TS1

TS1 is a standard that encourages teachers to believe in their children and understand that if they are met with high expectations they will be encouraged to meet those expectations and give their best to all their work. A teacher's role is to motivate their children so they are ready  and excited to learn. 

If pupils are not challenged, they will get into a comfort zone in which they will often be reluctant to leave without being forced into their learning. This is not what we want as teachers. If teachers constantly motivate and challenge their pupils to reach the high expectation set for each child then they will be more likely to want to strive for personal success. 

Setting high expectations does not mean that the the teacher wants the whole class to be working at the same, high level. It is important to differentiate expectations based on ability so each child's targets are high, but obtainable for their level. 

"Adam is alert to the safety needs of a lively class. He is able to identify their needs and risks within lessons such as equipment. His calm, gentle but fair manner has enabled him to establish respect. He can command attention using a number of techniques. The children listen to him and follow his instructions. They enjoy his lessons. Adam is aware of the wide range of abilities within the class. He can talk about strategies he has observed to support the most and least able. He asks questions pitched at the ability of individual children" - K Marl (Mentor, Phase 1a)

"Adam has set high standards for all pupils. The lessons he has administered have been carefully planned and are exciting for the children. His lessons show clear differentiation and he has planned for all SEN students. He is aware of the more vulnerable children and has discussed their interventions with me. He has set more challenging work for the Greater Depth workers." - M Pettey (Mentor, Phase 1b) 

"Adam has established relationships with pupils based on mutual respect and has taken the time to get to know pupils interests and hobbies despite the challenges of online learning. Parents have commented positively in feedback surveys regarding the support that Adam has provided pupils and parents during remote learning, this has consequently had a positive impact on the progress pupils have made and parents attitude towards the school. Adam praises pupils for showing a resilient attitude towards their learning and for persevering when faced with a challenge, reinforcing his high expectations for all pupils to achieve in their learning." - H Chinnery (Mentor, Phase 2)