Early Years - Edge Hill University › educationpartnership › ... · 2016-2017 FACULTY OF EDUCATION ... PGCE Early Years with QTS Full-Time Programme . 2 Contents Contacts 3 Welcome

Early Years Professional Practice Handbook

2016-2017

FACULTY OF EDUCATION

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BA (Hons) Early Years Education with QTS

Full-Time Programme

PGCE Early Years with QTS

Full-Time Programme

2

Contents

Contacts 3 Welcome 4 Programme Overview 5 Professional Practice 8 DBS & Safeguarding 15 Health & Safety 18 Trainees ‘at risk’ 19 Assessment 20 Information for Class teachers 34 Information for Mentors 35 Information for Visiting Tutors 36 Role of Partnership Quality Officer 38 Information for Trainees 39 Key Priority Check Lists 42 Professional Practice Files 46 Health & Safety Clearance/ Pregnancy 48 Safeguarding – Management of a Cause for Concern 51 Disability Services Statement 53 Equality & Diversity – Policy Summary 54 Teaching Standards 2013 55 Education Partnership 57

NB: This Professional Practice Handbook contains information for BA (Hons) and PGCE

programmes. Most of the information in this booklet relates to both programmes. Any programme

specific sections are easily identified:

BA (Hons) Early Years Education with QTS

PGCE Early Years with QTS

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Contacts

Professional Support Team

Professional Support Team

Leader

Angela Atherton

[email protected] 01695 584730

Early Years Team

BA Hons UG Full Time Programme

Leader

Hefin Williams


BA Hons UG Full Time Year 1 Leader

Jennie Swift



Rachael Sackville-Jones



Heidi Winrow


PGCE Pathway Leader

Jackie Sumner [email protected] 01695 6319

PGCE Assistant Pathway Leader Senior Lecturer

Jackie Williams [email protected] 01695 4498

Assistant Head of Early Years

Dr Tim Lucas [email protected] 01695 584727

Assistant Head of Area

Liana Beattie [email protected] 01695 587961

Head of Early Years

Karen

Boardman [email protected] 01695 584020

mailto:[email protected]

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Welcome from the Head of Area: Early Years

It is with great pleasure that I welcome you to the Early Years Education Area and Team at Edge Hill

University.

The Early Years Education Team have a wide range and variation of early years expertise, and research

interests across the age ranges of 0 – 8 years and we look forward to working in partnership with all our

partner settings and settings to support our trainees on Professional Practice.

The very best collaborative partnerships share celebrations together, recognise talent, achievement and

success and support each other when things do not always go according to plan.

This handbook has been designed to give you an overall picture of our Professional Practice organisation

and how it affects you, either as a Partner Setting, Setting Manager, Class Teacher, Mentor or Trainee.

Please read it carefully so that you can make best use of the Professional Practice experience, requirements

and expectations in your role. It is hoped that the content of this Handbook is comprehensive, and assists

with ensuring Professional Practice is a valuable and enjoyable learning experience for all those involved.

We will ask and seek your opinion often and at key points across the year, as this is really important to us

and enables us to support your individual needs more effectively. Please do engage in this feedback and talk

to us about what is working well and how we can make improvements along the way to enhance our

partnership.

We look forward to working with you and sharing our success together!

Karen Boardman

(Head of Early Years Education ~ Faculty of Education)

Welcome from a partnership school Headteacher

Working with trainee teachers from Edge Hill University is an integral part of our school. Like children and

their learning, we are very aware the individuals on teacher training programmes have different starting points

and progress at different rates and it is our responsibility as Trainers to support you and develop your skills

and confidence.

It is important that we, as Mentors, celebrate your achievements whilst in school but also set challenging next

steps and targets. We are all privileged to work in schools to support the learning of young children and

every moment with a skilled class teacher is vital to a child's development.

Your Trainers will be assessing you against the Teachers' Standards however they are looking for you to

give 100% with everything you do in school. If you do that, then you can expect 100% support and guidance

in return. Added to that, try to show a thirst for knowledge and push the boundaries with your teaching. Your

lessons may not always go as well as you would have hoped however what is important is that you are able

to reflect and identify those next steps.

To be on a teacher training programme at Edge Hill you must have already shown outstanding potential

through your application and interview. Congratulations on your achievements thus far and I wish you the

best of luck and enjoyment throughout your training programme and hope to meet you at some point.

Greg Parker

(Head Teacher, LIPA Primary School)

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Programme Overview – BA (Hons) Early Years Education with QTS

Key Professional Practice requirements

BA (Hons) Phase 1a Year 1

Key Requirement and suggested progression: Year 1 Undergraduate

Whole Class Teaching

Group Work, Training Tasks, Team Teaching and Observations

Planning, Preparation and Assessment

Enquiry

Led

Learning

Trainees in year 1 will undertake Enquiry Led Learning. This involves visiting the setting on a

weekly basis and undertaking tasks as set by their tutor at University. They will then go on to

complete Phase 1a block practice. Trainees will observe the class at work and work with groups of

children under the direction of the class teacher, across all timetabled lessons.

Ensure some non-contact time is allocated to give the trainee opportunities to explore resources,

school policies, etc.

Block To build up to teaching and planning for 30-40% of the class timetable.

To be based in one class/ setting, with opportunities to visit other classes in other Key Stages for specific purposes where possible. 2 or more trainees in each class.

Weeks 1-2

To begin to plan for groups of learners and short whole class inputs (including adult led and child led activities and activities within the continuous provision plus outdoors).

20%

60%

20%

Weeks 3-4

To increase the amount of whole class

input.

30%

50%

20%

Weeks 6-8

To teach and plan for 30-40% of the class timetable.

30-40%

40-50%

10%

BA (Hons) Phase 1b Year 2

Key Requirements and suggested progression: Year 2 undergraduate and




To build up to teaching and planning for 50-60% of the class timetable.

To be based in one class, with opportunities to visit other classes in other Key Stages for specific

purposes. Possibly a paired placement.

Week 1

To observe the class at work and to work with groups of children under the direction of the class teacher, in order to get to know the children and their range of attainment, as well as the Units of work being planned

80%

20%

Weeks 2-3

To begin to plan for groups of

learners and whole class inputs.

30%

50%

20%

Weeks 4-5

To teach and plan for 40% of the class timetable. To teach and plan for 50-60% of the class timetable.

40%

50%

10%

Weeks 6-8

50-60%

30-40%

10%

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BA (Hons) Phase 2 Year 3

Key Requirements and suggested progression: Year 3 undergraduate




Enquiry

Led

Learning

Trainees in year 3 will undertake Enquiry Led Learning. This involves visiting the setting on a

weekly basis and undertaking tasks as set by their tutor at University. They will then go on to

complete Phase 2 block practice. Trainees will observe the class at work and work with groups of

children under the direction of the class teacher, across all timetabled lessons.

Ensure some non-contact time is allocated to give the trainee opportunities to explore resources, school policies, etc.

Block

To build up to teaching and planning for 80% of the class timetable.

To be based in one class, with opportunities to visit other classes in other Key Stages for specific purposes. Solo placement.

Weeks 1-2



To increase the amount of whole class input.

30%

50%

20%

Weeks 3-5

To teach and plan for 50% of the class timetable.


50%

40%

10%

Weeks 6-11

80%

10%

10%

The statements in part two of the Teachers’ Standards define the behaviour and attitudes that set the required

standard for conduct throughout a teacher’s career. A trainee teacher is expected to demonstrate consistently

high standards of personal and professional conduct. Much of the evidence for this section will be found in

other Standards and evidence specific to this section will be exemplified on a day-to-day basis. Please note

that additional evidence does not need to be collated for this Standard.

Trainees should be evidencing Personal and Professional Conduct at an excellent level to be

outstanding. Trainees should be evidencing Personal and Professional Conduct at a good level to be good.

