Unqualified/newly qualified teacher Demo …A B a b 0 20 40 60 80 100 [3] 14% A Confident [19] 86% B...

C O N F I D E N T I A L

Progression Planning

Unqualified/newly qualified teacher

Demo Organisation

Produced by Anspear on behalf ofDemo Customer

Using data collected between14th September 2018 and 13th December 2018

© Anspear 2009-12

Progression Planning: Unqualified/newly qualified teacherContents

Demo OrganisationC O N F I D E N T I A L

Contents

Teachers’ standards 1

Survey statements 23

Individual results for teachers’ standards 53

Individual results for survey statements 56

Free text responses 60

22 respondents out of 27 (81%) submitted their answers before this report was generated.

The number of respondents who answered each question/response option is shownthroughout the report in square brackets. The percentage of respondents who gave eachresponse option is shown in grey text.

The icon underneath the question number shows the questions that were multiple-choice,multiple-response or dual-axis, and the questions that were optional, as follows:

Multiple-choice – respondents have to choose one answer

Multiple-response – respondents can choose one or more answers

Dual-axis – respondents have to choose an answer for each part of the question

optional Optional – respondents were allowed not to answer this question

Please note that, if a respondent has selected a response that logically conflicts withanother response they have given, this report does not indicate that this has occurred.

Anspear, 1-2 Brooklands Avenue, Cambridge CB2 8BB – tel 01223 350555 – www.anspear.com

Progression Planning: Unqualified/newly qualified teacherTeachers’ standards

Demo OrganisationC O N F I D E N T I A L 1

Teachers’ standards

This section provides an indication of how the respondents’ perceived skills correspondwith the teachers’ standards (applicable from September 2012). This can be used to helpwith performance management and continuing professional development (CPD), plusprogression and succession planning. It should be noted that this data is based upon therespondents’ own subjective evaluation of their skills and confidence, and thatrespondents were asked whether they feel confident that they are able to do various tasksrelated to the standards, not whether they actually do them at the moment.

Some of the numbering shown (eg 1a, 1b) has been added for convenience. It does notappear in the standards as published.

Part one: Teaching

1 Set high expectations which inspire, motivate and challenge pupils

1a Establish a safe and stimulating environment for pupils, rooted in mutual respect

A B a b0

20

40

60

80

100

[4] 18% A Confident

[18] 82% B Not confident

[2] 9% a Wants to develop

[20] 91% b Does not want to develop



1b Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

A B a b0

20

40

60

80

100

[3] 14% A Confident




1c Demonstrate consistently the positive attitudes, values and behaviour which areexpected of pupils

A B a b0

20

40

60

80

100

[10] 45% A Confident






2 Promote good progress and outcomes by pupils

2a Be accountable for pupils’ attainment, progress and outcomes

A B a b0

20

40

60

80

100

[8] 36% A Confident




2b Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to buildon these

A B a b0

20

40

60

80

100

[5] 23% A Confident






2c Guide pupils to reflect on the progress they have made and their emerging needs

A B a b0

20

40

60

80

100





2d Demonstrate knowledge and understanding of how pupils learn and how this impactson teaching

A B a b0

20

40

60

80

100

[9] 41% A Confident






2e Encourage pupils to take a responsible and conscientious attitude to their own workand study

A B a b0

20

40

60

80

100





3 Demonstrate good subject and curriculum knowledge

3a Have a secure knowledge of the relevant subject(s) and curriculum areas, foster andmaintain pupils’ interest in the subject, and address misunderstandings

A B a b0

20

40

60

80

100

[7] 32% A Confident






3b Demonstrate a critical understanding of developments in the subject and curriculumareas, and promote the value of scholarship

A B a b0

20

40

60

80

100

[3] 14% A Confident




3c Demonstrate an understanding of and take responsibility for promoting high standards ofliteracy, articulacy and the correct use of standard English, whatever the teacher’sspecialist subject

A B a b0

20

40

60

80

100

[9] 41% A Confident






3d If teaching early reading, demonstrate a clear understanding of systematicsynthetic phonicsThis unit is only applicable to respondents who said that they taught reading to children under seven.

A B a b0

10

20

30

40

50

[7] 32% A Confident




3e If teaching early mathematics, demonstrate a clear understanding of appropriateteaching strategiesThis unit is only applicable to respondents who said that they taught mathematics to children under seven.

A B a b0

10

20

30

40

50

[7] 32% A Confident






4 Plan and teach well structured lessons

4a Impart knowledge and develop understanding through effective use of lesson time

A B a b0

20

40

60

80

100

[8] 36% A Confident




4b Promote a love of learning and children’s intellectual curiosity

A B a b0

20

40

60

80

100







4c Set homework and plan other out-of-class activities to consolidate and extend theknowledge and understanding pupils have acquired

A B a b0

20

40

60

80

100





4d Reflect systematically on the effectiveness of lessons and approaches to teaching

A B a b0

20

40

60

80

100

[6] 27% A Confident






4e Contribute to the design and provision of an engaging curriculum within the relevantsubject area(s)

A B a b0

20

40

60

80

100





5 Adapt teaching to respond to the strengths and needs of all pupils

5a Know when and how to differentiate appropriately, using approaches which enablepupils to be taught effectively

A B a b0

20

40

60

80

100







5b Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn,and how best to overcome these

A B a b0

20

40

60

80

100

[2] 9% A Confident




5c Demonstrate an awareness of the physical, social and intellectual development ofchildren, and know how to adapt teaching to support pupils’ education at differentstages of development

A B a b0

20

40

60

80

100

[7] 32% A Confident






5d Have a clear understanding of the needs of all pupils, including those with specialeducational 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 toengage and support them

A B a b0

20

40

60

80

100

[4] 18% A Confident




6 Make accurate and productive use of assessment

6a Know and understand how to assess the relevant subject and curriculum areas, includingstatutory assessment requirements

A B a b0

20

40

60

80

100







6b Make use of formative and summative assessment to secure pupils’ progress

A B a b0

20

40

60

80

100





6c Use relevant data to monitor progress, set targets, and plan subsequent lessons

A B a b0

20

40

60

80

100

[1] 5% A Confident






6d Give pupils regular feedback, both orally and through accurate marking, and encouragepupils to respond to the feedback

