What Are the Teachers’ Standards? Quick Overview

Published

3 December 2025

Contents

I remember sitting down with a newly qualified teacher during one of our early mentoring sessions. She'd brought a printed copy of the Teachers' Standards with her, covered in highlighter marks and sticky notes, looking overwhelmed. "How can anyone consistently meet all eight standards while managing behaviour, marking books, and planning lessons?" she asked.

Through my journey as head of physics, head of sixth form, teacher trainer and now as an Early Career Teacher mentor, I've come to see the Teachers' Standards differently.

They're not a checklist to tick off or a stick to beat yourself with. They're a framework that describes what good teaching looks like and a tool for reflecting on your practice and planning your professional development. I've found them invaluable as a point of reference when discussing practice with the teachers I have trained and mentored - they give us a shared language for talking about what makes teaching effective.

In this guide, I'll walk you through exactly what the Teachers' Standards are, why they matter, and how they apply to your everyday work in the classroom. Whether you're a trainee teacher, an ECT, or an experienced educator looking to refresh your understanding, this overview will help you see the standards as supportive guidance rather than daunting requirements.

Key Takeaways

Before we explore each standard in detail, here are the essential points you need to know:

The Teachers' Standards define the minimum level of practice expected of teachers and are the national benchmark set by the Department for Education.
They are statutory for QTS and ECT induction, and typically used for appraisal in maintained schools under the 2012 Appraisal Regulations.
Consist of two parts: Part One covers Teaching (8 standards), Part Two covers Personal and Professional Conduct.
Apply mandatorily to trainees and ECTs; maintained schools typically use them for appraisal, whilst academies and independent schools often adopt them voluntarily.
Not a tick-box exercise - evidence emerges naturally from your routine professional activities
A valuable tool for professional development and a helpful framework for reflective discussions about practice

What Are the Teachers' Standards?

The (opens in a new tab)Teachers' Standards (opens in a new tab)are a set of professional benchmarks established by the Department for Education (DfE) (opens in a new tab)that define what effective teaching looks like in England.

They set out the minimum level of practice expected of teachers and are the national standards against which teachers are assessed at key points in their careers.

These standards replaced earlier frameworks in 2012 and serve different purposes for different groups within the profession:

Trainee teachers working towards Qualified Teacher Status (QTS) (opens in a new tab) must demonstrate that they meet all the standards by the end of their training. This assessment is statutory - the standards form the legal basis for the award of QTS.

Early Career Teachers (ECTs) are assessed against the standards throughout their statutory two-year induction period as set out in the (opens in a new tab)DfE's statutory guidance (opens in a new tab). The standards define the level of practice ECTs must demonstrate to pass induction and continue teaching.

Experienced teachers in maintained schools have their performance assessed during appraisal cycles under the (opens in a new tab)Education (School Teachers' Appraisal) (England) Regulations 2012 (opens in a new tab). These regulations require appraisal to be carried out ‘having regard to what is expected of teachers’ as set out in the document published by the Secretary of State entitled Teacher Standards (opens in a new tab)- which in practice means the Teachers' Standards are typically used as the framework for appraisal in maintained schools.

Academy schools and independent schools are not legally bound by the appraisal regulations, but many choose to adopt the Teachers' Standards through their own pay policies or employment contracts. If you work in an academy or independent school, check your school's specific policies to understand how the standards apply to you.

The standards are not just about accountability - they're designed to support professional development and provide a common language for discussing teaching practice across the profession. As a teacher trainer and mentor, I've found them particularly useful as a framework for reflecting on practice during professional conversations with teachers.

Why the Teachers' Standards Matter

The Teachers' Standards (opens in a new tab) matter because they create shared expectations across the profession about what good teaching looks like. When I work with trainee teachers and ECTs, I emphasise that these aren't arbitrary requirements - they reflect genuine aspects of effective practice that make a real difference to pupils' learning and wellbeing.

They provide clarity for everyone involved in education. Teachers know what's expected of them. School leaders have a framework for supporting and developing their staff. Trainees understand what they're working towards. Parents and pupils benefit from consistent expectations about teaching quality.

The standards also protect the profession's integrity by ensuring all teachers meet minimum requirements for practice and conduct. They help maintain public trust in teaching by setting clear expectations for professional behaviour and ethical practice.

Perhaps most importantly for your daily work, the standards offer a structure for reflection and growth. When I review my own practice or mentor colleagues, the standards provide useful prompts: Am I really differentiating effectively for all learners? How could I make better use of assessment to inform my teaching? Are my expectations high enough?

As a mentor, I've found these conversations - grounded in the specific language of the standards - help teachers articulate their development needs and celebrate their progress.