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Programme Overview – PGCE Early Years with QTS

Our PGCE programme is designed to train our trainees to teach children aged 3-7 in order to gain a

recommendation for QTS. Over the course of their study they will benefit from high quality training through

partnerships with schools and learn how to enthuse and inspire young children with creative teaching. Our

trainees are trained across the Early Years Foundation Stage and National Curriculum Key Stage 1,

combining high quality on campus study with mentoring in schools.

Pre-Course Experience

Postgraduate trainees from Edge Hill University come from a wide variety of academic backgrounds.

All spend time in schools and/or early years settings before beginning their programme. Some have

a considerable amount of voluntary or paid experience in schools and/or early years settings, others

have less.

PGCE Professional Practice Phase 1a - Nursery

All trainees will spend 20 days in an Early Years Foundation Stage setting over a 7 week period, focusing on

Nursery provision for 3-4 year olds. The trainee will receive 1 visit from an Edge Hill University Visiting Tutor

towards the end of the placement.

This placement is not graded but is assessed at pass or fail. Trainees have a series of focused tasks to

undertake during this part of their training. The experience gained from these placement days is invaluable

in supporting their learning journey on the early years PGCE programme.

The knowledge and skills gained will also contribute to their Teachers’ Standards Portfolio (TSP), which is a

requirement for them to develop over the year in order to be recommended for Qualified Teachers Status

(QTS) at the end of their programme.

The school/setting will identify a mentor for the trainee for guidance and support. The trainee will receive a

visit from an Edge Hill University Visiting Tutor towards the end of the placement to review the progress and

to discuss the Professional Practice 1a Report. For more information, please refer to the Professional Practice

1a Requirements on the following pages.

Professional Practices Phase 1b and Phase 2 – Early Years Foundation Stage/Key Stage 1

All trainees will have graded Professional Practices in both Key Stage 1 and Early Years Foundation Stage

during the programme.

University Based Modules

Alongside the above professional practices trainees study a range of modules that cover: Teaching, Learning

and Curriculum Development; Early Years Personal and Professional Development, Early Years Research

and Early Years Specialism designed to enhance their professional practice.

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PGCE Professional Practice Phase 1a Nursery (0-3yrs) Key Professional Practice

PGCE Phase 1a

Key Requirement and suggested progression:




Nursery placement

To build up to teaching and planning for 20% of the class/room timetable as appropriate.

To be based in one class/room, with opportunities if appropriate to visit other classes/rooms. 2 or more trainees in each class/room.

Weeks 1-5

To observe the class/group at work and to work with small

groups of children under the direction of the class

teacher/room leader, across all timetabled lessons/sessions.

Ensure some non-contact time is allocated to give the trainee opportunities to explore resources, school/setting policies, etc. Complete Focused Tasks (p9)

80%

20%

Weeks 6-7

To begin to plan for groups of learners and short whole class/group inputs (including adult led and child led activities and activities within the continuous provision including outdoors). Complete Focused Tasks (p9)

20%

60%

20%

During Phase 1a trainees will be encouraged to develop their skills of reflective teaching.

What is reflective teaching?

Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking

about if it works - a process of self-observation and self-evaluation. It is really important for trainee teachers

to reflect upon their own performance, in order to progress in their teaching.

After you have completed the focused tasks it is really important that you consider the following:

-What went well?

-Why did this activity or technique work?

-What would I take from the lesson?

-What should I try to successfully use again?

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PGCE Early Years Professional Practice 1a

Focused Tasks for weeks 1-5 (2 days a week)

1 How does the ‘key person’ system work in the setting? What could be improved?

2 Think about the continuous provision environment – indoors and outdoors How is play encouraged and supported? What is the balance of play and teaching? Do all children get access to outdoor play every day?

3 Observe the children engaged in play. What do you notice about how the environment is used by the children? What enhancements could you suggest? Why? Do boys use different areas to girls? Are all areas used effectively? How?

4 Who is responsible for planning in the setting? How does this work? How is this information shared with other professionals/parents/carers?

5 What assessment tool is used in the setting? Find out about how this informs planning and next steps?

6 Ask about the Progress Check at Age 2 (Integrated Review) if appropriate in your setting Who completes it? How does this fit into the EYFS? How are Parents/Carers involved? How are Health Visitors involved? Find out about the ‘transitions’ policy and practice in the setting for moving from nursery to reception.

7 How is early reading and phonics taught in the setting? Is there an early reading policy in place? Does there need to be? Gather some good quality examples of how early years practitioners teach early reading and phonics across all age ranges.

8 How is positive behaviour supported and enhanced in the setting? Gather some examples to discuss and reflect upon. Find out about the role of the SENCo in the setting. How is early intervention approached and monitored? Mentor and trainee meet to review progress and planning for week 6 and 7. Ensure arrangements for Visiting Tutor are in place.

PGCE Early Years Professional Practice 1a

Focused Tasks for weeks 6-7 (5 days a week)

9 Plan and deliver a series of 3 small group or whole class/group inputs using the Edge Hill planning template. Evaluate both the children’s learning and your teaching.

10 Using information gathered from task 2, plan for an area of continuous provision. Monitor the effectiveness of your chosen provision. Trainee meeting with Mentor to ensure Attendance Records are signed and PP1a End of Professional Practice Report Form is completed and signed at the end of the placement. Triangulation meeting with Visiting Tutor, Trainee and Mentor to discuss and sign the End of PP1a Report Form.

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Additional Guidance for PGCE Professional Practice 1a

Trainee/Mentor – checklist NB: PGCE Professional Practice Phase 1a

only

Tick √

Meet with the mentor/class teacher and discuss the following:

An introduction to the school context including: school organisation, routines, school policies (Health

and Safety, child protection), planning and assessment systems used by school.

Discuss Professional Practice targets with the trainee (use the Trainee Profile form to assist with this).

Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any

concerns with the trainee.

Support the trainee in gaining access to information and resources they may need.

Ensure trainee is clear of planning expectations for groups and any whole class teaching for induction

week.

Discuss Focused Tasks and Key Requirements of the Professional Practice with the mentor/class

teacher and ensure a timetable for completion is agreed.

Complete the Focused Tasks (p9) and Key Requirements for Professional Practice Phase 1a (p11).

Complete and sign attendance record.

Mentor/Class Teacher role – checklist NB: PGCE Professional Practice Phase 1a

only Tick √

Induction to the school/setting key policies and procedures, classroom and routines, children and their

ability levels

Training in the use of the school’s/setting’s planning and assessment systems

Support in relation to the management of behaviour and provide opportunities for your trainee to team

teach and observe/discuss teaching approaches

Each week discuss specific Focused Tasks and Key Requirements of the Professional Practice and

ensure a timetable for completion is agreed and monitor progress.

The Mentor/class teacher completes a ‘Learning Evaluation Record’ in week 3/4 and week 6/7 and

give verbal feedback to the trainee. Discuss targets, using the ‘Assessment and Grading Criteria’ as a

tool.

Week 6/7: Complete and discuss the Professional Practice 1a Report with the trainee. Triangulation

meeting with the trainee, class teacher/mentor and Visiting Tutor. Agree pass/fail and sign Attendance

Record.

Complete the online evaluation (you will receive an email with the link).

NB: Throughout the duration of the placement, raise any concerns with the PGCE Early Years

Pathway Leader, Jackie Sumner.

Visiting Tutor Visit week 6/7 – checklist NB: PGCE Professional Practice Phase 1a

only

Tick √

Discuss progress against the Focus Tasks & Key Requirements.

Review the two Learning Evaluation Records and highlighted Assessment & Grading Criteria evidence

towards pass/fail of PP1a.

Triangulation meeting with the trainee, class teacher/mentor and Visiting Tutor. Agree pass/fail and

sign Attendance Record. Agree pass/fail and sign Attendance Record.

Update Partnership Trainee Tracking database with notes of visits within 48 hours. raise any concerns

with the PGCE Early Years Pathway Leader, Jackie Sumner.

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PGCE Phase 1b

Key Requirements and suggested progression: PGCE




To build up to teaching and planning for 40-50% of the class timetable.

To be based in one class, with opportunities to visit other classes in other Key Stages for specific

purposes. Possibly a paired placement.

Week 1

To observe the class and to work with groups of children under the direction of the class teacher, in order to get to know the children and their range of attainment, as well as any Units of work being planned

80%

20%

Weeks 2-3



30%

50%

20%

Weeks 4-5

To teach and plan for 40-50% of the class timetable.

40%

50%

10%

Weeks 6-8

50-60%

30-40%

10%

PGCE Phase 2

Key Requirements and suggested progression: PGCE.



Planning, Peparation and Assessment

To build up to teaching and planning for 80% of the

class timetable.

To be based in one class, with opportunities to visit other classes in other Key Stages for specific purposes. Solo placement.

Week 1

To observe the class at work and to work with groups of children under the direction of the class teacher, in order to get to know the children and their range of attainment, as well as the units of work being planned

80%

20%

Weeks 2-3



To increase the amount of whole class input.

30%

50%

20%

Weeks 4-5


50%

40%

10%

Week 6-12

80%

10%

10%

The statements in part two of the Teachers’ Standards define the behaviour and attitudes that set the required

standard for conduct throughout a teacher’s career. A trainee teacher is expected to demonstrate consistently

high standards of personal and professional conduct. Much of the evidence for this section will be found in

other Standards and evidence specific to this section will be exemplified on a day-to-day basis. Please note

that additional evidence does not need to be collated for this Standard.

Trainees should be evidencing Personal and Professional Conduct at an excellent level to be

outstanding. Trainees should be evidencing Personal and Professional Conduct at a good level to be good.

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Professional Practice

Initial Teacher Training (ITT) Professional Practices

Whilst on Professional Practice, a trainee’s first point of contact with the University will be their designated

Edge Hill University Visiting Tutor. This tutor will contact the trainee in advance of the Professional Practice

and provide their contact details. In the event that the trainee is unable to contact their Visiting tutor, they

must contact their Professional Practice Leader, who will direct the trainee to an appropriate member of staff.

Sourcing of Professional Practice Offers

For the purpose of this document where it states ‘school’ it refers to all schools, colleges and settings. There

is a dedicated team whose role it is to source Professional Practice offers for each programme and across

every area in the Faculty of Education, and schools are supported by the team in submitting offers, often a

year or more in advance of the Professional Practice start dates. Whilst this is necessary and helpful, it also

means that sometimes circumstances change at the school such as:

Ofsted-either pressures of an inspection looming or if an inspection alters the school

grade, particularly if a school goes into a specific category

Changes in staff eg maternity leave, jury service, absences, new head teacher

School Direct students allocated from an external school partner

Newly Qualified Teacher appointed-a trainee cannot be in a class with an NQT

The schools, colleges and settings in our partnership do not have to engage in ITT if they chose not to, which

is why the relationships we have with them are important and there are key contacts from the Faculty of

Education who liaise with each school, college and setting. It is damaging for the relationship if trainees

contact the school, college or setting directly, which is why we ask you to provide any details of schools,

colleges or settings and the relationship you have on the BOS with all other personal details needed for the

team to source and allocate Professional Practices appropriately.

The Faculty of Education has to ensure the quality of the Professional Practice and we take into consideration

previous Ofsted reports, feedback from trainees and tutors and feedback from the team of Partnership

Quality Officers, whose role it is to Quality Assure each school, college and setting and each Professional

Practice. There is an Accreditation Policy that is followed particularly with new schools to the partnership.

Contact Details for Professional Practice

All trainees will complete a Student Allocation Profile. This profile will be the information used to allocate a

trainee an appropriate Professional Practice for their training. It is the trainee’s responsibility that this is

completed in full and that the Faculty is kept up to date with any changes to the trainee’s circumstances. If a

Professional Practice is allocated based on the information the Faculty holds and the trainee notifies the

Faculty after allocation that there has been a change in the information, this may result in a delay to the start

of the trainee’s Professional Practice. Any change in a trainee’s address or contact details, or change in

personal circumstances, a trainee must ensure that they update Academic Registry and the Faculty as

appropriate, to ensure all information at the time of allocation is correct.

Professional Practice Allocations

Professional Practices are normally secured on behalf of all trainees by the Faculty team. However, if a

trainee is aware of a school, college or setting which they feel might provide a Professional Practice for them,

as they have previously undertaken voluntary work there, a trainee can identify this setting on their Student

Allocation Profile. The Faculty team will follow up the suggestion and in due course the Programme Leader

will notify the trainee of the result of the suggestion. Please note, this may not mean that this is where the

trainee undertakes their next Professional Practice as a Quality Assurance check needs to be undertaken to

ensure the training the trainee will receive is of high quality and that the setting has the capacity to provide a

high quality experience. All allocations will be based on the trainee’s training needs. Geography will be taken

into consideration so that a trainee is normally travelling no more than 1 hour 30minutes to get to their

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Professional Practice. Edge Hill University recommend using Traveline (www.traveline.org.uk) to calculate

the journey.

Notification of a Professional Practice

Trainees are requested to access the Go Portal on a regular basis and also to check their Edge Hill email

accounts, which will be used for urgent communications. This is where a trainee will be notified of their

Professional Practice allocation. Trainees will be expected to contact the school within 48 hours of notification

of their professional Practice.

After Allocation

If a trainee has any concerns or personal issues regarding the allocation of their Professional Practice, e.g.,

medical conditions, personal issues, financial issues, etc., the trainee should be report this within one working

day of the notification of the Professional Practice by completing a Professional Practice Rejection Form (on

VLE). This will then be scrutinised by both the Professional Practice Leader and Programme Leader who will

need to support the submission, and the Assistant Head of Area who will make the final decision. Please be

aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required. All trainees

should have considered all other options, e.g., submitting a Transport Request Form (when required travel is

very difficult), as the refusal of a Professional Practice Rejection Form could result in failing the Professional

Practice on a technicality, i.e., a trainee has been offered a suitable Professional Practice but has declined

it.

Number of days in school, college or setting

All trainees need to complete a minimum number of days/hours in school/college/setting, a total of 120 days

across their training programme. If a trainee does not complete the requisite amount of time they will not be

compliant and they cannot be recommended for QTS/QTLS at the end of the Programme. Trainees may

need to make up extra days at the end of the Professional Practice. A training programme lasts a full school

year so a trainee should not book any holidays until they have had their Professional Practice allocated, as

each school has different half terms and depending on the number of days a trainee has undertaken in school,

their programme may last until the end of July.

Timing of Professional Practices

Due to the large variety of schools, colleges, settings within our extensive partnership we need to be flexible.

This means that a trainee may start or end their Professional Practice at different points, within a specific

window of time. Please ref to the timetable in the programme handbook. There are also occasions where

schools withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results,

changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons, the trainee begins their

Professional Practice later than other trainees in their cohort, the trainee will continue to progress and develop

through the delivery of an enhanced training programme. The trainee will continue as a full time trainee and

have the opportunity to experience other aspects of the programme that their peers will engage with later on

in the programme, for example, a short placement at an SEND school. The programme is designed to be

flexible so that aspects can be moved around in order to ensure that differences in Professional Practice

dates and that training needs can be accommodated.

Deferred Professional Practices

A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional

Practice after its commencement for reasons beyond their control or if they cannot commence the

Professional Practice. In this situation, the trainee will need to contact their Edge Hill University tutor and

arrange to submit an application for acceptance of Exceptional Mitigating Circumstances. This is usually

termed an ‘EMC’. Once an EMC has been accepted, the Faculty team will work towards securing a repeat

Professional Practice. This requires special negotiation with schools, colleges, settings because of the

unusual timing of the Professional Practice. The trainee will be informed as soon as possible, but we ask the

trainee to maintain contact with the Programme Leader and engage in some voluntary work whilst awaiting

http://www.traveline.org.uk/

14

confirmation. The trainee must ensure that their contact details are up to date and known to both Academic

Registry and to the Programme Leader.

Referred Professional Practices

A Professional Practice is termed ‘referred’ when a trainee has failed a placement and been granted a second

attempt. In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s needs

and provide very specific support. Obviously, this requires special negotiation and a careful choice of setting.

The trainee will need to be patient throughout the process. Normally this will take place the following academic

year at the same time as the identified placement is due to begin. A trainee is not automatically entitled to a

‘referred’ Professional Practice; this will be offered at the discretion of a Faculty School Experience

Assessment Board. If a trainee is referred there will normally be additional costs incurred, which will be met

by the trainee.

Travel and Accommodation

If costly travel is incurred travelling to a Professional Practice, then support towards your expenses may be

claimed for, any distances over and above that which equates to your normal journey from your term time

address to the university. Claim forms (known as Trainee Expense Forms) are available from the Faculty of

Education Information Desk. The entire travel policy document can be found on the VLE.

Occasionally there may be opportunities for trainees to complete a Professional Practice at a location that is

an unreasonable distance from the home or term time address and in these instances accommodation will

be provided by Edge Hill University. Full details can be found in the Travel and Accommodation policy on the

VLE. Additional support with other expenses, whilst on a remote Professional Practice can be found in this

policy.

There will also be opportunities for trainees to identify either their home address or an alternative address in

which they may reside whilst undertaking their Professional Practice. If this is the case a trainee can indicate

this on the Student Allocation profile and inform the university if you are unable to do so. If a school is sourced

near to the alternative address you have identified financial support may be provided to support costs living

at this alternative address. Please see Travel and Accommodation policy on the VLE for further details.

External Examiners

Some trainees and schools/colleges/settings will be visited by External Examiners during the final week of

the Professional Practice. Details of External Examiner visits will be shared nearer the time. The role of the

External Examiners is to act as critical friends to Edge Hill University and to offer views about how we can

develop and improve our provision. Their role is not to visit trainees and schools/colleges/settings in order

to make judgements about their performance.

Trainee absence

Trainees who unavoidably miss occasional Professional Practice days will be required to give full and prompt

explanations to the setting/school and to Edge Hill University. Where absences are repeated, the Mentor or

Visiting Tutor may ask trainees for documentary evidence of the reasons for absence.

If you are absent for unavoidable reasons, you should:

- Notify the Visiting Tutor and the setting/school at the start of the working day of the

reason for and expected duration of any unscheduled absence.

- Make up any missed teaching and observations when you return to setting, at the

expense of Self-Managed Time.

15

DBS and Safeguarding (Initial Teacher Training)

September 2016

Dear Colleague

Re: Disclosure and Barring Service (DBS) Checks and Safeguarding Checks relating to Initial Teacher

Training (ITT) trainees: updated guidance from Edge Hill University

I’d like to thank you for your support in working with trainees from the Faculty of Education, at Edge Hill

University, in providing outstanding training in your setting.

The following information sets out the Disclosure and Barring Service (DBS) and safeguarding checks which

are implemented for Initial Teacher Training trainees.

As an accredited provider of Initial Teacher Training (ITT) the University is bound by the ITT Criteria1 which

set out the following requirements:

“that all entrants, as part of the provider’s selection procedures, have taken part in a rigorous selection

process designed to assess their suitability to teach”.

Part of this criteria requires providers to have regard for the Department for Education’s statutory guidance

Keeping Children Safe in Education, when carrying out duties to safeguard and promote the welfare of

children. This includes ensuring that entrants on all routes, including salaried schemes, have been subject to

an enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s

barred list, and that records are kept showing that trainees have obtained these.

Our procedure in response to this DBS requirement is that every trainee is DBS checked and, where

appropriate, considered by a panel of professionals comprising representatives from partner schools, settings

or colleges and from the Faculty of Education.

It can be confirmed therefore that in order to enrol upon an Initial Teacher Training programme a trainee will

have:

completed an application form

had references checked

been interviewed face-to-face

the necessary qualifications

had an enhanced DBS check, including a check of the children’s barred list, and where the applicant

has lived outside of the UK, provided a DBS check from the country, or provided a good conduct

reference.

1 Initial Teacher Training Criteria supporting Advice, National College for Teaching and Leadership, June 2015

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Sharing of information

You can expect that a trainee embarking upon a professional practice in your setting will carry with them an

ID card showing their photograph and a letter from the University confirming their suitability to train to teach.

Please be aware that the enhanced DBS check which is undertaken lasts the length of the trainee’s

programme of study, including cases where the programme lasts longer than three years.

You may also be aware that it is an offence under the 1997 Police Act, and a breach of the DBS Code of

Practice, for registered bodies (i.e. Edge Hill University) to share copies of DBS checks or any information

contained in a trainee’s disclosure with a third party. Accredited providers must not therefore share this

information with schools, settings and colleges, and trainees should not be asked to produce this

documentation for their host settings.

Childcare Disqualification Regulations

It has been confirmed that Initial Teacher Training trainees training on an Early Years or Primary route must

be asked to confirm that neither they nor, as far as they are aware, members of their household are

disqualified from working in childcare settings. I can confirm that declarations relating to the disqualification

requirements have been obtained from trainees.

Prohibition Order Check

It has also been confirmed that providers must check that trainees are not subject to a Prohibition Order. I

can confirm that this check is undertaken.

Employment Based Trainees

Please note that in respect of School Direct salaried trainees and Further Education and Training in-service

trainees it is the responsibility of the school or college to ensure that these checks are satisfactorily

undertaken, as per the details set out in the partnership agreement.

This letter may be used in relation to your school or college’s safeguarding procedures as required by Ofsted,

and, although you are not obliged to do so, you are advised to record this information in your central record.

I very much hope that these details provide you with the relevant information you require and also give you

confidence in the rigorous procedures which are in operation.

If you wish to discuss any aspect of this further please do not hesitate to contact me.

Yours sincerely

Karen McCormack

Assistant Head of Secondary Education, [email protected]


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DBS and Safeguarding (Work Based Learning)

September 2016

Dear Colleague

Re: Disclosure and Barring Service (DBS) Checks: updated guidance from Edge Hill University

I’d like to thank you for your support in working with students from the Faculty of Education, at Edge Hill

University, in providing outstanding training in your setting.

The following information sets out the Disclosure and Barring Service (DBS) procedures which are

implemented for all undergraduate students undertaking work based learning.

Our procedures pay close attention to the information set out in the Department for Education’s statutory

guidance ‘Keeping Children Safe in Education’, with regard to the duties to safeguard and promote the

welfare of children. This includes ensuring that entrants to identified degree programmes have been subject

to an enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the

children’s barred list, and that records are kept showing that trainees have obtained these.

Our procedure in response to this DBS requirement is that every student is DBS checked and, where

appropriate, considered by a panel of professionals comprising representatives from partner schools, settings

or colleges and from the Faculty of Education.

Sharing of information

You can expect that a student undertaking a work placement in your setting will carry with them an ID card

showing their photograph and a letter from the University confirming their suitability. Please be aware that

the enhanced DBS check which is undertaken lasts the length of the trainee’s programme of study, including

cases where the programme lasts longer than three years.

You may also be aware that it is an offence under the 1997 Police Act, and a breach of the DBS Code of

Practice, for registered bodies (i.e. Edge Hill University) to share copies of DBS checks or any information

contained in a student’s disclosure with a third party. Providers must not therefore share this information with

schools, settings and colleges, and students should not be asked to produce this documentation for their host

settings.