A B a b0

20

40

60

80

100

[6] 27% A Confident




7 Manage behaviour effectively to ensure a good and safe learning environment

7a Have clear rules and routines for behaviour in classrooms, and take responsibility forpromoting good and courteous behaviour both in classrooms and around the school, inaccordance with the school’s behaviour policy

A B a b0

10

20

30

40

50







7b Have high expectations of behaviour, and establish a framework for discipline with arange of strategies, using praise, sanctions and rewards consistently and fairly

A B a b0

20

40

60

80

100

[4] 18% A Confident




7c Manage classes effectively, using approaches which are appropriate to pupils’ needs inorder to involve and motivate them

A B a b0

10

20

30

40

50







7d Maintain good relationships with pupils, exercise appropriate authority, and act decisivelywhen necessary

A B a b0

20

40

60

80

100

[9] 41% A Confident




8 Fulfil wider professional responsibilities

8a Make a positive contribution to the wider life and ethos of the school

A B a b0

20

40

60

80

100

[5] 23% A Confident






8b Develop effective professional relationships with colleagues, knowing how and when todraw on advice and specialist support

A B a b0

20

40

60

80

100

[5] 23% A Confident




8c Deploy support staff effectively

A B a b0

20

40

60

80

100







8d Take responsibility for improving teaching through appropriate professionaldevelopment, responding to advice and feedback from colleagues

A B a b0

20

40

60

80

100

[7] 32% A Confident




8e Communicate effectively with parents with regard to pupils’ achievements andwell-being

A B a b0

20

40

60

80

100

[6] 27% A Confident






Part two: Conduct

i Uphold public trust in the profession and maintain high standards of ethics andbehaviour, within and outside school

i.a Treating pupils with dignity, building relationships rooted in mutual respect, and at alltimes observing proper boundaries appropriate to a teacher’s professional position

A B a b0

20

40

60

80

100

[9] 41% A Confident




i.b Having regard for the need to safeguard pupils’ well-being, in accordance withstatutory provisions

A B a b0

20

40

60

80

100







i.c Showing tolerance of and respect for the rights of others

A B a b0

20

40

60

80

100

[6] 27% A Confident




i.d Not undermining fundamental British values, including democracy, the rule of law,individual liberty and mutual respect, and tolerance of those with different faithsand beliefs

A B a b0

20

40

60

80

100







i.e Ensuring that personal beliefs are not expressed in ways which exploit pupils’vulnerability or might lead them to break the law

A B a b0

20

40

60

80

100

[9] 41% A Confident




ii Ethos, policies and practice

ii Have proper and professional regard for the ethos, policies and practices of the school inwhich they teach, and maintain high standards in their own attendance and punctuality

A B a b0

20

40

60

80

100







iii Frameworks

iii Have an understanding of, and always act within, the statutory frameworks which set outtheir professional duties and responsibilities

A B a b0

20

40

60

80

100

[4] 18% A Confident




Progression Planning: Unqualified/newly qualified teacherSurvey statements


Survey statements

About you

1 What is your gender? [22]

A B0

20

40

60

80

100 [14] 64% A Male

[8] 36% B Female

2 How old are you? [22]

A B C D E F0

5

10

15

20

25

[5] 23% A 24 or under

[1] 5% B 25-34

[3] 14% C 35-44

[3] 14% D 45-54

[5] 23% E 55 or over

[5] 23% F Do not wish to answer



3 Which ethnic group best describes you? [22]

A B C D E F G H0

10

20

30

40

50

[1] 5% A White British

[1] 5% B White other

[1] 5% C Mixed

[4] 18% D Asian

[3] 14% E Black

[6] 27% F Chinese

[1] 5% G Other

[5] 23% H Don’t know/do not wish to answer

4 Which type(s) of school do you work in? [22]

A B C D E F0

10

20

30

40

50

[7] 32% A Primary

[10] 45% B Middle

[9] 41% C Secondary

[9] 41% D Special

[8] 36% E Pupil referral unit

[7] 32% F Other



6 Which of the following year groups do you teach? [22]

A B C D E F G H I J K L M N0

10

20

30

40

50

[4] 18% A Reception

[5] 23% B Year 1

[1] 5% C Year 2

[7] 32% D Year 3

[1] 5% E Year 4

[4] 18% F Year 5

[2] 9% G Year 6

[7] 32% H Year 7

[6] 27% I Year 8

[4] 18% J Year 9

[1] 5% K Year 10

[0] 0% L Year 11

[4] 18% M Year 12 or above

[2] 9% N I don’t teach specific year groups

7 Which of the following roles do you undertake in your school? [22]

A B C D E0

10

20

30

40

50

[2] 9% A Newly qualified teacher (NQT)

[6] 27% B Unqualified teacher

[8] 36% C Student teacher

[3] 14% D Licensed teacher

[3] 14% E Other



9 What subject(s) do you teach? [22]

A B C D E F G H I J K L M N O P Q0

10

20

30

40

50

[4] 18% A Art & Design

[4] 18% B Business Studies/Economics

[4] 18% C Citizenship/PSHE

[2] 9% D Design & Technology

[2] 9% E Drama

[2] 9% F English

[1] 5% G Geography

[2] 9% H History

[4] 18% I ICT

[4] 18% J Mathematics

[3] 14% K Modern Foreign Languages

[2] 9% L Music

[6] 27% M Physical Education

[5] 23% N Religious Education

[1] 5% O Science

[1] 5% P Other

[3] 14% Q I don’t have any subject specialism

10 Do you teach reading to children under seven? [22]

Yes No0

20

40

60

80

100 [12] 55% Yes

[10] 45% No



11 Do you teach mathematics to children under seven? [22]

Yes No0

20

40

60

80

100 [14] 64% Yes

[8] 36% No

Teaching and learning

12 I teach challenging, engaging and well-organised lessons, using a range of appropriateteaching and learning strategies and resources [22]

A B a b0

20

40

60

80

100

Are you confident? Do you want to develop?