Overview of the Eight Teachers' Standards

The Teachers' Standards (opens in a new tab) are divided into two main sections. Part One focuses on Teaching and contains eight standards covering everything from planning and subject knowledge to behaviour management and assessment. Part Two addresses Personal and Professional Conduct, setting expectations for ethical behaviour and professional integrity.

Let's explore each of the eight teaching standards in turn, with practical examples of what they mean in everyday classroom practice.

1. Set High Expectations

This standard requires teachers to establish a positive classroom culture built on mutual respect and high expectations for all pupils. It's about believing that every student can achieve and communicating that belief through your words and actions.

In practice, this means setting challenging but achievable goals for pupils regardless of their starting points.

When teaching A-level physics, I had students who arrived with little confidence because they hadn't achieved their target grades at GCSE. Yet many of them went on to secure A grades at A-level because we maintained high expectations and provided appropriate support. Believing in their potential - even when they didn't quite believe in themselves - made all the difference.

It also means establishing clear routines and expectations for behaviour and learning. Students should understand what excellent work looks like in your subject and feel motivated to achieve it. High expectations extend beyond academic achievement to include respect, effort, and contribution to the learning community.

2. Promote Good Progress and Outcomes

This standard focuses on your impact on pupil learning. Teachers must be accountable for pupils' attainment, progress, and outcomes, using knowledge of their needs to plan teaching that enables them to learn effectively.

In my physics departments, we tracked individual student progress systematically using exam questions and regular assessments. This helped us identify pupils who were falling behind and intervene quickly with targeted support.

Promoting good outcomes means understanding where each pupil is in their learning journey and planning next steps that challenge them appropriately. It requires knowing your pupils well - their strengths, areas for development, and any factors that might be barriers to their learning.

3. Demonstrate Good Subject and Curriculum Knowledge

Teachers must have secure subject knowledge and understand how their subject fits within the broader curriculum. This standard recognises that you can't teach effectively without really understanding what you're teaching.

Subject knowledge goes beyond just knowing the facts. It includes understanding common misconceptions, knowing how concepts build on each other, and being able to explain ideas in multiple ways.

When teaching electromagnetic induction in Year 12 physics, I needed to understand not just the concept itself, but also how it connects to earlier learning about magnetic fields and prepares students for studying generators and transformers.

I work with many teachers who are developing their physics subject knowledge through the Ogden Trust’s Subject Knowledge for Physics Teachers (SKPT) course (opens in a new tab). These are typically biology or chemistry specialists who've found themselves teaching physics outside their initial specialism.

I'm genuinely impressed by their commitment - recognising a development need and taking the initiative to address it demonstrates exactly the professional approach this standard expects. The Ogden Trust also offers the Teaching and Core Physics (TCP) and Developing as a Physics Specialist (DPS) programmes for ECTs (opens in a new tab), and I'm privileged to mentor teachers on these programmes as they build both their subject knowledge and pedagogical expertise.

The standard also requires teachers to ‘take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher's specialist subject.’ If you're teaching early reading or mathematics, you should ‘demonstrate a clear understanding of systematic synthetic phonics’ or ‘relevant subject and curriculum areas,’ including how pupils learn to read and the appropriate teaching strategies.

4. Plan and Teach Well-Structured Lessons

This standard emphasises the importance of thoughtful planning that takes account of pupils' needs and builds logically towards clear learning objectives. Your lessons should have a clear structure that helps pupils understand what they're learning and why.

Effective lesson planning doesn't mean producing elaborate written plans for every lesson - it's about thinking through the learning journey. What do pupils already know? What do they need to learn today? How will I check they've understood? What will I do if they struggle or grasp concepts quickly? Are there any relevant career links? How can I make the lesson more inclusive?

In my experience mentoring ECTs, this standard often causes anxiety because new teachers worry about creating ‘perfect’ lesson plans. The reality is that experienced teachers often plan lessons mentally or with brief notes, but they're drawing on years of experience. For trainees and ECTs, more detailed planning helps you think through these crucial questions systematically.

5. Adapt Teaching to Respond to the Strengths and Needs of All Pupils

This standard is about differentiation - ensuring that all pupils can access learning and make progress, regardless of their starting points or individual needs. It requires teachers to know pupils as individuals and adapt their approach accordingly.

Differentiation takes many forms. It might mean providing additional scaffolding for struggling learners, offering extension activities for those who grasp concepts quickly, or adjusting your communication style for pupils with particular needs. It includes understanding and responding to pupils with SEND, those learning English as an additional language, and those who are particularly able.

In my role supporting physics teachers at the Institute of Physics (opens in a new tab), I've found resources like inclusive teaching guidance (opens in a new tab)and their Limit Less campaign (opens in a new tab) particularly valuable for helping teachers challenge stereotypes about who can succeed in physics.