This letter may be used in relation to your school’s safeguarding procedures as required by Ofsted, and,

although you are not obliged to do so, you are advised to record this information in your central record.

If you wish to discuss any aspect of this further please do not hesitate to contact me.

Yours sincerely

Karen McCormack

Assistant Head of Secondary Education, [email protected]


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Health and Safety

The following statement is taken from cross-Faculty Health and Safety documentation. University refers to

Edge Hill and student to trainee teacher.

The University and you as a Professional Practice provider have a duty of care towards the student whilst on

the Professional Practice. In order to fulfil this duty of care the University will:-

Prepare the student for the Professional Practice and ensure they are aware of general

health and safety aspects. However, this is of a general nature and does not include the

specific information needed for any particular job or workplace.

Give the student an opportunity to feed back to the University on any problems experienced

with regard to health and safety whilst on Professional Practice.

Respond to any negative feedback received from students in relation to health and safety

practices during Professional Practice by informing the Professional Practice provider.

During the Professional Practice, we would expect our student to prove to be an effective, safe and reliable

individual. However, you will appreciate that during this period the student is under your control and therefore

the statutory duty of care and consequent liabilities rest with yourself.

As the students’ Professional Practice provider the University expects you to treat them in the same way as

your employees with regards to their health, safety and welfare. It is therefore the University’s expectation

that as Professional Practice provider you will:

Provide the student with information on the workplace health and safety arrangements,

including fire precautions, specific hazards and health and safety precautions.

Include the student in the risk assessment programme as it affects activities undertaken by

them.

Provide appropriate instruction and training in working practices and in the particular control

measures identified in the risk assessments.

Provide ongoing supervision and training for the student in the performance of their duties.

Have a system of recording and investigating accidents and incidents. We would ask that

you notify the University of accidents and incidents involving the student that you are made

aware of.

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Trainee ‘at risk’

Trainees can face difficulties and challenges within a Professional Practice for many reasons. A trainee is

deemed “at risk” if they are not achieving the minimum standard required for the Professional Practice.

Phase 1a (undergraduate year 1 only): requires a “Pass” to progress onto Phase 1b. (This means the trainee

is Requires Improvement or better).

Phase 1b: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2.

Phase 2: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2.

If during a Professional Practice a trainee is deemed to be at risk of not meeting the minimum requirements

the relevant Year/Professional Practice Leader should be informed and they will make a decision along with

the mentor about the most appropriate strategies to implement.

These may include:-

Monitoring the situation and the trainees progress

Arranging a meeting or phone tutorial with the trainee

Gaining further information from the school, previous Visiting Tutor, personal tutor etc.

Arranging for additional visits from the Visiting Tutor, this will be arranged in agreement

with the Professional Practice Leader and the Assistant Head of Primary Education

(School based training)

Arranging for additional input from a Professional Practice support tutor

Arranging for a reduction in teaching timetable

Extending the Professional Practice beyond the scheduled end date

Implementing specific strategies according to the nature of the issues

As soon as any intervention is put into place a form will be completed and signed to inform the trainee that

they are at risk of failing the placement and that additional support has been put in place. Throughout the

process time limited targets will be set to support the trainee in making progress. These will be reviewed

regularly.

If, at any point in the Professional Practice the Mentor and or Visiting Tutor consider the trainee is still not

making sufficient progress towards the targets that have been set or that it is not likely the trainee will achieve

the minimum requirement for the Professional Practice the trainee will be informed the Professional Practice

has been unsuccessful and the practice will be terminated. All trainees are then invited to attend a compulsory

APRM (Academic and Professional Review Meeting) to meet with the Professional Practice/Year Leader and

the Assistant Head of Area to discuss the next steps.

If a trainee considers their ability to complete the Professional Practice successfully has been impacted by

Exceptional Mitigating Circumstances then they should consider submitting an EMC application. The

Professional Practice/Year Leader can advise if such a case arises.

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Assessment and Grading of Trainees

As a partnership we are fully committed to our goal of ensuring that our training develops the quality of both

a trainee’s teaching and their impact upon children’s progress and learning over time. In addition, the outcome

of our last Ofsted inspection charged us with doing the following – ‘in assessing trainees progress against

the Teachers’ Standards, focus more clearly and accurately on trainees’ planning, teaching and their pupils’

learning’.

Assessment and Grading Guidance for trainees undertaking a professional practice

Our Vision

Placing the learner and the trainee at the heart of teacher education and training2.

Edge Hill University’s Faculty of Education Partnership is a learning community of schools, colleges and

settings working collaboratively with the University to design and deliver high quality training and education

which prepares trainee teachers to become outstanding practitioners, focused upon the learning and

progress of all learners.3

Our partnerships will work with trainees from the point of interview in order to realise the trainees’ potential

in becoming good and outstanding teachers. All trainees are expected to make a positive contribution to

learning from the beginning of their programme; with the learner, and the highest expectations for learning

and development, as central to the training programme. Trainees have the opportunity to train in a variety of

exciting, challenging and innovative schools, colleges and settings across the partnership, learning first-hand

from experienced teachers. Our holistic training programme puts the well-being of the trainees and the

learners they teach at its heart. This training programme should be seen as the first part of a teacher’s

professional development and our partnership is committed to ensuring a smooth and successful transition

to NQT induction.

Reaching an assessment judgement about a trainee’s attainment against the Teachers’

Standards

This guidance is designed to provide support to all members of the Edge Hill University ITT Partnership in

ensuring accuracy and consistency in the assessment of trainees.

Assessing trainees: important considerations

Remember the training programme is the first part of a teachers’ professional development and we are

committed to ensuring a smooth and successful transition to NQT induction.

A. The key factor in judging the quality of teaching over time is the impact teaching has on the

quality of learning of pupils/learners. (‘Initial teacher education inspection handbook,’ March 2015,

Paragraph 125).

B. When assessing the quality of trainees’ teaching over time, reference should be made to the

Teachers’ Standards in full (‘Initial teacher education inspection handbook,’ March 2015,

Paragraph 126). The bulleted sub-headings should be used to:

o track progress against the Teachers’ Standards;*

o determine areas for additional development;*

o identify strengths which indicate excellent practice;*

o enable the identification of aspects of, for example, outstanding practice for Good

(grade 2) trainees and good practice for trainees with Requires Improvement (grade 3)

in order to show that they are exceeding the minimum in aspects of the Teachers’

Standards.

* ‘Initial teacher education inspection handbook,’ March 2015, Paragraph 129, paraphrased.

2 National Association of School Based Teacher Trainers (NASBTT), Training and Assessment Toolkit 3 Learners refers to all stakeholders: trainee teachers, pupils, adult learners and mentors

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C. The Standards need to be applied as appropriate to the role and context within which a trainee

is practising. Providers of initial teacher training (ITT) should assess trainees against the Standards

in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the

award of QTS.’ (‘Teachers’ Standards,’ Paragraph 6).

D. Trainees’ teaching over time should be assessed in relation to:

o the impact they have on the progress and learning over time of the pupils for which they

are responsible;

o the context and content of their teaching, over sequences of lessons; the quality of

teaching must be judged in terms of attainment in relation to the relevant

Teachers’ Standards and not on individual lessons.

When making judgements, the full range of evidence should be utilised, including planning, discussions with

trainees and pupils, pupils’ responses in lessons and in their work books, the quality and impact of trainees’

marking and feedback, trainees’ assessment and planning records and evidence of their own and their pupils’

progress and learning over time.

E. Assessment must be informed by evidenced, professional judgements which are accurate and

rigorous. Judgements need to be based on the quality of the trainees’ teaching overall and reflect

their impact on pupil progress and learning over time. Weaknesses or strengths in some of the

Teachers’ Standards may have significant impact on performance in others. It is essential that

all grades, comments (regarding trainee and pupil progress and learning) and targets are

aligned with the grade descriptors for the grade being awarded.

The Teachers’ Standards: using the Assessment and Grading Criteria (see appendices)

The Assessment and Grading Criteria are presented as a practical interpretation of the criteria for individual

trainee’s assessment linked to the bulleted sub-headings for each Standard.

The Assessment and Grading Criteria also reference the Ofsted criteria for judging the quality of outcomes

for trainees as set out in the ‘Initial teacher education inspection handbook’ (March 2015).

The Teachers’ Standards provide a benchmark of the minimum requirements for recommendation for QTS

that should be expected of trainee teachers by the end of their training. It is expected however that all trainees

exceed the minimum level and will exceed the Teachers’ Standards at a Good (grade 2) or Outstanding

(grade 1) level by the end of their training, with no trainee identified as Requires Improvement (grade 3).

The Assessment and Grading Criteria should be used formatively by those assessing trainees to help track

progress against each Standard, to determine areas where additional development might be required, where

an intervention needs to be in place, or to identify areas where a trainee is already exceeding the Standards

beyond the minimum level. Using the descriptors from the start of the programme inevitably means that

trainees may attain lower grades in the early stages of their training. This approach provides an opportunity

to map the trainee’s progress, highlight priorities for professional development, support target setting and

provide the trainee with a clear pathway to reach their potential.

Given the importance of ensuring pupils’ progress and learning over time, please note that when

making a summative judgement in Professional Practice 2 about a trainee’s attainment TS 2 is a core

Standard. If a trainee achieves a Good (grade 2) in this Standard they can only achieve a Good (grade

2) overall, however, they could still achieve some Standards at Outstanding (grade 1) (see appendix

1).

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Guidance for Part two: Personal and Professional Conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The

statements in part two of the Standards define the behaviour and attitudes that set the required standard for

conduct throughout a teacher’s career.

Much of the evidence for this section will be found in other Standards and evidence specific to this section

will be exemplified on a day to day basis. Please note that additional evidence does not need to be collated

for this Standard.

Trainees should normally be evidencing Personal and Professional Conduct at an excellent level to be

Outstanding (grade 1). Trainees should be evidencing Personal and Professional Conduct at a consistently

high level to be Good (grade 2).

The weekly training session - The Learning Evaluation

The weekly meeting that the Mentor has with their trainee is a training session in which the Mentor should:

Observe the teaching and learning (the time to be devoted to observation will vary from trainee to trainee, and according to their circumstances and needs, however, 20 minutes, is the suggested time for most trainees)

Review pupils’ progress and the impact that the trainee is having on the learning (including discussions with pupils, observation of pupils’ responses in lessons and in their work books; gathering of evidence from the trainee)

Talk to the TA, or other adults

Review pupils’ work books, including a consideration of the impact of trainee’s feedback and marking)

Read the trainee’s files (e.g. planning and evaluation files, including evidence of the trainee’s own progress over time; assessment files, including records and evidence of pupils’ progress over time)

Discuss the trainee’s progress against targets, including the trainee’s self-assessment

Highlight the trainee’s achievement on the Assessment and Grading Criteria grid

Complete The Learning Evaluation Form

Signpost and deliver training against targets and ensure appropriate interventions, so that the trainee can address the targets

This meeting should be recorded on the Weekly Meeting Record.

The Learning Evaluation Form, which includes the Assessment and Grading Criteria grid, should be

completed in the following way:

1. The Mentor should write the trainee’s current targets at the top of the proforma (these should be

taken from the current targets that the trainee is working on). These targets should be reviewed in

the discussion with the trainee and evidence of these being addressed should be captured in the

review of current targets.

2. The Mentor should highlight or circle for each Standard descriptor (on the Assessment and Grading

Criteria grid) the aspects that are achieved in the lesson, so that the trainee is aware of the level

s/he is currently operating at. The main focus of the learning evaluation is the impact that the

trainee's teaching is having on the learning and the progress in the lesson.

3. The Mentor should then reflect upon the evidence of the impact that the trainee's teaching is having

upon the children's learning and the progress they are making. Using all the evidence from the

lesson observed, from the trainee's files, from pupils’ books, and from relevant discussions, the

Mentor should identify key strengths and areas to develop, linked to relevant Standards, using

the Assessment and Grading Criteria as a reference.

4. Targets for the trainee to work on over the coming week should be identified; these should be

referenced to the Standards, should identify both generic and subject specific targets, and a clear

indication of how the trainee can achieve these should be shared.

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5. The Mentor and the trainee should review the highlighted Assessment and Grading Criteria grid to

ensure the trainee understands the level s/he is currently operating at, based upon all of the

evidence.

6. If any of the descriptors are highlighted in the Inadequate (grade 4) column this should be indicated

on the proforma and the trainee's Visiting Tutor should be contacted immediately so that

appropriate remediation can be instigated as soon as possible.

7. If a trainee is identified as Requires Improvement (grade 3) during Professional Practice phase 2,

the Visiting Tutor should be contacted immediately so that, depending on the stage of training,

Requires Improvement (grade 3) intervention strategies can commence.

8. One copy of the proforma should be given to the trainee and one copy should be retained by the

Mentor.

9. It is the responsibility of the Visiting Tutor to review the completed Learning Evaluation Forms and

to input the grades awarded on to the database.

Interim Assessment

At the mid-point the interim review meeting replaces the weekly meeting. A joint observation of, and

triangulation meeting with, the trainee by the Mentor and Visiting Tutor takes place. Interim grades against

each Standard are agreed and targets are reviewed and agreed. At the interim review the trainee is also

given an overall interim grade based upon their Standards grades.

The sources of evidence to be used are the same as those set out in the weekly training section above.

NOTE: TS 2 is a core Standard at the summative point of Professional Practice 2, if a trainee only

achieves a Good (grade 2) in this Standard they can only achieve a Good (grade 2) overall, however,

they could still achieve some Standards at Outstanding (grade 1).

For every Standard there should be an agreed grade based on a 'best fit'; (i.e. the majority of the

characteristics for that Standard being evidenced at that particular level).

The Mentor should complete the Interim Assessment Form indicating the current grade for the trainee and a

target grade (as indicted on the interim report form) for the trainee by the end of their training, based on the

evidence and the potential of the trainee. Upon completion, the Interim Assessment Form should be emailed,

within 24 hours, by the Mentor to [email protected]

Summative Assessment of each Professional Practice

At the end of each Professional Practice a triangulation meeting replaces the weekly meeting. A joint

observation of, and meeting with, the trainee by the Mentor and Visiting Tutor takes place. Grades against

each Standard are agreed and targets are reviewed and agreed. The trainee is also given an overall grade

based upon their Standards grades.

The sources of evidence to be used are the same as those set out in the weekly training section above.

NOTE: In grading a trainee’s final Professional Practice TS 2 is a core Standard, if a trainee only



When preparing a summative report it is essential that there is a clear alignment between the overall grade

awarded, the Standards’ grades awarded, the related commentaries and the targets which are set.

The final grade for Professional Practice 2 will be awarded as follows:

Outstanding (grade 1)

All trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the

Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in the majority of

the Standards for teaching and all related to their personal and professional conduct. Much of the quality

of trainees’ teaching over time is Outstanding (grade 1) and never less than consistently Good (grade

2).


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For a trainee’s final grading to be 1:

o pupil progress and learning over time must be good or better than expected;

o a minimum of five Standards must be graded 1 overall, of which TS 2 must be a grade 1

o there can be no grade 3 or 4 for any Standard.

Good (grade 2)

All trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the

Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in some of the

Standards for teaching and all related to their personal and professional conduct. Much of the quality of

trainees’ teaching over time is Good (grade 2); some is Outstanding (grade 1).

For a trainee’s final grading to be 2:

pupil progress and learning over time must be at least as expected;

at least five Standards must be graded 2 overall, of which TS 2 must be at least a

grade 2

any grade 3 Standards must be scrutinised and would require grade 2 features

(utilising assessment against the sub-headings);

there can be no grade 4 for any Standard.

