURES
Observer
CAUSE FOR CONCERN REVIEW (If a Cause for Concern was noted
…………………………………..........……....…
previously, please comment on progress in areas for improvement)
Observer 2 (if appropriate) …………………………………..............………
Trainee
………………………………....……................
Date
……………………………………..............….
REQUIRING SIGNIFICANT IMPROVEMENT STAGE 1
(Triggers could be: trainee is not making significant progress; significant concern
about progress from any relevant source; lack of required progress following the
noting of a Cause for Concern)
RSI Stage 1 form is required as a result of this lesson 
BA (Hons) Learning and Teaching - Primary Education
School Placement: Key Points 2015/2016 (Sep 2015)
26