ECT Progress Record

This document has been designed for schools and teachers to reflect on practice, track progress and set targets during ECT Induction. It should be used as an auditing tool to
monitor progress rather than a tick sheet. Adopt a ‘best fit’ approach that relies on the professional judgement of the ECT, ECT Mentor and Induction Tutor. This document
can be used as a tool for monitoring progress over time, with future targets and observations focussing on areas identified for improvement. The judgements should be reflected
at Progress Review and Formal Assessment.

ECT Name Sabrina Salhi

ECT Mentor Name Michael Maddison

In Line with ECT Expectations

Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
Teaching is flexible and responsive to a large Differentiation allows almost all pupils to
Learning is planned so that appropriate tasks
majority of pupils’ learning needs and the make good progress due to teachers using
are identified to meet the learning needs of
progress they are making due to teachers strategies that match individual needs
individual pupils.
matching pupils’ individual needs. accurately.

Teachers give sufficient time for pupils to Teachers provide adequate time for practice
Teachers sometimes give pupils time within
review what they are learning and to develop to embed the pupils’ knowledge,
Progress lessons to review their learning.
further. understanding and skills securely.
Linked to Teachers’ The majority of pupils make satisfactory
Standards 1, 2, 4, 5, 6 A large majority of pupils make good progress Most pupils are making rapid and sustained
progress with a minority of pupils making
in relation to the learning objective/success progress, in relation to the learning
good progress in relation to the learning
criteria. objective/success criteria.
objective.

Progress, in relation to the learning Progress is regularly reviewed, during the Most pupils independently identify and take
objectives, is reviewed with the class e.g. lesson, with pupils e.g. prior to the next stage their next steps in learning to make good
during the plenary. of the task. progress

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
 In Line with ECT Expectations
Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)

A minority of pupils are involved in planning

Tasks are qualitatively different rather than Lesson plans make reference to personalised
based on an understanding of their own
merely longer tasks for different groups of learners.
learning needs.

Some pupils or particular groups are making

In lessons, teachers develop, consolidate and Teachers introduce subject content
inadequate progress because teaching does
deepen pupils’ knowledge, understanding and progressively and constantly demand more of
not fully develop their knowledge,
skills. pupils.
understanding and skills sufficiently.
Teachers use their subject knowledge to Teachers in most subjects use their secure
Teachers demonstrate deep knowledge and
develop/adjust their plans which sometimes subject knowledge to plan effectively and set
Planning understanding of the subject they teach and
supports learning and engages pupils’ challenging tasks that sustains pupils’ interest
plan astutely and set challenging tasks
interest. and challenges their thinking.
Linked to Teachers’ Planning is not yet effective and time within
Standards 1, 4, 5 Teachers use effective planning to help pupils Teachers plan lessons very effectively, making
lesson is not always used productively.
learn well. Time in lessons is used maximum use of lesson time and coordinating
Resources do not always support progress in
productively. Resources mostly aid learning. lesson resources well.
lessons.
Teachers sometimes develop reading, writing Teachers develop reading, writing and Teachers embed reading, writing and
and communication and, where appropriate, communication and, where appropriate, communication and, where appropriate,
mathematics exceptionally well across the mathematics exceptionally well across the mathematics exceptionally well across the
curriculum, equipping pupils with the curriculum, equipping all pupils with the curriculum, equipping all pupils with the
necessary skills to make progress. For necessary skills to make progress. For necessary skills to make progress. For
younger children in particular, phonics younger children in particular, phonics younger children in particular, phonics
teaching is beginning to enable them to tackle teaching is effective in enabling them to teaching is highly effective in enabling them
unfamiliar words. tackle unfamiliar words. to tackle unfamiliar words.

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
 In Line with ECT Expectations
Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)

Teachers have high expectations of some Teachers have consistently high expectations
Teachers have high expectations of all pupils
pupils. of all pupils’ attitudes to learning.