[8] 36% A Yes

[14] 64% B No

[13] 59% a Yes

[9] 41% b No



13 I establish a safe and purposeful learning environment [22]

A B a b0

20

40

60

80

100


[10] 45% A Yes

[12] 55% B No

[8] 36% a Yes

[14] 64% b No

14 I manage learner behaviour by establishing a clear and consistent framework fordiscipline and using a range of strategies which I adapt as necessary [22]

A B a b0

10

20

30

40

50


[11] 50% A Yes

[11] 50% B No

[11] 50% a Yes

[11] 50% b No



15 I have high expectations of learners and am committed to helping them achieve theirpotential [22]

A B a b0

20

40

60

80

100


[8] 36% A Yes

[14] 64% B No

[14] 64% a Yes

[8] 36% b No

16 I take account of learners’ prior knowledge and attainment in my teaching in order toraise achievement [22]

A B a b0

20

40

60

80

100


[12] 55% A Yes

[10] 45% B No

[16] 73% a Yes

[6] 27% b No



17 I know how to differentiate teaching for learners of varying abilities [22]

A B a b0

20

40

60

80

100


[12] 55% A Yes

[10] 45% B No

[12] 55% a Yes

[10] 45% b No

18 I promote equality and inclusion, understand my learners’ capabilities, and personaliselearning for those with particular needs [22]

A B a b0

20

40

60

80

100


[12] 55% A Yes

[10] 45% B No

[10] 45% a Yes

[12] 55% b No



19 I know how to interest learners in my subject or curriculum area, and work to foster apositive attitude to learning [22]

A B a b0

20

40

60

80

100


[11] 50% A Yes

[11] 50% B No

[8] 36% a Yes

[14] 64% b No

20 I know how to support learners whose development, progress or well-being is adverselyaffected by personal circumstances, including potential child abuse or neglect [22]

A B a b0

20

40

60

80

100


[7] 32% A Yes

[15] 68% B No

[12] 55% a Yes

[10] 45% b No



21 I promote literacy and the use of standard English in my teaching (regardless of whichsubject I teach) [22]

A B a b0

20

40

60

80

100


[9] 41% A Yes

[13] 59% B No

[12] 55% a Yes

[10] 45% b No

Assessment

22 I plan, set and assess homework, out-of-class work or coursework that supportslearning [22]

A B a b0

20

40

60

80

100


[12] 55% A Yes

[10] 45% B No

[10] 45% a Yes

[12] 55% b No



23 I help learners to reflect on their own learning and become successful independentlearners [22]

A B a b0

20

40

60

80

100


[10] 45% A Yes

[12] 55% B No

[10] 45% a Yes

[12] 55% b No

24 I use a range of observation and assessment strategies to help set challenging learningobjectives, and to monitor and aid progress towards these [22]

A B a b0

20

40

60

80

100


[10] 45% A Yes

[12] 55% B No

[9] 41% a Yes

[13] 59% b No



25 I provide learners and their parents/carers with accurate and constructive feedback onlearner attainment and progress, and suggestions for how learners can improve [22]

A B a b0

20

40

60

80

100


[12] 55% A Yes

[10] 45% B No

[11] 50% a Yes

[11] 50% b No

26 I understand the assessment requirements and arrangements for the subjects/curriculumareas I teach [22]

A B a b0

20

40

60

80

100


[13] 59% A Yes

[9] 41% B No

[8] 36% a Yes

[14] 64% b No



27 I use local and national statistical information (eg examination results) to monitor learnerprogress and raise attainment [22]

A B a b0

20

40

60

80

100


[9] 41% A Yes

[13] 59% B No

[13] 59% a Yes

[9] 41% b No

Learner development and well-being

28 I understand how children and young people develop, and understand factors that canaffect their development and well-being [22]

A B a b0

20

40

60

80

100


[11] 50% A Yes

[11] 50% B No

[12] 55% a Yes

[10] 45% b No



29 I know how children and young people learn, and how this impacts on teaching [22]

A B a b0

20

40

60

80

100


[9] 41% A Yes

[13] 59% B No

[10] 45% a Yes

[12] 55% b No

Professional development

30 I review my teaching and my feedback to learners, and the impact of these on thelearners, adapting my approach as necessary [22]

A B a b0

20

40

60

80

100


[11] 50% A Yes

[11] 50% B No

[14] 64% a Yes

[8] 36% b No



31 I evaluate my performance and act on the feedback of others in order to improve mypractice [22]

A B a b0

20

40

60

80

100


[11] 50% A Yes

[11] 50% B No

[13] 59% a Yes

[9] 41% b No

32 I know when to draw on the expertise of colleagues and when to seek information orsupport from external agencies [22]

A B a b0

20

40

60

80

100


[12] 55% A Yes

[10] 45% B No

[10] 45% a Yes

[12] 55% b No



33 I seek relevant professional development activities in order to improve my practice [22]

A B a b0

20

40

60

80

100


[11] 50% A Yes

[11] 50% B No

[10] 45% a Yes

[12] 55% b No

34 I keep up to date with developments that relate to my professional role [22]

A B a b0

20

40

60

80

100


[6] 27% A Yes

[16] 73% B No

[11] 50% a Yes

[11] 50% b No



Working relationships

35 I establish respectful and supportive relationships with learners, observing appropriateboundaries [22]

A B a b0

20

40

60

80

100


[9] 41% A Yes

[13] 59% B No

[7] 32% a Yes

[15] 68% b No

36 I communicate effectively with parents/carers [22]

A B a b0

20

40

60

80

100


[10] 45% A Yes

[12] 55% B No

[10] 45% a Yes

[12] 55% b No



37 I communicate effectively with colleagues, as part of a cooperative and collaborativeworking relationship [22]

A B a b0

20

40

60

80

100


[10] 45% A Yes

[12] 55% B No

[16] 73% a Yes

[6] 27% b No

38 I make good use of support staff, in lessons and elsewhere as appropriate [22]

A B a b0

20

40

60

80

100


[13] 59% A Yes

[9] 41% B No

[10] 45% a Yes

[12] 55% b No



Wider responsibilities

39 I demonstrate positive values, attitudes and behaviour in my professional role, in keepingwith the school’s ethos [22]

A B a b0

20

40

60

80

100


[10] 45% A Yes

[12] 55% B No

[12] 55% a Yes

[10] 45% b No

40 I make a positive contribution to school life outside the classroom [22]

A B a b0

20

40

60

80

100


[12] 55% A Yes

[10] 45% B No

[10] 45% a Yes

[12] 55% b No



41 I know and follow all relevant statutory frameworks, legal requirements and localprocedures, including those for safeguarding and promoting the well-being oflearners [22]

A B a b0

20

40

60

80

100


[10] 45% A Yes

[12] 55% B No

[14] 64% a Yes

[8] 36% b No

Your subject

42 I have a good understanding of the subjects/curriculum areas that I teach and relevantteaching strategies [22]

A B a b0

20

40

60

80

100


[13] 59% A Yes

[9] 41% B No

[11] 50% a Yes

[11] 50% b No



43 I contribute to the design of the curriculum for my subject/curriculum area [22]

A B a b0

20

40

60

80

100


[14] 64% A Yes

[8] 36% B No

[9] 41% a Yes

[13] 59% b No

44 I have a clear understanding of systematic synthetic phonics [12]

This question was only asked of respondents who said that they taught reading to children under seven.

