Teachers’ Standards

Highlight standards that are observed during the lesson to indicate strengths and areas for development

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, value and behaviour which are expected of pupils.
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.
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
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
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).
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 secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
 demonstrate awareness of physical, social and intellectual development of children, & how to adapt teaching to support pupils’ education
at different stages of development
 have a clear understanding of 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.
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.
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.
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 re: pupils’ achievements and well-being.
Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a
teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o 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
o 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.

NQT Lesson Observation 2

NQT: Lesson/Time:
Class: Date:
Observer: Induction Tutor:

Focus for observation (referenced to Standards)

Comments

Strengths (referenced to Standards)

Areas for Further Development (referenced to Standards)

Signature of observer: Signature of NQT:

Copies of this lesson observation form must be kept by the NQT

and the Induction Tutor, together with the relevant lesson plan.
 Teachers’ Standards
Highlight standards that are observed during the lesson to indicate strengths and areas for development
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, value and behaviour which are expected of pupils.
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.
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
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
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).
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 secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
 demonstrate awareness of physical, social and intellectual development of children, & how to adapt teaching to support pupils’ education
at different stages of development
 have a clear understanding of 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.
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.
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.
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 re: pupils’ achievements and well-being.
Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a
teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o 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
o 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.
 NQT Lesson Observation 3
NQT: Lesson/Time:
Class: Date:
Observer: Induction Tutor:

Focus for observation (referenced to Standards)

Comments

Strengths (referenced to Standards)

Areas for Further Development (referenced to Standards)

Signature of observer: Signature of NQT:

Copies of this lesson observation form must be kept by the NQT

and the Induction Tutor, together with the relevant lesson plan.
 Teachers’ Standards
Highlight standards that are observed during the lesson to indicate strengths and areas for development
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, value and behaviour which are expected of pupils.
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.
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
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
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).
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 secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
 demonstrate awareness of physical, social and intellectual development of children, & how to adapt teaching to support pupils’ education
at different stages of development
 have a clear understanding of 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.
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.
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.
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 re: pupils’ achievements and well-being.
Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a
teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o 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
o 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.
 NQT Lesson Observation 4
NQT: Lesson/Time:
Class: Date:
Observer: Induction Tutor:

Focus for observation (referenced to Standards)

Comments

Strengths (referenced to Standards)

Areas for Further Development (referenced to Standards)

Signature of observer: Signature of NQT:

Copies of this lesson observation form must be kept by the NQT

and the Induction Tutor, together with the relevant lesson plan.
 Teachers’ Standards
Highlight standards that are observed during the lesson to indicate strengths and areas for development
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, value and behaviour which are expected of pupils.
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.
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
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
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).
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 secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
 demonstrate awareness of physical, social and intellectual development of children, & how to adapt teaching to support pupils’ education
at different stages of development
 have a clear understanding of 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.
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.
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.
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 re: pupils’ achievements and well-being.
Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a
teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o 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
o 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.
 NQT Lesson Observation 5
NQT: Lesson/Time:
Class: Date:
Observer: Induction Tutor:

Focus for observation (referenced to Standards)

Comments

Strengths (referenced to Standards)

Areas for Further Development (referenced to Standards)

Signature of observer: Signature of NQT:

Copies of this lesson observation form must be kept by the NQT

and the Induction Tutor, together with the relevant lesson plan.
 Teachers’ Standards
Highlight standards that are observed during the lesson to indicate strengths and areas for development
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, value and behaviour which are expected of pupils.
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.
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
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
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).
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 secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
 demonstrate awareness of physical, social and intellectual development of children, & how to adapt teaching to support pupils’ education
at different stages of development
 have a clear understanding of 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.
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.
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.
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 re: pupils’ achievements and well-being.
Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a
teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o 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
o 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.
 NQT Lesson Observation 6
NQT: Lesson/Time:
Class: Date:
Observer: Induction Tutor:

Focus for observation (referenced to Standards)

Comments

Strengths (referenced to Standards)

Areas for Further Development (referenced to Standards)

Signature of observer: Signature of NQT:

Copies of this lesson observation form must be kept by the NQT

and the Induction Tutor, together with the relevant lesson plan.
 Teachers’ Standards
Highlight standards that are observed during the lesson to indicate strengths and areas for development
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, value and behaviour which are expected of pupils.
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.
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
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
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).
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 secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
 demonstrate awareness of physical, social and intellectual development of children, & how to adapt teaching to support pupils’ education
at different stages of development
 have a clear understanding of 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.
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.
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.
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 re: pupils’ achievements and well-being.
Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a
teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o 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
o 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.