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Final Assessment Report on Teaching Competence

Trainee teacher:
Programme/Year
Date

Gemma Batchelor
BA Hons Primary Education &
Teaching 3-7
22.1.2015

School/Setting

Heron Park Primary Academy

Class/Age

Reception

Placement Tutor

John Lynch

Information given may be used in a reference and to assist in the continuing professional development of the trainee teacher either
on a subsequent placement or as a newly qualified teacher. Please acknowledge success and identify aspects that require further
development.
In relation to the expectations and UCET/NASBTT descriptors, please tick the appropriate boxes
TS1: Setting high expectations which inspire, motivate and challenge pupils

Grade 1
Grade 2
Grade 3
Comment:

Grade 4 (Need for Enhanced Support)

Gemma has a lovely calm encouraging manner and has developed strong relationships with the
children in her class. She has high expectations both of participation and behaviour and the children
have thrived whilst in her care.
Throughout the placement Gemma has developed a stimulating learning environment. She has
made changes to the indoor and outdoor areas to facilitate more purposeful play and learning.
Starting points for lessons are imaginative and always engage the childrens interest they are
excited to share their ideas and join in activities. Each week she has updated the working walls.
TS2: Promoting good progress and outcomes by pupils

Grade 1
Grade 2
Comment:

Grade 3

Grade 4 (Need for Enhanced Support)

Gemmas knowledge of the EYFS is outstanding and she has been involved in all areas of
assessment and record keeping. Her observations are precise, assessments accurate and next
steps appropriate. She has maintained the Learning Journals, assessed key skills, entered
judgements on to the EYFS Profile, attending moderation meetings, (within school and with other
schools) and analysed data.
Gemma has met her target as stated in the PB Interim Report, (to develop self-assessment
procedures that enable these young children to reflect upon their learning), by making red, orange
and green smiley faces for the children to use to show their understanding and developing the use
of thumbs up and down. She has used these strategies in a systematic way in whole class, group
and individual contexts. She has recorded childrens responses and made time for children to
consolidate learning.
TS3: Demonstrating good subject and curriculum knowledge

Grade 1
Grade 2
Grade 3
Comment:

Grade 4 (Need for Enhanced Support)

Gemma has met her target, To identify and exploit opportunities to develop communication, reading
and writing. Her rationale for rearranging the classroom was to provide greater opportunities for
children to engage in purposeful talk and independent writing. Exciting role-play and small world
play areas have been created and observations show Gemmas carefully chosen themes have
stimulated quality talk and opportunities for staff to develop next steps.
In relation to English/SSP:
Grade 1

Grade 2

Grade 3

Grade 4 (Need for Enhanced Support)

Comment:

Gemma has planned and delivered successful phonic sessions for children working at different
phases. She assessed and kept accurate records and provided opportunities for the children to
apply their skills, particularly in the writing corner which is now well stocked and a very popular
working space.
In relation to mathematics:
Grade 1

Grade 2

Grade 3

Grade 4 (Need for Enhanced Support)

Comment:

Gemma has a sound understanding of mathematics in the EYFS. Her planning shows stimulating
starting points, well-structured supported and independent activities and opportunities for the
children to develop their learning through play. Resources are imaginative and well-presented.

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TS4: Plan and teach well structured lessons
Grade 1

Grade 2

Grade 3

Grade 4 (Need for Enhanced Support)

Comment:

Gemma has planned for all areas of the EYFS. She has considered carefully the needs and
interests of the children and made links to their experiences outside school. Lesson and play activity
plans are well structured, imaginative and exciting. When teaching, Gemma is able to inspire and
involve all the children. She is always well prepared and has provided good quality, effective
resources. All lesson plans are evaluated and these show Gemmas reflections are purposeful and
acted upon.
TS5: Adapt teaching to respond to the strength and needs of all pupils

Grade 1
Grade 2
Grade 3
Comment:

Grade 4 (Need for Enhanced Support)

Gemma has met her target, to develop the ability to respond to childrens needs during lessons. Her
planning shows possible misconceptions are predicted and children identified who might need more
help or require extensions are named. She makes notes whilst teaching and provides opportunities
for children who have experienced difficulty to consolidate learning.
TS6: Make accurate and productive use of assessment

Grade 1
Grade 2
Comment:

Grade 3

Grade 4 (Need for Enhanced Support)

Gemma knows and understands the assessment requirements for the EYFS and has been involved
in all areas of assessment and record keeping. She has used formative and summative
assessments to inform her planning and the children have made good progress during her
placement. Her annotated plans show that she has met her target, to check learners understanding
systematically throughout lesson.
TS7: Manage behaviour effectively to ensure and good and safe learning environment

Grade 1
Grade 2
Grade 3
Grade 4 (Need for Enhanced Support)
Comment:

Gemma has high expectations of childrens participation and behaviour. She gives clear instructions
and explanations appropriate for the age of the children; she has a strong sense of fairness to
which the children are very responsive. She has used the school behaviour policy consistently when
dealing with some challenging behaviour.
TS8: Fulfil wider professional responsibilities

Grade 1
Grade 2
Comment:

Grade 3

Grade 4 (Need for Enhanced Support)

Gemma is always professional and has become a valued member of the Reception team. She has
participated in Inset training and staff meetings and makes appropriate contributions confidently.
She has met her target, to deliberately seek opportunities to develop professional learning by
engaging in independent research, seeking advice from other teachers and support staff. Gemma
has shown her commitment to our school and her profession by coming into school during holidays.
With reference to the Partnerships Code of Conduct and Part Two of the Teachers Standards (2012), the personal and
professional conduct demonstrated by the trainee: has met these expectations
Requires Improvement
Targets for the next placement (if applicable)

Recommended Result:

PASS

Number of full/half days absent: 2

Reasons other than illness:

FAIL

I confirm that this report has been seen and discussed with the Headteacher:
Completed by: Moira Smith-Nicholls

Role: Mentor

Mentor:

Trainee Teacher:

Date: 22.1.2015

ACTION: (1) Email to educationprimaryreports@brighton.ac.uk (2) Upload to Trainee e-portfolio (PebblePad) (3) Distribute for school
record

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