The concept of (opens in a new tab)science capital (opens in a new tab) - helping pupils see how science connects to their lives, interests, and aspirations - has genuinely transformed how I think about making physics accessible to all students.

Of course, every subject has its own equivalent challenges and resources for promoting inclusion, and the principle remains the same: knowing your pupils well and actively working to ensure everyone feels the subject is for them.

In my teaching, I have found that effective differentiation often comes through careful questioning, varied resources, and flexible grouping rather than creating entirely different activities. Resources like revision notes at different complexity levels can support this adaptive approach.

6. Make Accurate and Productive Use of Assessment

Assessment isn't just about testing - it's about understanding what pupils know and can do, then using that information to inform your teaching. This standard requires teachers to use both formative and summative assessment effectively.

Formative assessment (assessment for learning) happens continuously through questioning, observation, and review of work. It helps you adjust your teaching in real-time. When pupils struggle with a concept, effective formative assessment alerts you immediately so you can reteach or provide additional examples.

Summative assessment (assessment of learning) provides periodic checks on what pupils have learned and helps you plan next steps. Using mock exams and past papers systematically throughout the year helps pupils track their own progress and identifies areas needing additional focus.

The standard also requires accurate record-keeping and meaningful feedback that helps pupils improve. Marking should be manageable and purposeful - feedback that genuinely moves learning forward rather than ticking boxes.

7. Manage Behaviour Effectively

Creating and maintaining an environment where pupils can learn effectively is fundamental to good teaching. This standard requires teachers to establish clear expectations, maintain boundaries, and respond appropriately to behaviour that disrupts learning.

Effective behaviour management starts with relationships and clear routines. Pupils need to know what's expected and feel that expectations are applied fairly and consistently. In my experience as head of sixth form, I learned that even older students need clear boundaries and respond positively to consistent, calm authority.

The standard also emphasises maintaining safe learning environments and following school policies for managing behaviour. This includes understanding your safeguarding responsibilities and knowing when to seek support from colleagues.

8. Fulfil Wider Professional Responsibilities

Teaching extends beyond your classroom and subject responsibilities. This standard recognises that teachers contribute to the whole school community and work collaboratively with colleagues, parents, and external agencies.

Wider responsibilities might include contributing to department meetings, supporting school events, communicating effectively with parents, or mentoring trainees. They include making constructive contributions to professional development - both your own and colleagues'.

This standard also covers keeping your subject knowledge current and engaging with professional development opportunities. The education landscape evolves constantly, and effective teachers commit to ongoing learning throughout their careers.

Part Two: Personal and Professional Conduct

Whilst Part One focuses on teaching practice, Part Two of the Teachers' Standards addresses professional conduct and ethics. These principles underpin everything teachers do and reflect the high standards of behaviour expected of the profession.

Teachers must uphold public trust in the profession and maintain high standards of ethics and behaviour, in accordance with the ethos of the school in which they work. This means treating pupils with dignity, building relationships appropriate to their professional position, and showing tolerance of and respect for the rights of others.

The conduct standards require teachers not to undermine fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Teachers must ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality.

The standards emphasise that teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. This includes proper regard for safeguarding pupils' wellbeing—safeguarding is everyone's responsibility, and all teachers must understand and follow their school's safeguarding procedures.

How Are Teachers Assessed Against the Standards?

Assessment against the Teachers' Standards happens in different ways depending on your career stage, but the fundamental principle remains consistent: evidence should emerge naturally from your routine professional activities rather than requiring additional documentation.

For trainee teachers, assessment is ongoing throughout your training programme. Your mentor and training provider observe your teaching, review your planning and assessment, and discuss your progress regularly. The final recommendation for QTS depends on whether you've demonstrated that you meet all the standards.

For Early Career Teachers, the statutory two-year induction period includes two formal assessment points - at the end of Year 1 and at the end of Year 2. Progress reviews take place in the other terms. Your induction tutor and mentor gather evidence through observations, planning reviews, and professional discussions. The (opens in a new tab)DfE's statutory guidance (opens in a new tab) is explicit that ECTs should not be asked to compile additional evidence bases - your everyday teaching provides sufficient evidence.

For experienced teachers in maintained schools, the standards typically form the basis of annual appraisal under the 2012 Appraisal Regulations. These require appraisal to have regard to the Teachers' Standards, though schools have flexibility in exactly how they apply them.

Union guidance (such as that from (opens in a new tab)NASUWT (opens in a new tab)) emphasises that appraisal should be developmental and supportive rather than creating burdensome evidence requirements. The assumption should be that teachers are meeting the standards unless there's clear evidence to the contrary.

In academies and independent schools, policies vary - check your school's specific appraisal framework to understand how the standards (or alternative frameworks) apply to you.