A B a b0

20

40

60

80

100


[7] 58% A Yes

[5] 42% B No

[5] 42% a Yes

[7] 58% b No



45 I have a clear understanding of the appropriate teaching strategies for earlymathematics [14]

This question was only asked of respondents who said that they taught mathematics to children under seven.

A B a b0

20

40

60

80

100


[7] 50% A Yes

[7] 50% B No

[11] 79% a Yes

[3] 21% b No

Your role

46 Which of the following aspects of your role do you think are the most difficult orchallenging? [22]


10

20

30

40

50

[4] 18% A Organising my time

[4] 18% B Managing my workload

[7] 32% C Managing learner behaviour

[2] 9% D Working with colleagues

[2] 9% E Working with parents/carers

[6] 27% F Using ICT effectively

[6] 27% G Planning lessons and follow-up work

[4] 18% H Delivering effective lessons

[2] 9% I Personalising learning/inclusion

[2] 9% J Assessing work

[5] 23% K Keeping up to date with new policies andinitiatives

[7] 32% L Working with professionals from otheragencies

[6] 27% M Managing colleagues

[4] 18% N None of the above



Support

Which of the following have you found useful during your teacher training or professionaldevelopment?

A Useful

B Not useful

C Not used

D Not available0

0

20

20

40

40

60

60

80

80

100

100

27% A [6]

5% B [1]

41% C [9]

27% D [6]

27% A [6]

9% B [2]

36% C [8]

27% D [6]

18% A [4]

23% B [5]

27% C [6]

32% D [7]

32% A [7]

36% B [8]

14% C [3]

18% D [4]

48 Observation of my teaching with feedback [22]

49 Observing the teaching of others [22]

50 Discussions with other members of the schoolteam [22]

51 Discussions with staff from other schools [22]




A Useful

B Not useful

C Not used

D Not available0

0

20

20

40

40

60

60

80

80

100

100

18% A [4]

41% B [9]

23% C [5]

18% D [4]

27% A [6]

18% B [4]

32% C [7]

23% D [5]

27% A [6]

9% B [2]

27% C [6]

36% D [8]

23% A [5]

23% B [5]

23% C [5]

32% D [7]

52 Support from my induction tutor/coordinator [22]

53 Coaching/mentoring [22]

54 Induction handbook [22]

55 Career entry and development profile (CEDP) [22]




A Useful

B Not useful

C Not used

D Not available0

0

20

20

40

40

60

60

80

80

100

100

45% A [10]

18% B [4]

14% C [3]

23% D [5]

23% A [5]

18% B [4]

32% C [7]

27% D [6]

14% A [3]

23% B [5]

23% C [5]

41% D [9]

56 Progress reviews [22]

57 Reduced timetable [22]

58 Direction to information sources, eg education Websites [22]




A Useful

B Not useful

C Not used

D Not available0

0

20

20

40

40

60

60

80

80

100

100

36% A [8]

23% B [5]

27% C [6]

14% D [3]

36% A [8]

14% B [3]

27% C [6]

23% D [5]

59 In-school training sessions [22]

60 External courses or training [22]



62 In which of the following areas, if any, would you like more support or training? [22]


10

20

30

40

50

[2] 9% A Organising my time

[4] 18% B Managing my workload

[6] 27% C Managing learner behaviour

[2] 9% D Working with colleagues

[1] 5% E Working with parents/carers

[2] 9% F Using ICT effectively

[4] 18% G Planning lessons and follow-up work

[1] 5% H Delivering effective lessons

[3] 14% I Personalising learning/inclusion

[4] 18% J Assessing work

[2] 9% K Keeping up to date with new policies andinitiatives

[2] 9% L Working with professionals from otheragencies

[6] 27% M Managing colleagues

[4] 18% N None of the above

64 Do you feel that the training and support you receive have prepared/are preparing youwell for your professional role? [22]

A B C0

10

20

30

40

50 [5] 23% A Yes

[10] 45% B No

[7] 32% C Don’t know



65 Which of the following, if any, do you feel your performance reviews have helped youwith? [22]

A B C D E F G H0

10

20

30

40

50

[5] 23% A Understanding my professional strengthsand weaknesses

[8] 36% B Identifying areas for development

[5] 23% C Setting helpful performance objectives

[4] 18% D Planning how to improve myperformance

[7] 32% E Identifying relevant courses and training

[8] 36% F Planning my career direction

[6] 27% G None of the above

[8] 36% H I have not had any performance reviewsat my current school

Roles and responsibilities

67 Which of the following roles or responsibilities, if any, have you taken on? [22]

A B C D E F G H0

10

20

30

40

50

[7] 32% A Form tutor

[5] 23% B Responsibility for an area of learning, eg agifted and talented programme

[4] 18% C Responsibility for a school activity or club

[3] 14% D Teaching another subject/curriculum area

[7] 32% E Teaching another age range

[6] 27% F Managing colleagues

[9] 41% G Staff governor

[6] 27% H Other



68 Which of the following roles or responsibilities, if any, do you feel that you would like totake on in the near future? [22]

A B C D E F G H I J K L0

10

20

30

40

50

[3] 14% A Form tutor

[5] 23% B Responsibility for a department orsubject/curriculum area

[6] 27% C Responsibility for an area of learning, eg agifted and talented programme

