University of Brighton

Form P C

PARTNERSHIP OFFICE

YEAR 1 2012
End of placement report on teaching competence

An on-screen version of this form is available on the Primary Partnership page of our website:
www.brighton.ac.uk/education/placements/resources

Student:
Sophie Purcell
School:
Cradle Hill School
Class age:
9-10
Education Group (KS1/2 etc):
Year 5

Date of practice: 16.4.12 to 15.6.12

Placement Tutor: Brian Aikens

Information given may be used in a reference and to assist in the continuing professional development of the student
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 grading descriptors of this placement, please tick the appropriate
box achieved.

1. Working towards TS1: Setting high expectations which inspire, motivate and challenge pupils
Please tick: x very good
good
satisfactory
cause for concern
Throughout this placement Sophie has sought to form positive and open relationships with both children and
staff. Her professional manner has made her high expectations evident and she has been able to communicate
these effectively to all pupils. She has created a purposeful learning environment, based on an ethos of high
expectation and mutual respect, positively reinforced by her comments to the children.
She is an innovative teacher and has researched topics being taught thoroughly, thereby producing some
highly stimulating resources, plans and lessons, which have engaged the interest of the whole class. She has
also learned to differentiate her resources and planning so that all the pupils are being challenged at their level.
During her time at Cradle Hill, Sophie has been punctual, hardworking and a full member of the Year 5 team
and has thereby demonstrated her professionalism throughout the placement.

2. Working towards TS2: Promoting good progress and outcomes by pupils

Please tick: x very good
good
satisfactory
cause for concern

Sophie has taken increasing responsibility for the progress of the pupils as the placement has progressed and
is now planning, marking and evaluating independently, as well as contributing fully to the planning of the
following weeks work with the Year 5 team. She is now much more able to assess and monitor childrens
progress within lessons and to use this formative assessment to inform that future planning. The development
of a wide range of differentiation strategies and pedagogical approaches has enabled the learning of the
children to progress well and for her teaching to become very effective.

3. Working towards TS3: Demonstrating good subject and curriculum knowledge

Please tick: x very good
good
satisfactory
cause for concern
Sophie has continued to develop her subject and curriculum knowledge and has thoroughly researched every
topic she has taught. For example, the observed introductory lesson on Journey to Joberg revealed Sophies
confident grasp of key issues, as well as an excellent ability to introduce a complex and sensitive subject in a
way that children could understand. During her placement, in addition to numeracy and literacy, Sophie has
taught music, ICT, geography, art, history and science. She has also observed phonics and maths in Y4,
literacy in Y2 and Y6 and music, maths, science and geography in Y5. Sophie is articulate and literate and so
models oral and written language accurately and well. Sophie uses ICT very confidently and creatively in her
lessons. She created an interactive story book for the Titanic topic and her use of the IWB is very
accomplished. Sophie shares her passion for learning with all her pupils.

4. Working towards TS4: Planning and teach well structured lessons

Please tick: x
very good
good
satisfactory
cause for concern

Sophie plans her teaching in great detail and uses those plans flexibly, which enables her to meet the needs of
the various groups of pupils in an effective way. The learning objectives are clearly presented, unpicked,
recalled and linked to the success criteria of each lesson. She uses the plenary session effectively to enable
the children to reflect clearly on their own learning. She is now confidently varying the structure and pace of

her lesson and has developed a good sense of timing. She also makes good use of the visual learning
environment and made a wonderful Working Wall display for the apartheid topic, one which the children have
found very interesting.

5. Working towards TS5: Adapting teaching to respond to the strengths and needs of all pupils
Please tick: x very good
good
satisfactory
cause for concern

Sophie has developed a variety of strategies to ensure differentiation and is now meeting the various learning
needs of pupils confidently and with increased awareness within lessons. She uses this formative assessment
intelligently to inform her future planning. In an observed lesson she had the confidence to match the starter
task to the ability of the pupil, who had volunteered to have a go. Sophie will also modify her lesson plan
during the taught session, if she is aware that, by doing so, the pupils would learn more usefully. This ability to
think on her feet shows an understanding of the specific learning needs of her pupils and a commitment to
ensuring that all the children are suitably challenged, extended and supported. She is also able to use this
formative assessment to come to some summative judgements.

6. Working towards TS6: Making accurate and productive use of assessment

Please tick:
very good
x
good
satisfactory
cause for concern

Sophie is committed to raising pupil attainment and uses both formative and summative assessment to that
end. Her planning gives clear evidence of this and she uses her own critical reflections on and evaluations of
her teaching as a means of moving the learning of the children on. Sophie employs a range of assessment
techniques: one to one and group discussions, peer assessment, class questioning, and written as well as
verbal feedback to inform her own and the childrens understanding. She has also developed her own pictorial
self assessment strip, which the children have been using to good effect. Sophie keeps clear and useful
records and makes good use of them.

7. Working towards TS7: Managing behaviour effectively to ensure a good and safe learning
environment
Please tick: x very good
good
satisfactory
cause for concern
Sophie has continued to work within the schools behaviour and safeguarding policies to ensure a secure and
good learning environment. In addition to the techniques previously mentioned: positive praise, rewards, timer,
clapping and clear instructions, Sophie has modified and developed these strategies as she has gained
confidence and is now able to draw upon a broad range of techniques. In fact she has recently developed a
classroom behaviour management technique which mirrors the new playground strategy introduced by the
Headteacher, one which her class teacher has also adopted. She has a very positive and open relationship
with the class and is able to teach effectively within an atmosphere of mutual respect. Sophie follows her
behaviour management strategies through in a consistent and fair manner.

8. Working towards TS8: Fulfilling wider professional responsibilities

Please tick: x very good
good
satisfactory
cause for concern

Sophie has been very willing to extend her activities into the wider life of the school community and has
enjoyed working with the children outside the classroom, for example in the gardening club. She has attended
all staff meetings. Recent meetings on behaviour management, differentiation and moderation have been
enabled her to develop her own professional understanding of these complex issues.
Sophie has approached this placement in a highly conscientious way She has reflected on her own practice in
great depth over her time at Cradle Hill, critically analysing all aspects of her teaching. She has a clear desire
to improve her practice and takes all feedback as a springboard for improvement. She has used her ITDP as a
working document and reviews it regularly. Sophies confidence has grown steadily and she is committed to
improving her own practice, as well as to maximising the learning opportunities for all the children she teaches.
I feel certain that Sophie will continue to progress professionally in the years to come and I am sure that she
will make a very good teacher. I wish her every success in the future.

Next steps:

Continue to review current targets in your ITDP and to add to them

Continue to develop your strategies for differentiation
Continue to widen your subject knowledge within the whole KS2 curriculum
Continue to develop your understanding of formative and summative assessment techniques with
particular reference to Afl and to use the knowledge gained in your planning.

With reference to Part Two of the Teachers Standards (2012), the standard of personal and professional
conduct demonstrated by the student teacher on this placement has been:
Please tick: x very high
high
acceptable
cause for concern
Recommended Result:
x
Number of full / half days absent:
Reasons other than illness:

PASS

FAIL

I confirm this report has been seen and discussed by the Headteacher Mr. G. Bianchi
mentor Miss A Mair and student Miss S Purcell before being emailed to the Partnership Office.
Completed by: Margaret Neal Role: school mentor Date completed: Friday 25th May
Please
(1) email to: educationprimaryreports@bton.ac.uk by the
Make
date shown in the PIE/School Handbook
three
(2) students file
copies
(3) school record
Note: The student MUST provide copies of the PC form to their current Placement Tutor, PD tutor and the next placement
school and Placement Tutor