The Mentor should complete the End of Professional Practice Report form indicating the final overall grade

for the trainee. Upon completion of this it should be emailed, within 24 hours, by the Mentor to

[email protected] in order that the information can support completion of transfer

information to be shared with employers.

The triangulation meeting will normally take place when the trainee has reached a Good (grade 2) or

Outstanding (grade 1) level in their teaching. The timescale for this meeting will be identified in the

Professional Practice handbook, however, a different date may be agreed for some trainees which will be

agreed between the Mentor, the Visiting Tutor and the trainee, and confirmed by the Programme Leader.

Trainees Requiring Improvement to become Good (grade 2) or Outstanding (grade 1)

Any trainee in this category (RI) from the end of Professional Practice 1 onwards needs to be considered as

a cause for concern as early as possible. As soon as a potential RI trainee is identified the relevant

supervising staff must be alerted and immediate intervention, including sharply focused short and longer term

targets for the trainee, should be agreed and recorded on the Intervention Plan (see appendix 2). Explicit

training actions should be defined, monitored and recorded; and weekly updates maintained. The

interventions to secure progress will be entirely dependent upon the trainee’s individual needs but may

include: tutorial meetings, bespoke training sessions, observation of outstanding practitioners, and additional

professional practice training days. A trainee who reaches the end of Professional Practice 2 at an RI (grade

3 level) will be referred to a placement panel, chaired by the Associate Dean (partnership), in order that

appropriate decisions about the required next steps in support can be made.


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Appendix 1

Outstanding (grade 1)

To be graded Outstanding (grade 1) overall the trainee must be graded Outstanding (grade 1) in five of the

Teachers’ Standards, this must include TS2. The remaining four Standards must be Good (grade two) or

higher to be Outstanding (grade 1) overall.

Example:

Standard Grade Given Example A

Overall Grade Given

TS1 1 This trainee would be Outstanding (grade 1) - five Standards are graded Outstanding (grade 1), as is TS 2. No Standards are below Good (grade 2). For a trainee teacher to be graded Outstanding (grade 1) they need to consistently be Good (grade 2) or better.

TS2 1

TS3 2

TS4 1

TS5 1

TS6 2

TS7 1

TS8 2

Good (grade 2)

For a trainee to be graded Good, (grade 2) they must achieve a Good (grade 2) in 5 of the Teachers’

Standards, including TS 2. For any TS graded as RI (grade 3) the trainees must show they have achieved

elements of Good (grade 2) within the Assessment and Grading criteria. No grades can be Inadequate

Standard Grade Given - Example C

Overall Grade Given

TS1 2 This trainee can be awarded a Good (grade 2) as five Standards are graded Good (grade 2), including the core Standard TS 2.

TS2 2

TS3 2

TS4 2

TS5 1

TS6 2

TS7 1

TS8 1

Example for Good (grade 2) continued.

Standard Grade Given - Example D Overall Grade Given

TS1 2 This trainee could be awarded a Good (grade 2) overall as the core Standard, TS 2, is graded Good (grade 2) and they have five Standards at Good (grade 2), or higher. I would expect the trainee to be able to demonstrate they have achieved elements of Good (grade 2) within the Standard graded RI (grade 3).

TS2 2

TS3 2

TS4 1

TS5 1

TS6 RI

TS7 RI

TS8 RI

Standard Grade Given - Example B

Overall Grade Given

TS1 2 This trainee would be awarded a Good (grade 2) if, through conversation with their Mentor, they could prove they had achieved elements of Good (grade 2) within TS 8.

TS2 1

TS3 2

TS4 1

TS5 1

TS6 2

TS7 2

TS8 RI

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Requires Improvement (grade 3)

This grade is below the minimum expectation for Phase 2 (final Professional Practice), therefore the trainee

will require RI (grade 3) intervention.

For a trainee to be graded Requires Improvement (grade 3), they will not have 5 or more higher grades,

they are likely to have a combination of grades. They cannot be RI (grade 3) if they are graded inadequate

(grade 4) in any Standard; this is a fail.

Standard Grade Given - Example E Overall Grade Given

TS1 RI This trainee would be Requires Improvement (grade 3); they do not have 5 or more higher grades.

TS2 2

TS3 2

TS4 RI

TS5 RI

TS6 RI

TS7 RI

TS8 2

Standard Grade Given - Example F Overall Grade Given

TS1 2 This trainee would be Requires Improvement (grade 3) because they are RI (grade 3) for TS 2.

TS2 RI

TS3 RI

TS4 2

TS5 2

TS6 2

TS7 2

TS8 RI

Inadequate (grade 4): failure to pass Professional Practice

Standard Grade Given - Example G

Overall Grade Given

TS1 2 This trainee would not be awarded a pass grade in this Professional Practice as one Standard has not been demonstrated at an adequate level.

TS2 2

TS3 2

TS4 2

TS5 2

TS6 2

TS7 Inadequate

TS8 2

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Appendix 2

Intervention Plan

Name of Trainee: Name of Mentor:

Programme: Name of Visiting Tutor

Professional Practice: Name of school, college, setting:

Target Teachers’ Standards Reference

Actions Update, include date

Signed:……………………………………Date:……………………………………………….Trainee

Signed: …………………………………..Date:……………………………………..…Visiting Tutor

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Lesson/session observation:

Lesson Observation length of time to be

decided by the observer (or joint

observers)

Did you see evidence of good/outstanding

teaching?

Yes

The teaching was good or better, the pupils

made good progress, the lesson was well

planned and suited the ability of the pupils

However the student has the potential to be outstanding, therefore

you may opt to observe for an extended period

of time (up to 10 additional mins)

The teaching was good or better, the pupils made good

progress, the lesson was well planned and suited the ability ofall

pupils.

Now evaluate another LE methods

No

Continue to observe-(up to 10 additional

minutes)

After an extended period of time the

lesson is still RI (or less) expect for phase 1 this is expected standard. Stop the observation

and look for evidence of pupil porgress using another LE methods

Every Learning Evaluation (LE)

should include the observation of the

trainee teacher. The length of

observation will vary, please use

professional judgement here. The

minimum period of observation

should be 20 minutes. See diagram

for details.

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Trainees’ own evaluation of their impact on Learners’ progress and

learning over time

What is reflective teaching?

Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking

about if it works - a process of self-observation and self-evaluation. It is really important for trainee teachers

to reflect upon their own performance, in order to progress in their teaching.

What should a trainee reflect/evaluate their planning, teaching and assessment?

After each formal Learning Evaluation (at least once a week) it is really important that the trainee reflects on

the holistic Learning Evaluation. The trainee should identify:

-What went well?

-Why did this activity or technique work?

-What would I take from the lesson?

-What should I try to successfully use again?

Such reflection can often help to shape a trainee teacher’s preferred personal teaching style.

What can I do next time to improve?

In order to successfully reflect the trainees should also reflect upon their own personal areas for improvement.

This can be based on the lesson that was partially observed, the discussion with the EHU mentor, comments

made by the learners or other adults in the room, or the quality of the learners work. This should help the

trainee to form targets and identity clear areas for improvements.

The reflection form should then feed into the discussion for the next Learning Evaluation. The Visiting Tutor

will expect to see these reflection sheets when they carry out their joint Learning Evaluations.

Other Learning Evaluation methods: Comment and reflection should be formally recorded on the Learning

Evaluation template please state the correct reference code. (See table below for codes).

Learning Evaluation method

Guidance Additional comments

Discussion with Mentor / Teacher Dis/M

This is an important conversation for the Visiting Tutor to undertake. In order to make a successful judgement regarding the trainees’ progress, the Visiting Tutor needs to know how much support the trainee has received when: What should be discussed through effective questioning/discussion?

- Any concerns about the trainee? - How well has the trainee integrated into school

life? - Is the trainee consistent in their approach?