[2] 9% D Responsibility for a school activity or club

[2] 9% E Teaching another subject/curriculum area

[2] 9% F Teaching another age range

[7] 32% G Coaching/mentoring colleagues

[4] 18% H Managing colleagues

[3] 14% I Staff governor

[0] 0% J Other

[1] 5% K I do not wish to take on any additionalresponsibilities at the moment

[8] 36% L Don’t know



70 Which of the following, if any, are roles or responsibilities that you have an ambition towork towards in the longer term? [22]

A B C D E F G H I J K L M N O P Q R S T0

5

10

15

20

25

[2] 9% A Form tutor

[3] 14% B Responsibility for a department orsubject/curriculum area

[2] 9% C Responsibility for an area of learning, eg agifted and talented programme

[3] 14% D Responsibility for a school activity or club

[3] 14% E Teaching another subject/curriculum area

[2] 9% F Teaching another age range

[2] 9% G Coaching/mentoring colleagues

[1] 5% H Managing colleagues

[5] 23% I Reviewing colleagues

[1] 5% J Responsibility for a whole school initiative

[1] 5% K Controlling a budget/handling finances

[3] 14% L Post-threshold teacher

[3] 14% M Advanced skills teacher

[3] 14% N Assistant headteacher

[2] 9% O Deputy headteacher

[1] 5% P Staff governor

[2] 9% Q Headteacher/principal

[3] 14% R Other

[3] 14% S I am considering leaving teaching

[0] 0% T Don’t know

Progression Planning: Unqualified/new

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Individual results for teachers’ standards

Please refer to the Teachers’ standards section of this report to see the standards and response options.If you are viewing the report onscreen, click on a response in the table above to go to the relevant page for that standard.

1a 1b 1c 2a 2b 2c 2d 2e 3a 3b 3c 3d 3e 4a 4b 4c 4d 4e 5a

Mr Ellis Allshouse B, b B, b B, a B, a B, a A, a A, b A, b A, b B, b A, b / B, a A, a A, b A, a B, b A, b A, b

Mr Garfield Berry B, a B, b B, a B, b B, b B, b B, b B, a B, b B, b B, b / A, a B, b B, a A, b B, a A, a B, b

Mr Tomas Curry B, b A, b A, b A, a B, b A, b B, b B, b B, b B, b B, b A, a / B, a B, b A, b B, b A, b A, a

Mr Rudolf Davis A, b B, b A, b A, b B, a B, b B, b A, a B, a B, a A, b A, b / B, a A, a A, b A, b B, a A, a

Mr Mohamed Donkin B, b A, b B, a A, b B, b B, a B, b A, a B, a B, b B, a A, a A, a B, b A, a A, a A, a B, b B, b

Mr Mohamed Donkin B, b B, b B, b A, a B, a A, b B, b A, a A, a A, b A, b / / B, a A, a B, b B, a A, b A, b

Mr Stefan Drumm A, b B, a B, b B, a B, b A, a A, a B, a B, b B, a B, b A, a B, a B, a B, a B, b B, b A, b A, b

Ms Loriann Fillmore B, b B, b A, b B, b B, b B, b A, a B, b B, b B, b B, a / A, a B, b B, b B, a B, b B, a A, b

Mr Carlos Hall B, b B, b A, b B, b B, a A, a B, a B, b B, b B, b B, a / A, b B, b B, b A, a A, a A, b B, b

Mrs Lady Hills B, b B, b B, a B, a B, b A, a B, a B, a B, a B, a A, b / / A, a B, a B, a B, b A, a A, a

Mrs Tama Johns B, b B, b B, a A, a A, a B, b A, a A, b A, b B, b B, a A, a B, b A, b A, b A, b A, b A, a A, a

Mr Hilton Kimple B, b B, b A, b B, a A, b B, a B, a B, a B, b B, a B, b B, b A, a A, a B, a A, a B, b A, a A, b

Ms Hermine Koepple A, b B, b B, a B, a A, a B, a B, b A, b A, b A, b B, a / B, a B, b A, b A, b B, a B, a A, a

Miss Porsche Lowry B, b B, b A, a A, b B, b A, b A, a B, b B, b B, b A, a / / B, a B, b B, b B, a A, b B, a

Mr Lazaro Mackendoerfer B, b B, b A, a B, a B, b A, b A, b A, b A, b B, b B, a B, b A, a B, a A, b B, b B, b B, b B, a

Mr Bryce Mosser B, b B, a B, a B, a A, a B, b B, b A, b A, b A, b B, a / B, a B, a A, b B, a B, b A, b A, a

Ms Robbie Powers B, b A, b A, b A, a B, b A, a B, a B, b B, b B, b A, a B, a / A, a B, b A, a A, a A, a B, a

Mr Dan Thigpen B, b B, b B, a A, b B, b B, b B, b A, b B, b B, b A, b / B, b A, b A, b A, b B, b B, a B, a

Mrs Bryanna Walker B, b B, b B, a B, a B, b B, b A, a B, b B, b B, b B, b A, b / B, b B, b B, a B, a B, b B, b

Mrs Kaylene Walker B, a B, b A, b B, a A, b B, a A, b A, a B, b B, b A, a A, b / A, a A, a B, a A, b B, b A, a

Mr Giovanni Wardle A, b B, b A, b B, b B, a A, a A, b A, b A, b B, b A, a B, b A, a A, b A, b A, b B, b A, b B, a

Mr Ahmed Wiggins B, b B, b B, a B, a B, a B, b B, a B, b B, b B, b B, a B, b B, a B, a B, b B, b B, a A, b B, b



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5b 5c 5d 6a 6b 6c 6d 7a 7b 7c 7d 8a 8b 8c 8d 8e i.a i.b i.c

Mr Ellis Allshouse B, b A, b B, a A, b A, b B, b B, a A, b B, b A, b B, a B, a B, a A, a A, b B, a B, a A, b B, a

Mr Garfield Berry B, b B, b B, b A, b A, b B, b B, b B, b B, b B, b B, a B, a B, b A, a B, b B, a B, a A, a B, a

Mr Tomas Curry A, b A, b A, b A, b A, b B, b B, b B, b B, b B, b A, b A, b B, b A, a B, b B, b A, b B, b A, b

Mr Rudolf Davis B, a B, a B, b A, b B, a B, b B, b A, b A, b A, b A, b B, b B, a A, a A, b B, b A, b B, b A, b

