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End of Professional Practice Report Form

Name of trainee: .Eve Ingham..........................................



Subject: Secondary RE PGCE Course Leader: Dr Francis Farrell

Practice Setting: Stretford High School

Age Range: 11-16

Professional Mentor: Mehzabin Munshi Partnership Trainer: Linda Smith

Professional Practice: PP2

Subjects and groups taught:
7PR Manchester, Peace One Day, Busby
8Y - Fragile Earth, The Tudors
9Y - GCSE Edexcel Religious Studies
9X - Islam, Prejudice and discrimination, Fragile Earth
10A - GCSE Edexcel Religious Studies
11A - GCSE Edexcel Religious Studies

Tutor Group 7MMN
Grading: 1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate

Standards sub-grades







Signatures
............................................................... M.Munshi.......................................................
Professional Mentor Partnership Trainer

................................................................. .......................................................
Subject Tutor Trainee

Date: 20/06/2014.........................................

Copy to: Professional Mentor/ Partnership Trainer/ Trainee/ Course Leader
PRPC
SK
P&T
E&B
A&P
Number of days attended
63
Start date
11/03/2014
End date
20/06/2014
Practice Target Grade 2
Overall Grade for Practice 2

This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners


Attendance Record

Student ID:22445901 School/Setting: Stretford High School
Trainees Name: Eve Ingham Practice: PP2
Type:.
You must complete the attendance record on a daily basis.
If you are absent you must inform the school/college and the Faculty of Education
Reception (01695 584790). Details of certifying and reporting absence are found in the
Programme Handbook
You will follow the practice schools/college holiday arrangements
This attendance record must be signed by your Professional Mentor

Week
Commencing
Monday Tuesday Wednesday Thursday Friday
Professional Mentor Signature
AM PM AM PM AM PM AM PM AM PM
11/03/2014








20/06/2014

Total days present
57
Total days absent
1

Reasons for Absence - List absences below with reasons for absence.
Dates Total days
absent
Reason for absence (details of SSC1 or
medical certificate if required)
SSC1 or medical certificate
received
(EH office use only)
1 Family emergency




Statement by Professional Mentor
(Please tick each statement)
I agree that this is a true record of attendance and absence.
I understand that government regulations require attendance in school/college.
The Trainee Teacher has returned all resources and has settled any accounts.

Professional Mentor Signature .................................................... Date: .
Professional Mentor Print Name. Date: .




This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners


Professional Responsibilities and Professional Conduct

S8 Fulfil wider professional responsibilities

Grade


Standard Prompts
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 with regard to pupils achievements and well-being.

Grade for Professional Responsibilities and Professional Conduct

1 Outstanding 2 Good 3 - Satisfactory 4 Inadequate

Achievements (link to Teachers Standards)

During my placement at Stretford High School I have performed many actions which fulfil my wider
professional responsibilities.
1 I have contributed to revision sessions and school trips and helped to represent SHS within the
local community. I received a prospectus when I first arrived at SHS which I read and ensured that I
understood the ethos of this school. During my time at SHS I have ensured that pupils represent the
wider school ethos when walking around the corridors and school grounds I ensured that I actively
helped pupils to practice the correct behaviour. I have included the use of I-Pads into my lessons
where necessary as these are a big part of school life at Stretford.
2 I have ensured that I comply with the School requirements for being available for pupils from 8am,
in order to make an effort to develop effective professional relationships with colleagues I have
endeavoured to be available before this time to communicate with and learn from colleagues at SHS. I
have attended weekly sessions with my Curriculum Mentor to build on professional advice and support.
I have made an effort to attend all staff briefings and meetings. I have visited the EAL rooms and
discussed the work of EAL support staff in order to improve my personal understanding and develop
professional relationships. I have discussed my planned lessons with support staff and explored ways
in which I can help individual pupils.
3 I have deployed support staff effectively by following up any discussion with them and providing any
resources they require.
4 I have discussed and understood my professional targets and used them to improve my teaching, I
then review my progress with my Curriculum Mentor each week. I have attended CPD sessions run by
SHS which have enabled me to progress professionally. I have evaluated most lesson plans
immediately after teaching, noting any verbal feedback and then working from this in order to improve
my teaching. I have emailed lesson plans in advance of my lessons in order to receive feedback which
has improved my teaching.
5 I have communicated effectively with parents with regard to pupils achievements and well-being; I
did this my phoning home and either speaking to the parents directly or leaving a voicemail and my
contact details.



