Teaching Supporting Statement Examples

**TL;DR.** Teaching supporting statements address the school person specification, referenced against curriculum frameworks, pedagogy, and (for any role involving children) KCSIE 2025 safer-recruitment awareness. Evidence has to match the career stage. This page shows extracts at four stages.

ECT extract (primary, subject pedagogy)

*On my final Year 5 placement I taught maths across mixed-ability classes using the school's mastery scheme of work and the White Rose scheme. I planned using concrete-pictorial-abstract progression, identifying a specific misconception around fractions with unlike denominators in my Year 5 intervention group. I redesigned the sequence across three lessons to address the underlying misconception using visual bar models before returning to the algorithm. Formative assessment at the end of the half term showed 12 of 14 students correctly solving target exam-style questions independently.*

**Why it scores at ECT:** named curriculum, specific pedagogy, specific misconception identified, measurable outcome.

Classroom teacher extract (secondary, behaviour management)

*In my second year teaching GCSE Maths at a challenging inner-city secondary, I was assigned a Year 11 set with historically low engagement and three pupils on behaviour plans. I implemented the school's tiered behaviour framework consistently (verbal reminder, consequence card, phone call home), paired with restorative conversations at the start of each week. By Q2 exclusion referrals for the class had dropped to zero and maths mock exam performance had improved from 32% on target grade to 68%.*

**Why it scores at classroom:** concrete class context, named behaviour framework, sustained practice, measurable outcome.

Middle leader extract (Head of Science)

*As Head of Science for 18 months I led a department of 11 teachers across three science specialisms. GCSE combined science grade 4+ outcomes had been 52% for three years against a department target of 65%. I implemented structured subject-specific intervention, commissioned fortnightly data reviews with each teacher, and ran Saturday revision sessions for weeks 8–14 of the GCSE cycle. 2025 outcomes: 71% grade 4+, above target for the first time. The department approach was adopted by humanities the following year.*

**Why it scores as middle leader:** function leadership, sustained intervention, outcome above target, department-wide adoption.

Senior leader extract (Assistant Head, Curriculum)

*As Assistant Headteacher with curriculum portfolio I led the Year 7 curriculum redesign in response to the school's SEND Ofsted recommendation (Inadequate SEND provision in 2023). I worked with the SENDCO to embed scaffolded access to the full curriculum, commissioned whole-school INSET on adaptive teaching, and restructured the Year 7 timetable to preserve subject specialist teaching while creating protected intervention windows. The subsequent Section 8 inspection rated SEND as Good.*

**Why it scores as senior leader:** whole-school portfolio, Ofsted-driven change, cross-departmental coordination, named inspection outcome.

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