NQT Induction Assessment Form

Assessment for the end of the First Assessment

NQT's Personal Details

Full Name: Mr Adam Dodson

Reviewed
Date of Birth: 18/08/1985
Hertfordshire
Teacher Reference Number: 1645570
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National Insurance Number: JM348388A
Date of award of QTS: 28/06/2016

Recommendation

The above named teacher's performance indicates that he/she is making satisfactory progress
against the Teachers' Standards within the induction period

Progress Grading

A: Has significant strengths.

Confirmation of Induction

I confirm that the NQT has received a personalised programme of support and monitoring
throughout the period specified below in line with the statutory guidance.
Start Date: 01/09/2016
End Date: 21/12/2016
Days Completed: 74
Days Absent: 0
The NQT worked Full Time throughout this assessment period

Institution Details Appropriate Body

Name: Tring School Name: Hertfordshire

DCSF Number: 935 Address: Herts for Learning Ltd,
Head Teacher/Principal: Susanna Collings Postal Point SROB209,
Tutor: David Redwood Robertson House, Six Hills Way,
Address: Mortimer Hill, Tring, Hertfordshire Stevenage,
HP23 5JD Hertfordshire
Telephone: 01442 822303 SG1 2FQ
Email: redwards@tring.herts.sch.uk Telephone: 01438 844755
Email: julie.grimwade@hertsforlearning.co.uk
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Support and monitoring arrangements

Observations of the NQT's teaching and provision of feedback: Yes

Discussions between the NQT and induction tutor to review progress and set targets: Yes
Observations of experienced teachers by the NQT: Yes
An assessment meeting between the NQT and Induction Tutor: Yes
10% release time: Yes

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PART ONE: TEACHING

1. Set high expectations which inspire, motivate and challenge pupils

Adam has established clear routines which are adhered to in the classroom by his students and
himself to good effect, resulting in an orderly approach to tasks and procedures. The classroom is
well organised. . Positive relationships are enjoyed with students of all abilities and across the age
range. Adams natural style is purposeful, caring and encouraging; students respond well to this.
(Evidence: observations, learning walks, feedback from students, communication with colleagues,
response to feedback)
2. Promote good progress and outcomes by pupils
Planning reflects prior learning and achievement of all students in the class. Seating plans, which
are adjusted as necessary, are used effectively and indicate SEND, AMA, PP information, and
targets. Progress during lessons is checked regularly and a number of techniques are employed
including regular pit stops and peer assessment. Students are comfortable when engaging with
these strategies and are able to be realistic when reviewing their own understanding and progress
and that of others. (Evidence: observation, learning walks, target setting, work sampling.
3. Demonstrate good subject and curriculum knowledge
Adam uses his outstanding subject knowledge to provide good quality resources to enhance
learning. He is familiar with schemes of work, contributing to their development within the
department. Lesson plans provide a scaffold for success, ensuring that basic concepts can be
accessed and understood and allowing students to develop their knowledge and understanding.
Links are made to work done in other topics and key stages. (Evidence: observation, learning
walks, lesson plans, SOW)
4. Plan and teach well structured lessons
Lesson planning is detailed, providing opportunities to consolidate learning, check understanding
and progress
and learn new skills. Pace in lessons is generally good. A range of activities engage students,
often
addressing different learning styles. Misconceptions and lack of progress by individuals are noticed
and
planning and teaching is flexible enough to change in response to this. (Evidence: observations,
learning
walks, lesson plans, student feedback)
5. Adapt teaching to respond to the strengths and needs of all pupils
Learning activities are differentiated to allow individual students to work at a pace which, although
delivers progress, is comfortable to them; providing challenge as appropriate. Adam is familiar with
the needs of individual students. (Evidence: observations, learning walks, feedback, conversations
with colleagues, student feedback)
6. Make accurate and productive use of assessment
Adam is very good at circulating the classroom and practice rooms during independent learning
activities and constantly gives verbal feedback and encouragement. Good use of questioning
checks understanding and allows student to reflect on their work and extend their thinking.
(Evidence: observations, learning walks, work sampling, records, student feedback)

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 7. Manage behaviour effectively to ensure a good and safe learning
environment
Behaviour management is good. Students enter the room calmly and conform to Adams expected
and established procedures. Students listen to him and to each other. Sanctions are applied fairly
and in line with the schools and departments code of conduct. Adam has been proactive in
seeking and acting upon advice on the very few students who exhibit extremes of behaviour. Adam
is always respectful of his students and addresses them politely. (Evidence: observations, learning
walks, student feedback, feedback from colleagues)
8. Fulfil wider professional responsibilities
Adams commitment to extra curricular provision is outstanding and credit must be given to him
for managing this so positively and successfully in his first term. Adam is a tutor to a vertically
structured tutor group. Adam is a valued and respected member of the music team who
contributes positively to its work and development.
Key Areas for Development & Planned Support:
TS5 continue to develop strategies to stretch and challenge the most able students. Support
from colleagues
in department, observe colleagues from own and other subject areas.

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PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

Strengths
Adam is a delight to work with! He reflects on his own practice, setting himself challenging targets
for improvement. His enthusiasm for teaching is evident in all aspects of his practice and is
rewarded by good relationships with colleagues and students and increasingly effective teaching
resulting in good progress by his students.
Areas for Development
Consolidate a successful first term by further reflection.
Continue to develop differentiated materials with an emphasis on stretch and challenge
Additional information
N/A

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NQT's Comments

The NQT has discussed this report with the induction tutor and/or head teacher.
I feel that this has been a very successful start to my teaching career. Continuing on from my
training, I have strived to stretch and challenge all of my students, using my own subject
knowledge and experience to support them through modelling of ideas, scaffolded tasks, and
carefully planned differentiation. This has enabled me to create a safe, supportive and nurturing
learning environment for my students, and most, if not all of them, have responded positively to
this. I have built relationships based on mutual respect and enjoy a strong rapport with the vast
majority of my students. On the very few occasions where any negative behaviour has happened
in my classroom, I have been able to control it calmly, using a number of ever-increasing
strategies. I continually reflect on my teaching and progress, identifying strengths and areas for
development in subsequent lessons. I have also been significantly building on my wider
responsibilities in school, leading several extra-curricular groups in rehearsals, internal and
external performing opportunities and school trips.

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 The NQT will be remaining at this school for the next assessment period.

Signatures
Head Teacher/Principal Date

DIGITALLY SIGNED 20/12/2016

Full Name: Susanna Collings

NQT Date

DIGITALLY SIGNED 20/12/2016

Full Name: Mr Adam Dodson

Induction Tutor Date

DIGITALLY SIGNED 20/12/2016

Full Name: David Redwood

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