1. Link tutor to email copies to the student, mentor, programme administrator (relevant address below), and academic advisor within three
w orking days.
BAPTS@chi.ac.uk / PGCEPrimdocs@chi.ac.uk / Schooldirect@chi.ac.uk / MathsKS23docs@chi.ac.uk
PRIMARY PROGRAMMES
FINAL ASSESSMENT REVIEW
Name: Simone Rutter Date: 12/12/16
School: Stedham Primary School
General comments related to Teachers’ Standards
Please comment initially on the strengths (to include comments on the quality of pupil learning and progress)
and then areas for development. Also comment on the trainee’s progress toward meeting the actions identified
in their School Experience action plan. Please underline or circle the best fit grade for each standard.
S1 Set high expectations which inspire, motivate and challenge pupils
Simone has really gained in confidence during this School Experience. She has good teacher presence
and is a positive role model. She encourages all children to contribute so that all children are involved
and feel fairly treated. She has changed the seating plan so that all children can be actively
involved.She has high expectations and has helped to create a stimulating learning environment in
which children are motivated and enthused to learn. She is well respected by learners and good
relationships are evident as she models desired behaviours and gives praise appropriately. Children
are enthusiastic and engaged in their learning and have responded well to Simone’s enthusiasm for
learning. Simone talked about a very successful PSHE lesson in which children were particularly
enthusiastic.
Grade:
H
G
M
B
S2 Promote good progress and outcomes by pupils
Simone has planned sequences of lessons which build on prior knowledge and understanding. She
has involved children in developing their own success criteria and this has helped them to be clear
about expectations and to make progress in their learning. She has kept detailed records of progress
for her profile children and has demonstrated a good understanding of the need to develop learning
over time. She provides opportunities for children to reflect on their own learning e.g through mini
plenaries and through feedback marking which children are encouraged to respond to.She was able to
discuss the progress of her profile children with confidence. She uses key questions to extend learning
and uses lolly sticks to ensure that everyone is involved. She has set appropriately challenging tasks
and learning outcomes for most children have been good.
Grade:
H
G
M
B
S3 Demonstrate good subject and curriculum knowledge
Simone has demonstrated a good knowledge and understanding of the subjects she has taught. She
always thoroughly researches topics and subjects she is less confident about e.g. Science and
grammar. She always seeks advice if necessary. She is able to address misconceptions and is
confident in using subject related vocabulary.She makes learning relevant with links to real life
contexts. She models good standards of written and spoken English. She has observed and taught
phonics and has a secure knowledge and understanding of the teaching of synthetic systematic
phonics.
Grade:
H
G
M
B
S4 Plan and teach well structured lessons
Simone has planned detailed and well differentiated lessons which have taken account of the needs of
learners. Through well structured lessons and paractical tasks she has enabled children to consolidate
their understanding and make progress. She has used a range of different teaching and learning
strategies to engage the children and make them curious about learning e.g good use of modelling of
the writing process, use of mini plenaries and effective use of talk partners. Resources are well
prepared and appropriately differentiated. Pace in lessons is generally good ( helped by timings on
lesson plans) , with a balance of teacher talk and interactive activities.She is reflective and learns from
both successful and less successful lessons. Her lesson evaluations are used to inform subsequent
teaching. She is very responsive to feedback from her mentor.She has set Maths homework to extend
learning.
Grade:
H
G
M
B
Please circle:
BA PTS Yr 1 BA PTS Yr2 BA PTS Yr 3
PGCEA PGCEB
KS2/3 Yr 1 KS2/3 Yr 3

2. Link tutor to email copies to the student, mentor, programme administrator (relevant address below), and academic advisor within three
w orking days.
BAPTS@chi.ac.uk / PGCEPrimdocs@chi.ac.uk / Schooldirect@chi.ac.uk / MathsKS23docs@chi.ac.uk
S5 Adapt teaching to respond to the strengths and needs of all pupils
Simone has a good knowledge of the needs of the children in this mixed age group class and has used
this knowledge to personalise learning and ensure progress is made. She has a good understanding of
individual needs and can articulate particular teaching strategies for identified children. She is sensitive
to individual needs and has a good understanding of SEND. She has talked to the SENCO about the
needs of a child in her class and she ensures that the identified child is well supported with appropriate
resources and adult help. She has made good use of challenge cards for the more able children.When
she uses power points she ensures that everyone can access them by using a neutral colour
background, which helps a child with visual impairment.
Grade:
H
G
M
B
S6 Make accurate and productive use of assessment
Simone’s assessment records are used to inform future teaching (She articulated how her
assessments were used to inform the next lesson on decimals.) She makes good use of photographs
to record learning.She has had opportunities to see how data is used to track pupil progress and set
targets and has been involved in a Pupil Progree Meeting. She makes good use of the school’s
developmental marking policy and her ongoing assessments enable her to redirect teaching and
learning when appropriate e.g. moving a child to work on two lines of symmetry rather than one at the
appropriate time.
Grade:
H
G
M
B
S7 Manage behaviour effectively to ensure a good and safe learning environment
During this School Experience, Simone has really developed her confidence with behaviour
management. She has observed behaviour strategies in other classes and researched behaviour
strategies. She has worked well within the school’s framework for behaviour (e.g. behaviour cloud and
dojo points) but also uses her own strategies such as clapping rhythms and counting down. There is a
good working atmosphere and children are engaged in their learning. There are high levels of mutual
respect and learners demonstrate positive attitudes towards Simone.
Grade:
H
G
M
B
S8 Fulfil wider professional responsibilities
Simone has worked very well within the school team.She seeks, listens to and acts on advice from
previous observations and mentor meetings. She works well with colleagues and support staff are well
briefed. She talks to her TA at the beginning of each lesson to ensure she is clear of expectations. She
has been actively involved in the life of the school e.g.attending staff meetings ( including a book
scrutiny), going on educational visits, participating in an INSET day and helping at playtimes. She is
aware of the risk assessment process and of safeguarding.She is to be involved in the school staff
Christmas production! At the end of the day she talks informally to parents.
Simone has met her targets for this School Experience.
Grade:
H
G
M
B
Part 2 Personal and professional conduct
Simone has demonstrated consistently high standards of personal and professional conduct throughout the
placement. (*please delete as necessary)
Targets (please use the Grading Descriptors booklet to set developmental targets):
 Continue to develop behaviour management strategies, particularly for Key Stage 1.(7)
 Gain further experience of teaching synthetic systematic phonics.(3)
 Have opportunities to communicate with parents both verbally and in writing. (8)
Names of those involved in the Final Assessment Review:
Trainee
Teacher
Simone Rutter Link
Tutor
Viv Earwicker Mentor Tim Noble
Number ofdays absence during this placement:
5
All directed tasks have been completed:
Yes
Overall Grade:
Please indicate the overall levelof assessment (with reference to the Universityof Chichester Grading Descriptors Document).
For BA PTS Year 1 and KS2/3 Year 1 : Pass Fail
For all other cohorts:
Achievedstandards at
a High level
Achievedstandards at
a Good level
Achievedstandards at
a Minimum level
Beginning level
(Fail)