Mr Mohamed Donkin B, b B, b A, b B, a A, b B, b B, a A, a A, b A, a B, b B, b B, b A, b A, a B, b B, b A, a B, b

Mr Mohamed Donkin B, b A, b B, a A, b A, b B, b B, b A, a A, a A, a B, b B, b B, a A, a A, a B, b B, b A, a B, b

Mr Stefan Drumm B, a A, b B, a A, b B, a B, b A, b A, a B, a A, a A, a B, b A, a B, b B, b A, b A, a B, a B, b

Ms Loriann Fillmore B, b B, b B, b B, a B, a B, b B, b B, a B, b B, a A, b B, b B, b B, a B, b B, b A, b A, a A, b

Mr Carlos Hall B, b B, b B, b B, b B, b B, b A, b B, a B, b B, a B, b B, b B, a B, b B, b A, b B, b A, a B, b

Mrs Lady Hills B, b A, b B, b B, a B, a B, b A, a A, b B, b A, b B, b B, b A, b A, b B, b A, a B, b B, b B, b

Mrs Tama Johns B, b A, a A, a A, b B, b B, b B, b B, b B, b B, b A, b B, a B, a B, a B, a B, b A, b A, a B, b

Mr Hilton Kimple B, b B, b B, b B, b B, b B, b B, a B, a B, a B, a B, b A, b A, b A, b B, b B, a B, b A, a B, b

Ms Hermine Koepple B, b B, a B, a A, b B, b B, b B, b A, b B, b A, b A, a B, b B, b B, b B, b B, b A, a B, a B, a

Miss Porsche Lowry B, b B, b B, b A, a A, a A, b B, b B, a B, b B, a A, a A, b B, b B, b B, b B, b A, a B, b A, a

Mr Lazaro Mackendoerfer B, b B, b B, b B, b A, a B, b A, b B, b B, b B, b A, b A, b B, a A, a A, b B, b A, b B, a A, b

Mr Bryce Mosser B, a B, a B, a B, a B, a B, a B, b A, a B, a A, a B, b B, b B, b A, b A, b A, a B, b A, a B, b

Ms Robbie Powers B, b B, a A, b A, b A, b B, b A, b A, b A, b A, b B, a A, b B, b A, b A, b A, b B, a A, b B, b

Mr Dan Thigpen B, b B, a B, b A, a B, a B, a B, b B, b B, b B, b B, b B, a B, a B, a B, a B, a B, b B, a B, b

Mrs Bryanna Walker A, b B, b B, b A, b B, b B, b B, b B, b B, b B, b B, b B, b B, b B, b B, b B, b B, b B, b B, b

Mrs Kaylene Walker B, b A, a B, b B, a B, a B, a B, b A, a B, a A, a B, a B, b A, b B, b B, b B, b B, a B, a B, b

Mr Giovanni Wardle B, b B, b B, b A, a A, b B, b A, a B, a B, b B, a A, b B, b B, b A, b B, a B, b A, b B, b A, b

Mr Ahmed Wiggins B, b B, b B, a B, b A, b B, b B, b A, a B, a A, a B, b B, a A, a A, a B, b A, b B, b B, a B, b



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i.d i.e ii iii

Mr Ellis Allshouse B, a B, a B, a B, b

Mr Garfield Berry B, a B, a B, a A, b

Mr Tomas Curry A, b A, b A, b B, b

Mr Rudolf Davis A, b A, b A, b B, b

Mr Mohamed Donkin B, a B, b B, a B, b

Mr Mohamed Donkin B, b B, b B, b A, b

Mr Stefan Drumm B, b A, a B, b B, a

Ms Loriann Fillmore A, b A, b A, b A, a

Mr Carlos Hall A, b B, b A, b B, b

Mrs Lady Hills B, a B, b B, a B, b

Mrs Tama Johns B, a A, b B, a B, b

Mr Hilton Kimple A, b B, b A, b B, a

Ms Hermine Koepple B, a A, a B, a B, b

Miss Porsche Lowry A, a A, a A, a B, b

Mr Lazaro Mackendoerfer A, a A, b A, a B, a

Mr Bryce Mosser B, a B, b B, a A, a

Ms Robbie Powers A, b B, a A, b B, b

Mr Dan Thigpen B, a B, b B, a B, a

Mrs Bryanna Walker B, a B, b B, a B, b

Mrs Kaylene Walker A, b B, a A, b B, b

Mr Giovanni Wardle A, b A, b A, b B, b

Mr Ahmed Wiggins B, a B, b B, a B, b


ly qualified teacherIndividual results for survey statem

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Individual results for survey statements

Please refer to the Survey statements section of this report to see the questions and response options.If you are viewing the report onscreen, click on a response in the table above to go to the relevant page for that question.

/ Not asked

1 2 3 4 6 7 9 10 11 12 13 14 15 16 17 18 19 20

Mr Ellis Allshouse B A F B, D, F A B C, M, G, P No Yes A, a B, b A, b B, a B, a A, b A, a A, b B, b

Mr Garfield Berry A A C D, E, F B, D C M No Yes B, b B, a B, b B, b A, a B, b B, b B, a A, a

Mr Tomas Curry A A G C, E, F N C B, M, N Yes No B, a B, b B, b A, a B, b A, a A, b B, b A, a

Mr Rudolf Davis B F B B, E, F H D L, Q, D Yes No B, a A, a A, b A, b B, a A, a B, a A, a B, a

Mr Mohamed Donkin A C D D, E B, F C J, N Yes Yes B, b B, b A, a A, b B, b B, b A, b A, a B, b

Mr Mohamed Donkin A F H B, C I A N No No B, a B, b A, a A, a A, a A, b B, a A, a B, b

Mr Stefan Drumm A D H F J D I, F, N Yes Yes B, a A, b A, a B, a B, b A, b B, a B, a A, a

Ms Loriann Fillmore B F F A, C, E A, D, M, H B A, M, E No Yes B, b B, b B, a B, b B, b A, b B, b B, b A, b

Mr Carlos Hall A C E A, F I, B, K, D, G E B, J No Yes B, b A, a B, a B, b A, a B, b B, a B, b B, a

Mrs Lady Hills A E A C J C I, K No No A, a B, a A, b B, a B, b A, a A, b B, a B, a