Pupils focus well on their learning because

Teachers have expectations of behaviour but Teachers manage pupils’ behaviour highly
teachers reinforce expectations for conduct.
are not always upheld in the classroom. Some effectively with clear rules that are
Most rules within the classroom are adhered
rules are enforced but not always consistent. consistently enforced.
to.
Displays reflect the learning process as well as
Displays are interactive and developmental, in
Displays exemplify a positive attitude to the content and the expectations for pupils’
that pupils are required to respond and react
learning. learning and pupils use them to support their
to them
learning.
Conditions for learning Although skills taught are determined by the
There is an expectation on the part of Teaching uses a range of approaches that
Ethos teacher, pupils take the leading role in
teachers that all pupils will take an active part ensure all pupils take an active part is their
Attitudes deciding the context/content/choice of
in learning. learning.
Learning resources.
Environment There is a supportive atmosphere that allows There is an emphasis on shared learning,
Routines & behaviours The learning process is valued by pupils with pupils to make and learn from mistakes. analysis and discussion within the classroom.
some limited opportunities for developing Teaching generally promotes resilience, Teaching promotes resilience, confidence and
Linked to Teachers; independence. confidence and independence when tackling independence when tackling challenging
Standards 1, 7, Part Two challenging activities. activities.
Some pupil’s behaviours to learning are poor. Teachers expect and encourage all pupils to Teachers are determined that pupils achieve
The teacher sometimes encourages pupils’ to work with positive attitudes so that they can well. They encourage pupils to try hard,
have a more positive attitude and try hard in apply themselves and make strong progress recognise their efforts and ensure that pupils
their work. in their work. take pride in all aspects of their work.
Pupils love the challenge of learning and are
Pupils are beginning to develop the capacity Pupils develop the capacity to learn from
resilient to failure. They are curious,
to learn from mistakes and they are becoming mistakes and they become keen learners who
interested learners who seek out and use new
keen learners who want to find out more. want to find out more. Most are willing to
information to develop, consolidate and
Some are willing to find out new information find out new information to develop,
deepen their knowledge, understanding and
to develop, consolidate and deepen their consolidate and deepen their knowledge,
skills. They thrive in lessons and also regularly
knowledge, understanding and skills, both in understanding and skills, both in lessons and
take up opportunities to learn through extra-
lessons and in extra-curricular activities. in extra-curricular activities.
curricular activities.
This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
 In Line with ECT Expectations
Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
Most pupils can relate their learning to past Most pupils understand how the learning
Prior learning The teacher explains and the majority of
and present experiences and can relate this relates to key concepts and skills they are
pupils recognise the context of what is being
learning to other subjects due to teachers’ developing due to teachers’ knowledge and
Linked to Teachers’ learned and how it links to past and future
knowledge and accurate assessment of prior accurate assessment of prior skills and
Standards 2, 4, 5, 6 learning (big picture).
skills and knowledge. knowledge.

In Line with ECT Expectations

Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)

Most pupils know what they have to do and

Most pupils have a clear understanding of Most pupils are confidently able to discuss
some have an understanding of what they are
what they are trying to learn. their learning using appropriate terminology.
trying to learn.
Learning objectives and
success criteria Learning objectives and outcomes are clear The teacher explains the learning objectives The teacher provides opportunities for pupils
and appropriately challenging and teaching is and success criteria and checks pupils’ to explore and create the objectives and
Linked to Teachers’ well focused. understanding. success criteria.
Standards 1, 2, 6
Most pupils are involved in designing success
Success criteria are focused on learning and Teachers evaluate and refine their own
criteria and encouraged to self/peer assess
shared with all pupils. success criteria with most pupils.
according to these.

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
 In Line with ECT Expectations
Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
Teachers use specific strategies to provide Teachers use skilful questioning, appropriate
opportunities for discussions related to resources and engaging activities to ensure A minority of pupils initiate and lead whole
learning (whole class, group or paired). There that in paired or group discussions most class discussions; group discussions are self-
Talk for learning is an appropriate balance between teacher pupils contribute & learn from each other. determined and governed.
and pupil talk. Pupils have time to think about their answers.
Linked to Teachers’
Standards 2, 3, 4, 5, 6 In whole class discussions, almost all pupils
The majority of pupils talk as part of their The majority of pupils independently talk and
listen to others. The majority are confident to
learning and about their learning. reflect on their learning.
contribute and talk about their work.

In Line with ECT Expectations

Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
Teachers make regular use of open and
Pupils ask their own questions as well as
closed questioning, in all parts of the lesson Pupils’ responses to key questions are used to
valuing and listening to each other’s
to check pupils’ progress, achievement and inform further discussions.
comments.
understanding.
Teachers listen to, observe and question
Teachers listen to, carefully observe and
Questioning pupils during the lesson but do not always use
skilfully question pupils during the lesson in Teachers systematically and effectively check
the information gathered to reshape tasks
order to probe pupils’ responses and they pupils’ understanding throughout the lesson
Linked to Teachers’ and explanations to improve learning. This
reshape tasks and explanations so that pupils to ensure rapid progress.
Standards 2,3,4,5,6 sometimes leaves pupils not making progress
better understand new concepts.
in lessons.

Teachers sometimes do not tackle Teachers use questioning highly effectively

Teachers tackle misconceptions and build on
misconceptions which lead to some children and demonstrate understanding of the ways
pupils’ strengths.
misunderstanding concepts. pupils’ think about subject content.

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
 In Line with ECT Expectations
Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
In whole class, group or paired discussions
Most pupils can work together, are engaged A minority of pupils are confident to take risks
most pupils develop their thinking and learn
in learning and not easily distracted. Staff and by sharing partially formed thinking or
from each other. They are eager to learn and
Working together, pupils treat each other with respect. constructively challenging others.
work well
engagement, application
and concentration Teachers work to ensure that most pupils Teachers and other adults create a positive Teachers and other adults generate high
want to work hard and improve but with climate for learning and pupils are interested levels of engagement and commitment to
Linked to Teachers’ limited success. and engaged. learning.
Standards 4, 7, 8, Part
Two Well-judged and often inspirational teaching
Strategies used enable pupils to make Effective teaching strategies used so that
strategies are used so all pupils make rapid
satisfactory progress pupils learn well in all lessons
progress

In Line with ECT Expectations

Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)

Most pupils have strategies that enable them

All pupils know what support is available to A minority of pupils are pro-active in taking
to independently access support from a
them and make use of it. responsibility for their own learning.
variety of sources.

Support for learning Extra adults in the classroom are used to Extra adults are acutely aware of pupils’
Extra adults are used to gather evidence of
monitor and evaluate pupils’ learning to capabilities, prior learning and understanding;
Linked to Teachers’ pupils’ learning.
inform future planning they plan very effectively to build on these.
Standards:
4,7,8, Part Two Appropriately targeted support and Sharply focussed and timely support and
Targeted support and interventions allow interventions are well matched so that the interventions match individual needs so that
some pupils to make progress. Teacher majority of pupils make progress. Teachers they learn exceptionally well in lessons.
doesn’t always identify pupils quickly enough identify and support effectively those pupils Teachers identify and support any pupil who
to enable progress. who start to fall behind and intervene quickly is falling behind, and enable almost all to
to help them to improve their learning. catch up.