Targets/Action

To plan and execute a trip effectively in NQT year.
Work closely with TAs and build a link with the TA team/support staff.
To ensure that my professional development needs are met, e.g. attending Edge Hill events, RE
updates (local Authority, GCSE exam board, NATRE).




1

This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners


Additional evidence of enhanced performance and contribution across the school/college
(reflect on your broader experience and the relevant skills and expertise you have developed link to
Professional Standards)

During my time at SHS I have learned to become highly reflective and also how to use this information to improve. In light of
my personalised feedback I have developed a personalised lesson plan which has enabled me to improve my teaching. I have
researched different pedagogies and planning strategies to improve my own teaching.


Trainee Signature: Date:

Professional Mentors comments about development



LINDAs COMMENTS


Please comment on trainees:
level of professionalism;
ability to demonstrate consistently high standards;
understanding of, and ability to act within, the statutory frameworks which set out their professional duties and
responsibilities;
engagement with her/his own professional learning and development















I confirm that the trainee has met the requirements for Part Two: Personal and Professional Conduct
Please tick

Professional Mentors signature: Date:





This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners

Subject Knowledge

S3 Demonstrate good subject and curriculum knowledge
Grade


Standard Prompts
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 teachers specialist subject



Grade for Subject Knowledge

1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate

Achievements (link to Teachers Standards)
1 - In order to make sure that I always have a deep knowledge of the subjects I will be teaching I
explore schemes of work and identify the areas where I feel that I can improve my subject knowledge.
I have visited certain libraries or buildings particularly when teaching the year 7 Manchester scheme in
order to create enthusiasm for the subject. This in turn enables me to foster and maintain pupils
interest in the topic. By securing a deep knowledge of all the subjects I teach I can ensure that I am
able to address any misunderstandings the pupils may have when learning the information.

2 I have produced medium term plans and schemes of work which show that I have an
understanding of the different curriculum areas. I have promoted the value of scholarship by creating
pupil engagement and stimulating their intellectual curiosity. I have also set homework tasks for the
pupils to complete in their own time. I have also set work with the option of a challenge question where
the pupils can choose to complete extra work; and again promoting a scholarly attitude towards
academic work.

3 I aim to promote high standards of literacy in all of my lessons. I have planned many reading tasks
where the pupils highlight key information whilst reading as a class. I also have literacy focused
reading tasks where the pupils work together as a class to identify any difficult words and define them.
I often plan creative writing tasks with a literacy focus. During these lessons I will provide dictionaries
and thesauruses for the pupils to improve their literacy skills, and also provide literary rules for writing.
I have planned lessons where pupils analysed Martin Luther Kings I have a dream speech and then
wrote their own. For this lesson I taught the pupils the skills necessary for analysing and writing a
speech.

Targets/Action

Creativity in each lesson using varied activities throughout NQT year.
Use numeracy in lessons. Be prepared to teach outside of my comfort zone and be innovative. Seek
opportunities to observe outstanding practice in my new school.
To retain and develop personal interest in religion culture and society.


Partnership Trainers comments about development

This is definitely one of Eves strengths, as her subject knowledge is strong and she is very able and
eager to learn new topics which she has to teach. An example would be Eves hesitation at teaching
Geography at the beginning of the placement, but as the placement has progressed, Eve is now able
to take a subject and understand it fully, through teaching it.



PTs signature: M.Munshi Date: 20/06/2014
2

This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners

Planning and Teaching

S4 Plan and teach well-structured lessons
Grade
2

Standard Prompts
impart knowledge and develop understanding through effective use of lesson time
promote a love of learning and childrens 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).


S5 Adapt teaching to respond to the strengths and needs of all pupils
Grade
3

Standard Prompts
know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these
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
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.


