This document contains an audit of support provided by a graduate coach to a teacher in a classroom. It surveys the teacher and graduate coach's level of agreement with statements about various elements of classroom provision, support allocation, lesson roles, interaction, understanding of roles, use of skills, planning time, and review processes. Space is also provided for comments on elements that are going well (WWW) and could be improved (EBI).

1. Date of audit:
Audit of Teacher-Graduate Coach support
Name of teacher:
Name of graduate coach:
Class being supported:
Element of Provision
Teacher
Strongly
Agree
Agree
Unsure
Disagree
Strongly
Disagree
Classroom support allocation is based on a clear
understanding of pupils’ needs and progress and is regularly
reviewed
Classroom roles are flexed in order to accommodate pupils’
needs in the lesson. Support within the lesson is directed to
progress pupils’ learning
Continuous interaction takes place between the teacher and
support staff throughout the lesson so that staff are
flexible and responsive to pupil need.
Support staff fully understand their role in supporting
teaching and learning and know how their input can
contribute to better outcomes for pupils.
There is good understanding of the skills that exist within
the team. Support is used creatively to make maximum use
of relevant skills, experience and qualifications
Time is set aside for teachers and support staff to plan so
everyone is clear on their role in the lesson and how it is
linked to pupil progress objectives.
Regular reviews between the teacher and support staff via a
robust and inclusive process help staff identify pupils’ needs
so that plans can be amended to improve support for pupils
and help pupils progress.
WWW:
EBI:
Other comments:

2. Date of audit:
Audit of Teacher-Graduate Coach support
Name of teacher:
Name of graduate coach:
Class being supported:
Element of Provision
Graduate
Strongly
Agree
Agree
Unsure
Disagree
Strongly
Disagree
Classroom support allocation is based on a clear
understanding of pupils’ needs and progress and is regularly
reviewed
Classroom roles are flexed in order to accommodate pupils’
needs in the lesson. Support within the lesson is directed to
progress pupils’ learning
Continuous interaction takes place between the teacher and
support staff throughout the lesson so that staff are
flexible and responsive to pupil need.
Support staff fully understand their role in supporting
teaching and learning and know how their input can
contribute to better outcomes for pupils.
There is good understanding of the skills that exist within
the team. Support is used creatively to make maximum use
of relevant skills, experience and qualifications
Time is set aside for teachers and support staff to plan so
everyone is clear on their role in the lesson and how it is
linked to pupil progress objectives.
Regular reviews between the teacher and support staff via a
robust and inclusive process help staff identify pupils’ needs
so that plans can be amended to improve support for pupils
and help pupils progress.
WWW:
EBI:
Other comments: