This standard has helped me to question what is considered good progress and outcomes for a child. Is it that they are meeting what the curriculum expects, or is it what is their best that we can continue to develop as teachers. I found that it is important to recognise that each child is individual and may have manageable targets that they are able to exceed rather than restricting them. I applied this new found knowledge by ensuring that my lessons were differentiated with though to every child's ability. For children who needed more than the initial teaching time, I arranged interventions with the aim of exploring why the child may not have understood initially, and created strategies to help them meet the learning outcomes. Although I had no named SEND children in the classroom, with discussions I had with the class teacher, some children were showing potential signs that their learning was being impacted by something else, therefore this would be considered in planning as well as the tasks created in each lesson. In following up with feedback, I feel I gave constructive, age related feedback in a written and verbal format where necessary based on learning outcomes and on prior learning to discuss where development may have been made. My use of praise and constructive feedback I felt had a positive impact on pupils, as they were able to use this feedback to act on future tasks. In future I have identified that it is important I continue to promote engaging and effective methods that support pupils when reflecting on their learning, such as having a system in place where they can voice how they feel about what they are learning confidentially with myself. It is also important I continue to stretch my higher achievers if they need something more challenging, recognising that this is included within the differentiating process, whether by outcome or task.
