TS7

"This has been a strength for Adam from the beginning of his placement. This is a very lively class so he has honed a number of different strategies for improving engagement, attitude and quality of work. He has a presence in the classroom – he is consistent in his expectations and children behave well. He is confident to tackle poor behaviour. He effectively used school systems to gain attention, but did not overuse them. He always provides an excellent role model for the children." - K Marl (Mentor, Phase 1a)

"The children have responded well to Adam. He has built relationships with them and takes an interest, not only in their learning, but in their lives. He has high expectations of behaviour and manages the class well. It is a large class with eight SEND children and he has set clear rules at the beginning of his lesson so the children know what is expected of them." - M Pettey (Mentor, Phase 1b)

"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. Adam has ensured that his planning includes challenge for all pupils and has provided separate work for an EHCP pupil to address targets on their one plan. Adam promotes kind behaviour in line with our school’s behaviour policy and has reinforced the importance of our three rights during assembly times. Adam is fair when dealing with unacceptable behaviour and encourages pupils to be reflective and take responsibility for their actions." - H Chinnery (Mentor, Phase 2)