Mrs Tama Johns A F E B, D B, D B J, F Yes Yes A, b B, a B, b A, a A, a A, a A, a A, b B, b

Mr Hilton Kimple A B F B I, D, G, H E I, B, K Yes Yes A, a A, b B, a B, a A, a A, b A, b B, a B, b

Ms Hermine Koepple B E H D J, M E C No Yes B, b A, b A, b B, a A, a A, a A, a A, b B, b

Miss Porsche Lowry A E F B, C, D, E I, M C I, Q, K No No B, a B, b B, a A, b A, b B, a B, b B, b B, a

Mr Lazaro Mackendoerfer B A D A, C, D I, B, F, H B A, H Yes Yes B, a B, b B, b B, a A, a B, a B, b A, b B, a

Mr Bryce Mosser A E H A, B, C D, F, H B C, M No Yes B, a A, b A, a B, a A, a A, a A, a A, b A, a

Ms Robbie Powers B D D A, B E A A, C, D Yes No A, a A, b A, b A, a B, a B, a A, b B, b B, b

Mr Dan Thigpen A D H D I C B, L, E No Yes A, b A, b B, b A, b A, a B, a B, b A, b B, a

Mrs Bryanna Walker B E F A A, J, H C Q Yes No B, b B, a B, b B, a B, a B, b A, b B, b A, b

Mrs Kaylene Walker A A E B, C, D, E A, M, F D H Yes No A, a B, a A, a B, a A, a A, a A, b A, a B, a

Mr Giovanni Wardle B C F B, C, F C, N, H C N Yes Yes A, b A, a B, a B, b A, a B, a B, a A, b A, a

Mr Ahmed Wiggins A F D A, E D B A, J, M, O Yes Yes B, a A, b A, a B, a B, a B, b A, a B, b B, b



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/ Not asked

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

Mr Ellis Allshouse A, b A, a A, a A, b B, a A, b B, a A, b A, b B, b A, b B, a A, a B, a B, a B, a B, a A, a B, a

Mr Garfield Berry B, b A, b B, b A, b B, a A, b B, a A, b B, b B, a A, a B, b B, b A, b B, a A, a B, a A, a B, a

Mr Tomas Curry B, b A, b A, b A, b B, b A, b A, b A, b B, b B, a B, b B, a B, a B, a A, b A, b B, b A, a A, b

Mr Rudolf Davis A, b A, b B, b B, a B, b A, b A, b B, a B, b A, b A, a A, a A, b B, a A, b A, b B, a A, a A, b

Mr Mohamed Donkin B, a A, a B, a A, b B, a B, a B, a B, b B, b A, a A, a A, b A, a B, b B, b B, b B, b A, b B, a

Mr Mohamed Donkin A, b B, b A, b A, b B, a A, b B, b A, a B, b B, a A, a B, a A, a A, b B, b B, b A, a A, a B, b

Mr Stefan Drumm B, b B, b A, a B, a A, b A, b B, a A, a A, a B, a B, b A, a B, a B, a A, a A, a A, a B, b B, b

Ms Loriann Fillmore B, a B, a B, b B, a A, b B, a A, a B, a A, a B, b B, b B, b A, a A, a A, b B, b A, b B, a A, b

Mr Carlos Hall B, a A, a A, a B, b A, b B, b B, a B, b B, a A, a A, a A, a B, b B, b B, b A, a B, a B, b A, b

Mrs Lady Hills A, b B, a A, a B, a A, a B, a A, b A, b B, a A, a B, b A, b A, b B, a B, b A, a A, a A, b B, a

Mrs Tama Johns B, a A, b B, b B, b B, b A, b A, b A, a A, a A, b A, a B, a B, a B, b A, b A, a A, a B, a B, a

Mr Hilton Kimple B, b A, a B, a B, b B, a B, b A, b B, a B, a A, b B, b A, b A, b B, a B, b B, a A, a A, b A, b

Ms Hermine Koepple B, a A, b B, a B, b A, b A, b B, b B, a B, b A, a B, a B, b B, b A, b A, a B, a A, a B, b B, a

Miss Porsche Lowry A, a B, b A, b A, a B, a A, a A, b A, b A, a A, a B, a B, b B, b B, a A, a B, b B, a B, b A, a

Mr Lazaro Mackendoerfer B, a B, b A, b A, a A, b B, b B, b B, b A, b B, a A, b B, a A, b B, a A, b B, b A, a A, a A, a

Mr Bryce Mosser B, a B, a B, b B, a A, a B, a A, a B, a B, b B, b A, b A, b A, b A, a B, b A, a B, a A, b B, a

Ms Robbie Powers A, a A, a A, a A, b A, b A, b B, a B, a B, a A, a A, a B, b A, b B, b B, a A, b B, b A, b A, b

Mr Dan Thigpen A, b A, b B, b B, a B, a A, a A, a B, a B, b B, b B, a A, a B, a B, a B, b B, a B, a B, a B, a

Mrs Bryanna Walker B, b B, a B, b B, b A, b A, b B, a A, a A, a B, a B, a A, b A, b A, b B, b B, b B, b B, b B, a

Mrs Kaylene Walker A, a B, a B, a B, a A, b B, a B, a A, a A, b A, a A, b A, b B, a B, b B, a B, b A, b B, b A, b

Mr Giovanni Wardle A, a A, b A, a A, b A, a A, a B, a A, b A, b B, b B, a A, b B, a B, b A, b B, b B, a A, b A, b

Mr Ahmed Wiggins B, a B, b B, b A, b A, a B, b B, a B, b B, a A, a B, a A, a B, b B, b B, b A, b A, a A, a B, a



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40 41 42 43 44 45 46 48 49 50 51 52 53 54 55 56 57 58 59 60 62 64

Mr Ellis Allshouse A, a A, b A, a A, b / B, a L, G C C B C B A D A A A D A A I, C, D, G C

Mr Garfield Berry A, a A, a A, b A, a / A, a B, C, K, G D A C A B C D B D C D C A K, M B

Mr Tomas Curry A, b B, b A, a A, b A, a / L D B A B D A C C C C C C A C, M, H B

Mr Rudolf Davis B, b B, b B, a B, a A, b / A, C, L A A A A D B A D A B D D C F A

Mr Mohamed Donkin A, b A, a B, a B, b A, a A, a B, K, E, N A C A B C B C A D B D A C M, G C

