Access arrangements classroom evidence
What this teacher has seen in class that may support an access arrangements file. Facts only. The SENCo owns the application.
Have ready: JCQ access arrangements (this year)
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655 jobs for the people who write the drafts: teachers, leaders, SENCOs, early years, exams, cover, the office and the board. Fill in your school once, find the job, copy the prompt. No sign-in, no subscription.
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Adaptive teaching notes
How this lesson changes for the pupils named, from facts given. Scaffold, adult support, alternative task. Not three worksheets labelled bronze silver gold unless that is how this school works.
After-school club session
One club session. Arrival, activity, how it ends, ratios. Fun that still has an adult in charge.
Class revision plan
A revision plan for this class between now and the date given. What to revisit, what to drop, a realistic homework load.
Have ready: The exam board specification
Class routine reset
A plan to reset routines with a class that has drifted. The three routines to re-teach, the words the teacher will use, what they will praise, and when to review. From the school's behaviour policy if pasted. Not a new policy.
Have ready: DfE behaviour in schools; Your school's own policy
Cover work pack
Work a cover teacher or cover supervisor can run without the specialist. Clear instructions, timing, what to collect, what 'finished' looks like.
Duty incident note
A factual note from break, lunch or corridor duty. What was seen, who was told, first aid if given. Do not invent witnesses.
EAL support in this lesson
Language support for this lesson from the pupil's stage as described. Key vocabulary, visuals, what the pupil will say or write. No invented proficiency level.
ECT weekly reflection
A weekly reflection an ECT can take to their mentor, in the language of the ITTECF if their programme uses it. What they taught, what landed, one thing to try. Their voice, not a polished essay.
Have ready: The ITTECF
Five-lesson sequence
A five-lesson sequence for the unit named. What gets harder each lesson. Retrieval from last time. Assessment point. Workload-honest resources.
Have ready: The spec or curriculum for this class
Guided reading questions
Questions for the text named, in the order you would ask them. Retrieval, inference, vocabulary. Age given by the user.
Homework that fits
Homework this class can do without a specialist adult at home. Time estimate. How it will be checked. What happens if it is not done.
Knowledge organiser
One page. Core knowledge for the unit. Definitions a pupil can revise. No wallpaper quotes.
Have ready: The spec or curriculum for this class
Lesson plan for this class
Plan one lesson for the class described. Objective, prior knowledge, the task, adaptive teaching, how you will know it landed. Time it so it fits the period. No invented pupils.
Have ready: The spec or curriculum for this class
Live marking codes
A small code sheet this teacher can use while circulating. Few codes. What the pupil does when they see each one.
Local walk risk note
A short risk note for a walk in the locality described. Roads, ratios, weather. Do not invent the school's visits policy.
Have ready: DfE visits guidance and OEAP National Guidance
Marking comment bank
Short comments for this assignment. Strength, next step. Specific to the criteria. Not 'good work keep it up'.
Model answer
A model response at the standard named, with a short 'why this works' for the class. Age-appropriate. Mark the bits that are non-negotiable.
Have ready: The spec or curriculum for this class
My books before scrutiny
A self-check against the school's book expectations, from what the teacher says is in the books. Gaps to fix this week, not a defence.
Parents' evening talking points
Five minutes of talking points for each pupil listed, from the notes pasted. Start with strength. One precise next step. No surprises that should have been a call.
Phone call home
Prepare a call home. Opening line, the fact, the ask, close. Warm if it is good news. Calm if it is not.
Phonics group notes
Notes for a phonics group from the code and stage the user names. Revisit, teach, practise, apply. No invented scheme steps.
Have ready: Your phonics programme's overview
Practical lesson risk note
Hazards and controls for THIS practical, from the activity described. Do not invent CLEAPSS codes or chemical quantities.
Have ready: CLEAPSS guidance
Praise postcard
A specific postcard or note home. Name the behaviour or the piece of work. Not a personality prize.
Take the whole library with you, for a local model or the staff shared drive.
What every prompt does
Every prompt carries the same rules. British English and the terms schools in England use. English law, DfE guidance and the Ofsted framework only, never guidance from Wales, Scotland or Northern Ireland. No invented pupils, staff, data, quotes, grades, citations, medical details or costs: the model writes [NEED: ...] or asks instead. If the context is thin, it asks up to five sharp questions before it drafts. It ends by listing its assumptions, what you still need to check, and what should not go into a public model.
50 jobs are marked Record. They can become a pupil, staff or legal record: safeguarding concerns, references, investigations, health plans, exclusion papers. Those prompts open with a stop line, and they belong in a model your school controls, never a public chat.
For a lesson, scheme or exam job, paste the programme of study or the specification. The prompt is told not to invent a topic list or a paper. For anything statutory, paste the guidance named on the job. The prompt will not pretend to know this year’s edition.
These prompts write drafts. They do not hold a duty, sit on a board, or sign a reference. How reliable it is, and how to use it safely.
Where to run them
A model on a machine you control. Ollama or LM Studio on a school laptop keeps everything on the device. It is the right home for the jobs marked Record.
The assistant your school already licenses. Many schools have an assistant inside their Microsoft or Google accounts. Ask your data protection officer what it may be used for before you paste anything about a pupil or a colleague.
A public chat, for public work. Lesson resources, letters with no names, a newsletter, a plan from published data. Never a record, never casework.
The downloads under the library give you every prompt as one text file and the catalogue as a spreadsheet, for a local model, a staff drive or your own tools.
Put it on your school intranet
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A fictional school, and the drafts it used
Samplefold Community Primary School is not real. Marrowgate is not a place. There is no URN and no inspection grade. The figures were invented so you can see what to paste, and what a draft looks like when the context is filled in.
Maintained community primary, England, ages 3 to 11. 312 on roll, plus 28 in nursery. Head: Priya Sen. Attendance lead: Daniel Okoye. Both invented.
Full year 2025/26, invented register: attendance 93.1%. Persistent absence 18.4%, 57 pupils. Severe absence 1.6%, 5 pupils. Pupil premium persistent absence 27%. Year 5 lowest, at 91.0%. Term-time leave in Year 2 and Year 5. Lates heaviest on Monday.
The job was Raising attendance across the school. The context block was the school card. The draft names Daniel on the daily late check, Priya on the leave letter, and a bus log for ten days. It does not invent a trust target. It does not name the five pupils in severe absence.
School card, plan, parent email, curriculum note, Monday staff note →
CC BY 4.0. Use them. Change them. Keep the credit. The plain-text jobs are also on GitHub.
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