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Teacher Standard 5 states that teachers should adapt teaching to respond to the strengths and needs of all pupils. It is split into four sub-standards

a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

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

c. Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development

d. Have a clear understanding of the needs of all pupils, including those with special educational 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 to engage and support them

What this standard is assessing

You quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. You have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners.

Examples of evidence to demonstrate progress meeting standard

  • Uses knowledge of the pupils/students

  • Use of guided groups for stretching pupil/student or offering additional support

  • Lesson plans show differentiation

  • Use of questioning in classroom

  • Uses knowledge of the pupils/students to identify barriers to learning

  • Can work with difficult pupils/students

  • Shows an awareness of school systems and policies,uses them to support pupils/students where appropriate

  • Evidence may be available if NQT has tutor group or delivers PSHE

  • NQT can offer examples of how they work with or respond to pupils/students with different needs

  • Other staff offer evidence from discussions with NQT

  • Uses CPD opportunities to learn or update knowledge about specific issues affecting pupils/students and how they learn

  • Knows where to seek support and expert knowledge and will do so when required

Sources for evidence

  • Lesson plans

  • Observation in the classroom

  • Review sessions with the induction Tutor

  • Observation in the wider school environment

  • Feedback from other teachers

Remember that the evidence in isolation isn’t enough, you will need to annotate it to signpost exactly where/how you are meeting the standard.

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