You are here: Nominations | Award Criteria
| Open to all qualified teachers in their 1st, 2nd or 3rd year of teaching | |
| Does this new teacher demonstrate a passion for learning and a flair for teaching that leads the way for other professionals? | |
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| Category Criteria | Criteria Questions |
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| 1. Acts with a clear vision and sense of purpose, energy and commitment to pupils’ learning, achievement and well-being |
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| 2. Creates a climate for learning in the classroom which is characterised by a passion for learning, high expectations, and outstanding results |
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| 3. Draws creatively on a wide range of teaching and learning approaches |
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| 4. Actively monitors the experience and progress of each class, and adjusts his or her approach to take account of the needs of individual pupils and the class as a whole |
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| 5. Engages others in supporting pupils’ learning and development, including colleagues, parents, teaching assistants and other professionals |
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| 6. Contributes beyond the classroom to the life of the school |
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| Open to all infant and primary phase headteachers | |
| Does the headteacher provide outstanding leadership with a clear and compelling vision for success? | |
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| Category Criteria | Criteria Questions |
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| 1. Secures the complete commitment of key parties, including governors, parents, staff and pupils to a clear and compelling vision and values for the school and its pupils |
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| 2. Acts to secure the resources needed to develop the capacity of the school and to deliver its vision |
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| 3. Creates a culture and climate across the school which is characterised by the highest expectations, enthusiasm for teaching and learning and a commitment to achieving outstanding results |
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| 4. Acts to ensure progress towards the school’s vision |
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| 5. Draws on a range of leadership styles and behaviours to manage people and situations over the short, medium and long term |
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| 6. Sustains a strong sense of commitment and high personal energy levels |
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| Open to all secondary phase headteachers | |
| Does the headteacher provide outstanding leadership with a clear and compelling vision for success? | |
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| Category Criteria | Criteria Questions |
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| 1. Secures the complete commitment of key parties, including governors, parents, staff and pupils to a clear and compelling vision and values for the school and its pupils/students |
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| 2. Acts to secure the resources needed to develop the capacity of the school and to deliver its vision |
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| 3. Creates a culture and climate across the school which is characterised by the highest expectations, enthusiasm for teaching and learning and a commitment to achieving outstanding results |
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| 4. Acts to ensure progress towards the school’s vision |
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| 5. Draws on a range of leadership styles and behaviours to manage people and situations over the short, medium and long term |
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| 6. Sustains a strong sense of commitment and high personal energy levels |
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| Open to all qualified teachers | |
| Does this teacher act to enable the realisation of the full potential of each and every pupil in need of additional support? | |
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| Category Criteria | Criteria Questions |
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| 1. Creates a climate for learning for all pupils that is characterised by enthusiasm for learning, high expectations, and outstanding results |
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| 2. Sets goals which are challenging for each pupil and breaks them down into manageable steps, based on an accurate understanding of pupils’ individual needs current abilities and future potential |
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| 3. Plans and executes lessons and other learning activities to take account of the full variety of special needs and the progress of each pupil |
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| 4. Actively engages others in supporting pupils’ learning and development, including parents, teaching assistants and other professionals |
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| 5. Shows a commitment to continuous professional development |
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| 6. Contributes beyond the classroom to the inclusive ethos and practice of the school |
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| Open to all qualified teachers | |
| Does this person lead, inspire and engage others in developing an enterprising spirit and enterprising activities within the school and/or the school community? | |
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| Category Criteria | Criteria Questions |
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| 1. Has and communicates a clear vision of what enterprise within the school means the benefits this can bring |
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| 2. Translates an overall vision into enterprising initiatives to meet the needs of the school and/or its community |
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| 3. Thinks and acts creatively, taking the initiative and seizing opportunities to look beyond established thinking to identify new possibilities and opportunities |
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| 4. Inspires and engages others within and beyond the school to offer their time, expertise and other resources in support of this individual’s vision |
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| 5. Acts as a role model for others and fosters a ‘can do’ culture in the classroom or amongst those s/he leads |
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| 6. Creates a climate which is characterised by a passion for learning, high expectations, and outstanding results |
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| Open to all qualified teachers | |
| How does this teacher use technology creatively to inspire and engage pupils in order to help them achieve their full academic and social potential? | |
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| Category Criteria | Criteria Questions |
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| 1. Leadership and Vision; Demonstrates leadership by creatively implementing the schools vision for the use of technology across the curriculum, school and school community |
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| 2. Creativity: Works creatively, taking the initiative and seizing opportunities to look beyond established thinking. Identifies new possibilities and opportunities to integrate the use of technology across the school community |
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| 3. Teaching and learning in practice: Creates a climate for teaching and learning in the classroom supported by the integrated use of technology which is characterised by enthusiasm for learning, high expectations, and outstanding learner outcomes |
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| 4. Peer Support: Engages other colleagues, parents and teaching assistants in developing their understanding of and skills in technology to support learning and development |
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| 5. Personal CPD: Shows a continuing commitment to his or her own professional learning and personal development |
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| 6. Beyond the Classroom: As a champion of technology how does this teacher take the role of technology beyond the classroom to the life of the school and school community |
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| Open to all types of teaching assistants, including learning mentors and other classroom support staff | |
| Does this person raise the aspirations of pupils and help them to reach new heights? | |
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| Category Criteria | Criteria Questions |
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| 1. Demonstrates high aspirations for each pupil, a firm belief in pupils’ abilities and a strong commitment to pupils’ progress |
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| 2. Collaborates with teachers to establish clearly how they can each support individual pupils |