The key is understanding that meeting the standards isn't about perfect performance in every lesson. It's about demonstrating consistent practice that meets professional expectations over time.

We all have lessons that don't go as planned - what matters is your overall practice and your commitment to improving. In my mentoring conversations, I always emphasise this: the standards describe what effective teaching looks like across your work, not in every isolated moment.

Frequently Asked Questions

Are the Teachers' Standards legally required?

The Teachers' Standards are statutory for assessing trainees for QTS and for the statutory induction of Early Career Teachers. They're set out in regulations and have legal force for these purposes.

For appraisal of experienced teachers, the position is more nuanced. In maintained schools, the (opens in a new tab)Education (School Teachers' Appraisal) (England) Regulations 2012 (opens in a new tab) require appraisal to be carried out ‘having regard to’ the Teachers' Standards. In practice, this means maintained schools typically use them as the appraisal framework, though there's some flexibility in application.

Academy schools are not legally bound by these appraisal regulations, but many choose to adopt the Teachers' Standards through their own policies or employment contracts. Independent schools similarly may adopt them voluntarily. Always check your school's specific policies to understand how the standards apply to you.

Do the Teachers' Standards apply to teaching assistants?

No, the Teachers' Standards specifically apply to qualified teachers and those training for QTS. Teaching assistants have different role expectations and support structures.

However, many schools find the standards useful as a reference point for discussing good practice more broadly, and some elements (particularly around professional conduct) reflect expectations for all school staff.

How often are teachers assessed against the standards?

The frequency varies by career stage. Trainee teachers receive ongoing assessment throughout their training programme. ECTs have formal assessments at the end of Year 1 and Year 2 of their induction, with progress reviews in the other terms.

Experienced teachers in maintained schools typically have annual appraisal cycles, though observations and professional discussions may happen more frequently throughout the year as part of ongoing professional development. The frequency in academies and independent schools depends on their individual policies.

Do the Teachers' Standards apply to independent schools?

The statutory requirements for trainee teachers (Qualified Teacher Status (QTS) (opens in a new tab)) apply regardless of school type - if someone is training for QTS, they must meet the Teacher Standards (opens in a new tab).

For ECT induction, the statutory requirements apply to maintained schools and academies; independent schools may offer induction but aren't legally required to do so.

For appraisal of experienced teachers, independent schools are not bound by the Education (School Teachers' Appraisal) (England) Regulations 2012 (opens in a new tab). However, many independent schools choose to adopt the Teachers' Standards or use them as a reference point for their own professional expectations. Check with your leadership team to understand which standards or frameworks apply to your appraisal and professional development.

How do the standards relate to Ofsted inspections?

Ofsted inspectors (opens in a new tab) don't directly assess individual teachers against the Teacher Standards (opens in a new tab) during inspections. However, the standards inform what inspectors look for when evaluating the quality of education in schools.

Inspectors observe lessons, review planning and assessment, and talk to teachers about their practice. Schools where teachers consistently meet the standards are likely to demonstrate the effective teaching practices that inspectors value. The (opens in a new tab)School Inspection Handbook (opens in a new tab) sets out Ofsted's framework, which aligns with many of the principles in the Teachers' Standards.

Final Thoughts

Understanding the Teachers’ Standards (opens in a new tab) is fundamental to developing as an effective teacher, but I want to leave you with an important message: these standards describe good teaching, they don't prescribe a single way to teach.

There's enormous variety in how teachers meet the standards. Your personality, subject specialism, the age group you teach, and your school's context all influence how you demonstrate effective practice. The standards provide the framework, but you bring the professional judgement and creativity that makes teaching an art as well as a science.

Through my work mentoring ECTs and training new teachers, I've seen colleagues worry unnecessarily about meeting every standard perfectly in every lesson. That's not how it works. What matters is your overall practice over time, your commitment to improving, and your willingness to reflect honestly on your strengths and areas for development.

I encourage you to revisit the standards regularly throughout your career - not because you're checking boxes, but because they provide a valuable structure for professional reflection. In my mentoring conversations, I've found them invaluable as a shared reference point. They give us language to discuss practice: How am I developing pupils' love of learning in my subject? Am I really differentiating effectively for all learners? Could I use assessment more productively to inform my teaching?

The Teachers’ Standards (opens in a new tab)represent our profession's commitment to excellence and continuous improvement. They're not barriers to overcome but guideposts that help us navigate the complex, rewarding work of teaching. Embrace them as tools for growth rather than sources of anxiety, and use them to support meaningful conversations about what makes great teaching.

Whether you're just starting your teaching journey or reflecting on decades of experience, the standards offer a common language for discussing our craft and a reminder of why we chose this profession - to make a genuine difference to young people's lives through high-quality teaching every single day.