Holistic grade for Planning and Teaching

1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate

Achievements (link to Teachers Standards)
During my time at Stretford High School, I have worked hard to impart my specialist knowledge
through effective use of lesson time. I have been focusing on my teacher talk and working towards
imparting my knowledge by communicating at the appropriate level of the pupils. I have developed a
unique lesson plan template which enables me to transfer my knowledge by planning lesson time
effectively and including activities which will enable the pupils to access the information. By planning
activities which the pupils enjoy I have managed to nurture their intellectual curiosity. An example of
this is when I set a research lesson where the pupils could choose a historic figure to base their
research on. Many of the pupils did additional research in their own time as a result of their interest. I
have planned many homework tasks during this placement and have produced good results. I have
done this by setting tasks which the pupils find accessible and interesting. For example I usually give
the pupils an enquiry or an open ended question which they can answer.
After every lesson I have evaluated my plan and made notes which detail what went well and what I
could do better. I reflect on how well the pupils did in that lesson and what I could do to change this. I
look at how much progress the pupils made and how my teaching strategies affected pupil progress. I
have contributed to the design and provision of an engaging curriculum for years 7, 8, and 9. I have
achieved this by adapting existing schemes of work to meet the needs and ability of my own classes. I
have also designed some schemes which engage and challenge the pupils. For example I designed a
scheme of work on the topic of Manchester and the history of the city where I created work which was
relevant to the pupils and included aspects of the topics which they were already familiar with.
I have made sufficient progress from the start of my second placement with regards to learning when
and how to differentiate appropriately. In order to ensure all pupils are taught effectively I ensure that
all material is relevant for each pupil, then I create extension tasks for higher ability pupils which
stretches and challenges their ability. I also allow higher ability pupils to lead their peers in discussion.
I create work tasks which are appropriate to individual learners. I do this by looking at the class data
and assessing the needs of each pupil.
When planning a lesson I ensure that I have a clear understanding of the needs of all pupils in that
class. By looking at data, conversing with Teaching assistants, EAL specialists and other members of
support staff I am able to plan a lesson which caters for their individual needs. After every lesson I
reflect and evaluate whether the approach I used helped that particular pupil and then adapt my future
lesson accordingly.


2

This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners

Targets/Action

Continue to plan systematically and to keep records and a teaching file to evidence my planning.
To seek opportunities to observe effective inclusive, differentiated teaching e.g. nurture and access
classes, challenge and extension.
Familiarise myself with the senco and sen team, and ask for advice when planning.
Continue to use a timer to ensure the pace of the lesson coincides with pupil progress.



Partnership Trainers comments about development


Eve has begun to develop her own lesson structure using a new revised version of the EdgeHill lesson
plan proforma. She has reflected upon past lessons, and does so with ease now, evaluating her
lessons to solve any issues of timing and pace. Creativity is an ongoing target for Eve, as she
struggled with engagement from students. As the placement has progressed, Eve has picked up the
timing through the use of an alarm, and ensured that the activities were varied. Students have begun
to enjoy the lessons, and take active roles in the activities available.


PTs signature: M.Munshi Date: 20/06/2014





Expectations and Behaviour

S1 Set high expectations which inspire, motivate and challenge pupils
Grade

2
Standard Prompts
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, values and behaviour which are expected of pupils.


S7 Manage behaviour effectively to ensure a good & safe learning
environment
Grade

2
Standard Prompts
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 schools 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.

Holistic grade for Expectations and Behaviour

1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate

2

This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners

Achievements (link to Teachers Standards)
Before starting a lesson I plan time to explain my expectations to the class, this helps me to provide a
safe and stimulating environment for the pupils and allows a relationship rooted in mutual respect to
develop. I ensure that all pupils and myself act on mutual respect by establishing my expectations and
by reinforcing the positive rather than focus on the negative. I have sent postcards and phone calls
home for pupils to congratulate them on their achievements. I differentiate the learning outcome for
each lesson to ensure that all pupils are stretched and challenged. I have given personalised
assessment feedback for pupils and set targets which challenge them according to their own needs.
I ask pupils to explain the correct way to behave and ensure that they know how to express a positive
attitude to their work rather than explain why certain attitudes are bad. This way the pupils can fulfil
teacher expectations in a positive way.

When I arrived at Stretford High School I immediately familiarised myself with the school behaviour
policy. From this I was able to promote good behaviour around the school. For example when walking
through the corridors at Stretford High School I saw two pupils playing football, so I stopped them and
asked them to put the ball in a bag. I then took the names of both pupils and the names of their form
tutors so that I could follow the incident up. In the classroom I make my expectations for behaviour
clear, by stating verbally and often by including them in my presentation. As the pupils know what is
expected of them I rarely have to use the school behaviour policy but the pupils are aware of the
consequences for any actions which do not meet my expectations. I use sanctions on occasion but
more frequently I aim to reward the good and aim to focus the pupils attention on achievements and
rewards as opposed to sanctions.

I manage my classes effectively by using approaches which are appropriate to the pupils in each
class. For example I use a different approach for my year 7 class who are motivated by rewards; to
the approach I use for my year 10 and 11 classes who are motivated by results.
I maintain a good relationship with all pupils both in the classroom and around the school. I exercise
authority appropriately by enforcing school policy when necessary but also reward good behaviour
when I see it such as team work and sharing.