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
 In Line with ECT Expectations
Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
Teachers systematically and effectively check
Teachers listen to, observe and question
Teachers monitor pupils’ work during lessons, pupils’ understanding throughout lessons,
groups of pupils during lessons in order to
pick up general misconceptions and adjust anticipating where they may need to
reshape tasks and explanations to improve
their plans accordingly to support learning. intervene and doing so with striking impact
learning.
on the quality of learning.
Teachers systematically and effectively check Teachers provide pupils with incisive
Some pupils are informed about their
pupils’ understanding throughout lessons, feedback, in line with the school’s assessment
progress and some pupils understand how to
anticipating where they may need to policy, about what pupils can do to improve
improve through marking and dialogue with
intervene and doing so with striking impact their knowledge, understanding and skills.
Feedback adults.
on the quality of learning. The pupils use this feedback effectively.
Teachers provide pupils with incisive
Linked to Teachers’ Some pupils are informed about their Teachers give pupils feedback in line with the
feedback, in line with the school’s assessment
Standards 2, 3, 4, 6 progress and some pupils understand how to school’s assessment policy. Pupils use this
policy, about what pupils can do to improve
improve through marking and dialogue with feedback well and they know what they need
their knowledge, understanding and skills.
adults. to do to improve.
The pupils use this feedback effectively.
Some pupils understand how to improve their
Most pupils commit to improving their work.
work through feedback but the Teacher does Pupils are eager to know how to improve
They are given time to apply their knowledge
not always give high quality feedback to allow their learning. They capitalise on
and understanding in new ways that stretches
for the pupil to progress or the teacher opportunities to use feedback, written or
their thinking in a wide range of subjects, and
doesn’t always allow time to respond to oral, to improve.
to practise key skills.
feedback.

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
 In Line with ECT Expectations
Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)

Teachers differentiate targets for different All pupils are supported to understand the Almost all pupils are able to articulate their
groups and all pupils know their curricular steps towards the curricular target through success against their curricular targets and
Targets targets teacher feedback, both oral and written know their next steps in learning to progress.
Linked to Teachers’
Standards 1, 2, 4, 6 Teachers and pupils use evidence to evaluate
Teachers review progress against targets and Teachers and pupils review progress against
progress together and to define the next
let pupils know how they are doing. targets together.
steps.

In Line with ECT Expectations

Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
Homework Teachers set homework, in line with the Teachers set homework, in line with the Teachers set homework, in line with the
school’s policy and as appropriate for the age school’s policy and as appropriate for the age school’s policy and as appropriate for the age
Linked to Teachers’ and stage of pupils but doesn’t always link to and stage of pupils, that consolidates learning and stage of pupils but doesn’t always link to
Standards 2,6 developing or consolidating learning. and prepares pupils well for work to come. developing or consolidating learning.

In Line with ECT Expectations

Above ECT Expectations Exceeding ECT Expectations
(expectation for passing induction)
The Teacher gives parents basic information The Teacher gives parents accurate The Teacher gives parents basic information
Parents
about how their child is progressing, how information about how well their child is about how their child is progressing, how
their child is doing in relation to the standards progressing, how well their child is doing in their child is doing in relation to the standards
Linked to Teachers’
expected, but doesn’t always clarify what relation to the standards expected, and what expected, but doesn’t always clarify what
Standard: 6, 8, Part Two
their child needs to do to improve. their child needs to do to improve. their child needs to do to improve.

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards
An ECT is below expectations if one of more of the following is present:
• Most pupils, or a significant specific minority of pupils, make less than satisfactory progress, whether this is due to unsatisfactory progress, whether this is due to
unsatisfactory teaching or the impact of bad behaviour
• Pupils’ overall behaviour or attitudes are unsatisfactory, and the tone of the lesson does not support the development of pupils’ personal qualities
• The health or safety of the pupil is endangered
• The teaching is unsatisfactory. This will cause the pupils’ progress to be unsatisfactory, but occasionally progress will be satisfactory in spite of the teaching due to the good
attitudes of the pupils.

Below expectation teaching is likely to have one or more of the following:

• Weak knowledge of the curriculum leading to inaccurate teaching and low demands on pupils
• Work badly matched to the pupils’ starting points
• Ineffective classroom management of behaviour
• Too many pupils fail to work effectively unless closely directed by an adult and give up easily.
• Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks across a range of subjects
• Methods which are poorly geared to the learning objectives or fail to gain the interest and commitment of the pupils
• Inadequate use of resources, including assistants and the time available
• Assessment takes too little account of the pupils’ prior learning or their understanding of tasks and is not used effectively to help them improve

This should be used by all ECTs completing Statutory Induction in order to continually review performance against the Teachers’ Standards