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| 3. Actively engages others in supporting pupils’ learning and development, including parents, teachers and other professionals |
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| 4. Supports pupils in pursuit of clear goals even when the challenge is great or the outcome seems uncertain |
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| 5. Shows a continuing commitment to his or her own professional learning and personal development |
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| 6. Contributes to the whole staff team |
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| Open to all qualified infant and primary phase teachers teaching in a primary school | |
| How does this teacher engage pupils/students in ways which release their full academic and social potential? | |
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| Category Criteria | Criteria Questions |
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| 1. Creates a climate for learning in the classroom that is characterised by enthusiasm for teaching and learning, high expectations, and outstanding results |
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| 2. Sets goals which are challenging for each pupil and breaks them down into manageable steps |
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| 3. Actively monitors the experience and progress of each pupil, and adjusts his or her approach to take account of the needs of individual pupils and the class as a whole |
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| 4. Engages others in supporting pupils’ learning and development, including parents, teaching assistants and other professionals |
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| 5. Shows a continuing commitment to his or her own professional learning and personal development |
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| 6. Contributes beyond the classroom to the life of the school |
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| Open to all qualified secondary phase teachers | |
| Does this teacher inspire and engage pupils in order to help them achieve their full academic and social potential? | |
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| Category Criteria | Criteria Questions |
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| 1. Creates a climate for teaching and learning in the classroom which is characterised by enthusiasm for learning, high expectations, and outstanding results |
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| 2. Shows a commitment to each and every pupil: challenges pupils to aim high and supports them in pursuit of their aspirations |
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| 3. Actively monitors the experience and progress of each class, and adjusts his or her approach to take account of the needs of individual pupils and the class as a whole |
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| 4. Engages others in supporting pupils’ learning and development, including colleagues, parents, teaching assistants and other professionals |
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| 5. Shows a continuing commitment to his or her own professional learning and personal development |
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| 6. Contributes beyond the classroom to the life of the school |
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| Open to all school governors. | |
| Does this governor make an outstanding contribution to promoting organisational effectiveness and high educational achievement? | |
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| Category Criteria | Criteria Questions |
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| 1. Establishes an effective partnership with the school’s leadership team, and effective relationships with other key members of the school team, and in particular acts as a critical friend to the headteacher |
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| 2. Contributes to, champions and is guided by a clear and compelling vision for the school which is characterised by high expectations and an enthusiasm for learning |
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| 3. Executes his or her corporate and individual responsibilities as a member of the governing body to monitor and evaluate progress in ways which raise expectations, increase enthusiasm for learning, raise standards and improve results |
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| 4. Contributes wisdom, time, skills and other resources to the benefit of the school and in pursuit of the school’s vision |
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| 5. Through his or her contribution, makes a specific and outstanding contribution to promoting organisation effectiveness and high educational achievement |
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| 6. Contributes through the governing body to the continuing improvement and achievement of the school |
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| Open to all schools that teach children aged 18 years and under | |
| Does this school seek to promote sustainable policies and activities wherever possible? What processes and activities have been put in place to encourage pupils and staff to take part in sustainable activities and what have been the outcomes of these processes? | |
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| Category Criteria | Criteria Questions |
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| 1. The school has and communicates a clear vision of what is to be achieved through sustainable policies and activities and the benefits that they bring |
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| 2. How does the school create a climate that promotes sustainable activities which is characterised by enthusiasm for learning, high expectations, and outstanding results |
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| 3. Describe the activities that take place as part of the school’s ‘sustainable schools’ agenda. Please refer to the ‘doorways’ listed in the Guidance section above |
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| 4. How does the school engage others in supporting learning and development around the sustainable schools agenda, including colleagues, parents, teaching assistants and other professionals |
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| 5. How do sustainable schools activities contribute to the life of the school |
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| 6. Describe the benefits of developing a ‘Sustainable School’ |
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| Open to all qualified teachers and headteachers approaching the end of their career | |
| Does this qualified teacher or headteacher demonstrate a lifelong record of achievement? | |
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| Category Criteria | Criteria Questions |
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| 1. Acts with a clear sense of purpose and a vision to improve educational opportunities for all pupils |
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| 2. Sustains high levels of energy and commitment throughout his or her career |
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| 3. Acts purposefully to achieve his or her goals with outstanding results |
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| 4. By their contribution, furthers our understanding of what can be achieved and how |
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| 5. By their example, acts as a role model, inspiring and engaging others |
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| 6. Shows a continuing commitment to his or her own professional learning and personal development |
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| Open to all qualified teachers | |
| Does this teacher inspire and engage others in promoting learning and appreciation of the Welsh language and culture? | |
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| Category Criteria | Criteria Questions |
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| 1. Demonstrates a passion for teaching and learning about Welsh language and culture and for the contribution this can make to the achievement of pupils |
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| 2. Acts as a role model for others by learning, using and appreciating the Welsh language and culture and advocating its benefits to others? |
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| 3. Engages pupils in learning, using and appreciating the Welsh language and culture in ways which inspire their enthusiasm and raise their levels of attainment |
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| 4. Thinks creatively and looks beyond established thinking in order to identify new possibilities and opportunities to promote the learning, use and appreciation of the Welsh language and culture |
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| 5. Engages others in promoting the learning, use and appreciation of the Welsh language and culture, including parents, teaching assistants and others |
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| 6. Significantly extends the learning, use and appreciation of the Welsh language and culture with positive benefits |
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