Targets/Action

Get to know the code of conduct and behaviour policy.
Get to know the rewards and sanctions routines.
Link my planning to my behaviour management to ensure pupil participation and engagement.
Ensure that I consistently apply the behaviour policy.



Curriculum Mentors comments about development

Eve has developed a clear understand for Behaviour for Learning polcieis at Stretford High School,
rarely having to deal with behavioural problems in the classroom. Any issues which have arisen, Eve
has dealt with them with accordance to school policy, and informed parents/carers where necessary.

Eve has rewarded good behaviour effectively by sending positive postcards home, as well as
contacting parents, which is fulfilling a wider responsibility too. Well done Eve.


PTs signature: M.Munshi Date: 20/06/2014



This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners

Assessment and Progression

S2 Promote good progress and outcomes by pupils
Grade

2
Standard Prompts
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


S6 Make accurate and productive use of assessment
Grade
3

Standard Prompts
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

Holistic grade for Assessment and Progression

1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate

2

This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners

Achievements (link to Teachers Standards)
I have looked at the levels of all pupils in my classes, and then I looked at their target grade.
Lesson by lesson I focus on pupil progress and have set regular assessments in order to
monitor progress. I mark each assessment and if the grade does not reflect that pupils target
grade I take a series of steps. The first thing I do is speak to another member of staff and work
to identify reasons why, and the next steps. Often I will have a conversation with that pupil about
their progress and feedback.
When teaching a new class I know that it is necessary to set a baseline assessment in order
to gauge the pupils prior knowledge and capabilities. At Stretford I had a conversation with
teachers who have previously taught the pupils in my class in order to create an
understanding of their capabilities and needs. Another thing I do is ask the pupils themselves,
for example at the start of a lesson I ask them open ended questions or set them a thought
shower activity, this way I am aware of their prior knowledge and can identify which areas can
be built on.
I guide pupils to reflect on the progress they have made and identify emerging needs by
giving their work strengths and even better ifs. I also ask them to assess and grade their
own work using a provided success criteria. This way they can see what they did well and
how they can achieve more in the future.
When planning a lesson I ensure that I plan activities which work for different types of
learners. For example I plan a balanced variety of kinaesthetic, visual and auditory activities
to ensure that I cater for the different ways in which the pupils learn. I also model answers to
provide the students with a framework for success.
By putting the pupil in control of their own success I have encouraged pupils to take a
contentious attitude towards their own study. For example, I have given the pupils the
success criteria and ensured that they know how to make progress according to their own
targets and achievements. This way the pupils feel a sense of ownership of their work and
thus creating a contentious attitude towards their work.

Whilst studying at Edge Hill University I have read and produced academic writing on
assessment and assessment theories. I analysed one example of formative and summative
assessment by reading about and understanding how to use these methods to effectively
assess the relevant subject areas.
I have set formative assessments which help track and monitor pupil progress and identified
any needs and targets in order to produce a good outcome in a summative assessment.
I give feedback both verbally and written. I provide feedback on all assessment, formative and
summative. I write the pupils strengths and targets on the assessment and often have a
conversation through feedback by asking the pupil a question, this shows me that they have
read and understood my feedback by answering the question. I have also had a learning
conversation with pupils to address their strengths and identify their needs.



Targets/Action

Provide a variety of assessment strategies. (Role play/drama/speaking & listening)
Differentiate my assessments.
To improve and develop afl in the classroom.
To include progress checks in the lessons. (Red, Amber, Green)
Seek opportunities to attend examination board updates offered by GCSE examination board.
To network locally with RE departments. E.g. Walkden High.





This information will be used solely for the purpose of evaluating assessment and may be disclosed to external examiners

Curriculum Mentors comments about development
Eve has effectively used ICT in most of her lessons she has taught whilst on her placement
including within her planning and resources. She has also produced a number of
presentations which she has displayed on the interactive whiteboard to aid her teaching and
engage pupils in starters and plenaries and provide pupils with inspirational images and
resources.

Eve has worked hard to set good teaching and learning objectives with all the classes she
has taught and has planned a diverse set of lessons using a variety of media. She has shown
she can successfully introduce, implement and complete a unit of work aiding the pupils
development through assessment for learning which Eve is beginning to work on.





PTs signature: M.Munshi Date: 20.06.2014

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