Mr Mohamed Donkin A, a A, a A, a A, b / / M, E C D B A B A A A A C C A A A, D A

Mr Stefan Drumm B, a B, a A, b A, b A, a B, a I, C, M, F, H C C D A B A D B A C B B D C B

Ms Loriann Fillmore B, a A, a A, a B, a / A, a C, K, F C C B B B C B C C D D D D I, B, M, N B

Mr Carlos Hall B, a A, a B, b A, b / A, b K, L, M, N C A D B B D A B A B B D B C, L, N B

Mrs Lady Hills A, b B, b A, a A, a / / H D A D B C C C D D D C A D J B

Mrs Tama Johns A, a A, a A, a A, a A, a B, b A, G A D D A A B D D C B D C A I B

Mr Hilton Kimple A, b A, a B, b A, a B, b A, a C, F C B C D A C A D B D D B B B, L, N B

Ms Hermine Koepple B, b B, a A, a B, a / B, a M, G, H A D C C D C C C D C C A C C, M C

Miss Porsche Lowry A, b B, b B, b A, b / / J, C, L, N D C A D D D C B D D B A D G A

Mr Lazaro Mackendoerfer A, b B, a A, b B, b B, b A, a G A D C A B C D A B A A C B A, K A

Mr Bryce Mosser B, b A, a A, a A, b / B, a I, B, M, N, G B D C D A A D B A C A B A J, E C

Ms Robbie Powers A, b A, b B, b A, a B, a / A, C C C B D C D A A A C A C D C, G C

Mr Dan Thigpen B, a B, a B, a B, a / B, b L, K, D, F C C C B C B A C B D C C C J, N A

Mrs Bryanna Walker B, b B, b B, b B, b A, b / B, D, M, F, J D A B C C D B C B A D A A F C

Mrs Kaylene Walker B, b B, a B, b B, b A, b / A, L D C D B B D C D A D B B A J, M B

Mr Giovanni Wardle B, a B, b A, b A, b B, b A, a F A D D B A A D D A A B A C B C

Mr Ahmed Wiggins A, a B, a A, b A, b B, b B, a H C A D A B C D D A A D B C B B



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/ Not asked

65 67 68 70

Mr Ellis Allshouse B, F D G, H M, H

Mr Garfield Berry F A, E B, K, L, F, H O

Mr Tomas Curry A, C, D A, H C D

Mr Rudolf Davis A, B A, D, E, H A, B, L B, F

Mr Mohamed Donkin A, G C E, G A, L

Mr Mohamed Donkin H A, F D O

Mr Stefan Drumm B, D, G, H G H G

Ms Loriann Fillmore B, E, G B, E, F, G I, G I, J, N

Mr Carlos Hall B, D, H F, G A, G I, S, M, N

Mrs Lady Hills A, B, C, E, F C, F G I, C, G

Mrs Tama Johns G, H H B, C Q, E

Mr Hilton Kimple E, F A L B, N

Ms Hermine Koepple F, G B B, C B, L

Miss Porsche Lowry D, F D, G L, F R

Mr Lazaro Mackendoerfer E, G, H E, G C M

Mr Bryce Mosser E, F A, C, G, H L I, C, D

Ms Robbie Powers C, E, H B, E, F I, L, E, G S, L, F

Mr Dan Thigpen B, C, F, H C, E, G A, H E

Mrs Bryanna Walker C A, B, F I, C, L, G I, R

Mrs Kaylene Walker E, H B, G, H B Q, R, K, D

Mr Giovanni Wardle A H L, D E, P

Mr Ahmed Wiggins B E, G C A, S

Progression Planning: Unqualified/newly qualified teacherFree text responses


Free text responses

The responses entered by respondents have not been checked or edited by Anspear inany way. It is possible that the responses may contain information which is sensitive,defamatory, obscene or confidential. Anspear cannot be held in any way responsible forthe responses shown in this section of the report.

About you

5optional

If you stated that you work in another type of school, please state what the type of schoolis.

Mr Garfield Berry Free text response 10

Mr Mohamed Donkin Free text response 4

Miss Porsche Lowry Free text response 4

Mr Bryce Mosser Free text response 3

Mr Dan Thigpen Free text response 7

8optional

If you stated that you undertake another role in your school, please state what the role(s)is/are.

Mr Ellis Allshouse Free text response 2

Mr Tomas Curry Free text response 5

Mr Carlos Hall Free text response 10

Your role

47optional

Are there any other aspects of your role that you think are particularly difficult orchallenging?


Mr Stefan Drumm Free text response 7

Mrs Tama Johns Free text response 10


Mrs Kaylene Walker Free text response 2

Support

61optional

What additional types of support, training or development, if any, would you like to haveas part of your teacher training or professional development?




Ms Loriann Fillmore Free text response 3

Progression Planning: Unqualified/newly qualified teacherFree text responses


61optional

What additional types of support, training or development, if any, would you like to haveas part of your teacher training or professional development?

Mrs Lady Hills Free text response 9

Mr Hilton Kimple Free text response 2


63optional

Are there any other areas of your professional role that you would like more support ortraining in?


Mr Lazaro Mackendoerfer Free text response 5


Mrs Bryanna Walker Free text response 3

Mr Giovanni Wardle Free text response 8

66optional

Are there any other areas that you feel your performance reviews have helped you with?


Mrs Lady Hills Free text response 6

Mr Bryce Mosser Free text response 3


Mr Giovanni Wardle Free text response 7

Mr Ahmed Wiggins Free text response 4

Roles and responsibilities

69optional

If you stated that you would like to take on other roles or responsibilities in the nearfuture, please state what the roles or responsibilities are.





Mr Lazaro Mackendoerfer Free text response 5

Mrs Bryanna Walker Free text response 6


71optional

If you stated that you would like to take on other roles or responsibilities in the longerterm, please state what the roles or responsibilities are.

Mr Rudolf Davis Free text response 3


Ms Loriann Fillmore Free text response 8

Ms Hermine Koepple Free text response 1


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Unqualified/newly qualified teacher Demo …A B a b 0 20 40 60 80 100 [3] 14% A Confident [19] 86% B...

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