- Planning the lesson (how much is the trainees work?)

- Marking the books of the learners, how accurate is the marking? Does the marking reflect school policy?

- Differentiation-how much help/guidance was provided to ensure all learners made progress? Was the work suitable to the needs to the learners?

- How is the trainees’ progression in relation to their targets?

This is also a conversation the Mentor should have with the class teacher (if this is a different person) in order to gather a real insight into how much of the Learning Evaluation is a true reflection of the trainee teacher.

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Discussion with Trainee Dis/T

This discussion should be based on the trainees’ self-reflection from the previous Learning Evaluation, this should also lead into a review of targets and progress made. This is also an opportunity for the trainee to talk about their intentions regarding the lesson and offer supporting evidence to reflect the learners’ progress. Trainees should also be asked to consider:

- Have you had the opportunity to observe ‘good’ practice? What did you take from these observations?

- Do you believe you adhere to school policy?

- Have you taken the opportunity to attend school CPD sessions?

See notes on- Trainees’ own evaluation of their impact on Learners’ progress and learning over time It is suggested that a ‘check in’ before the lesson observation as well as feedback after the Learning Evaluation would be beneficial.

Discussion with Learners Dis/L

Learners are the best to ask regarding their own personal progress. It is important the learners are challenged yet the work is accessibly.

- Did you understand the task?

- Did you enjoy the task?

- Is this type of lesson ‘normal’ for the trainee teacher?

- Did the work challenge you? Make you think?

- Did you understand the purpose of the task?

- What can you do now that you couldn’t do before?

It should be arranged for the Visiting Tutor/ Mentor to meet with a group of learners after lesson.

Discussion with TA / Other Adult

Other adults in the room often have a great insight in the needs to the children, so asking questions about the suitability of the work for selected learners is good approach. Other questions to consider: As a TA:

- Do you have an overview of the lesson before hand?

- Do you feel you are deployed effectively?

- Does the trainee seek advice regarding individual (this could be linked to differentiation, behaviour management, engagement etc.)

- Does the trainees seek reflection after the lesson? To consider:

- Has the trainee built an effective relationship with the other adult in the room?

This only applies if there is another adult in the room.

31

Learners’ responses within in the lesson and in their books / work Bks

When observing the lesson looking at the work in learners books (or observing a group activity) is a good indicator for the progress made within the lesson. This also allow the observe to see progress made over time, ensure the learners are acting on feedback and that the marking is informing the planning Things you could enquire about:

- Did the learners understand the task?

- Did the learners enjoy the task?

- Is this type of lesson ‘normal’ for the trainee teacher?

- Did the work challenge them? Make them think?

- Did the learner understand the purpose of the task?

- What can you do now that you couldn’t do before?

This can take place throughout the lesson as an informal conversation or in the meeting with the learners after lesson.

Quality and impact of Trainees’ marking and feedback (where appropriate) M/Fbk

Things to consider:

- Does the feedback adhere to the schools policy?

- Does the feedback highlight what the learner did well and offer a next step?

- If applicable to school policy, is there evidence of learners acting on their feedback?

You could also ask the learners how the feedback helps them to make progress.

This is an opportunity to look at learners’ books throughout the lesson. However it is an expectation that the trainee should be responsible for providing three (or more) books of their choice to demonstrate pupil progress (where appropriate)

Trainees’ assessment and planning records in their files

All trainee teachers are asked to collate three files whilst on Professional Practice (See table below). It is important that these files reflect the trainee teachers’ ability to record assessment, produce lesson plans and lesson evaluations, evidence their Teachers’ Standards and collate subject knowledge.

The information contained with the trainee files should be used for their reflection activities and assessments.

32

The Target Setting Process

Weekly review: to be carried out by the EHU Mentor, the same process should be carried during the Visiting tutor visits.

Assessment points:

Visit two: joint Learning Evaluation with the EHU Visiting Tutor. After the Learning Evaluation a triangulation meeting will take place with the Mentor, Visiting tutor and Trainee. The Interim for should be completed.

Final Visit: joint visit with the EHU Visiting Tutor. After the Learning Evaluation a triangulation meeting will

take place with the Mentor, Visiting tutor and Trainee. The End of Professional Practice form should be completed.

NOTE: TS 2 is a core Standard at the summative point of Professional Practice 2, if a trainee only



The Learning Evaluation Form

Learning Evaluation

•Complete the Learning Evaluation template (weekly).

•Using the Teachers' Standards record evidence to show the standards addressed/achieved.

•Reference the Learning Evaluation method(s) used.

•The Assessment and Grading Criteria grid should be used when reaching a judgement.

KeyStrengths

•Key Strengths: Please make direct reference to the Teachers’ Standards and the range of evaluation methods.

•Record the impact of Teaching on the Learners’ Learning and Progress (within the lesson and over time). Please make direct reference to theTeachers' Standards and the evaluation method used.


Areas to develop and target setting

•Areas to Develop, (please make direct reference to the Teachers’ Standards and the range of evaluation methods.

•Agreed New SMART Targets (please make direct reference to the Teachers’ Standards).


Feedback Mentor and or Visitng

Tutor

•Review progress towards targets set, (both short term and long term targets.)

•Allow the celebration of the trainee success.

•The feedback should directly feed into the trainees Teachers' Standards.

Interim Report Form

•Each of the Teachers’ Standards should be graded (using the Assessment and Grading Criteria Grid). The rule of best fit should be applied here, trainees do not need to achieved every element of the standard.

•See the section on Core Standards for guidance on grading.

•A predicated grade should also be set for the end of Phase 2. .

End of Professional Report Form

• The Student should submit the End of Professional Practice report form to the Mentor 1 week before the triangulation meeting, the student section should be pre-populated by the student on week before the meeting.

• Each of the Teachers’ Standards should be graded (using the Assessment and Grading Criteria Grid). The rule of best fit should be applied here, trainees do not need to achieved every element of the standard.

• See the section on Core Standards for guidance on grading.

33

This includes the Assessment and Grading Criteria grid and should be completed in the following way:

10. The Mentor should write the trainee’s current targets at the top of the proforma (these should be taken from the current targets that the trainee is working on). These targets should be reviewed in the discussion with the trainee and evidence of these being addressed should be captured in the review of current targets.

11. The Mentor should highlight or circle for each Standard descriptor (on the Assessment and Grading Criteria grid) the aspects that are achieved in the lesson, so that the trainee is aware of the level s/he is currently operating at. The main focus of the learning evaluation is the impact that the trainee's teaching is having on the learning and the progress in the lesson.

12. The Mentor should then reflect upon the evidence of the impact that the trainee's teaching is having upon the children's learning and the progress they are making. Using all the evidence from the lesson observed, from the trainee's files, from pupils’ books, and from relevant discussions, the Mentor should identify key strengths and areas to develop, linked to relevant Standards, using the Assessment and Grading Criteria as a reference.

13. Targets for the trainee to work on over the coming week should be identified; these should be referenced to the Standards, should identify both generic and subject specific targets, and a clear indication of how the trainee can achieve these should be shared.

14. The Mentor and the trainee should review the highlighted Assessment and Grading Criteria grid to ensure the trainee understands the level s/he is currently operating at, based upon all of the evidence.

15. If any of the descriptors are highlighted in the Inadequate (grade 4) column this should be indicated on the proforma and the trainee's Visiting Tutor should be contacted immediately so that appropriate remediation can be instigated as soon as possible.

16. If a trainee is identified as Requires Improvement (grade 3) during Professional Practice phase 2, the Visiting Tutor should be contacted immediately so that, depending on the stage of training, Requires Improvement (grade 3) intervention strategies can commence.

17. One copy of the proforma should be given to the trainee and one copy should be retained by the Mentor.

18. It is the responsibility of the Visiting Tutor to review the completed Learning Evaluation Forms and to input the grades awarded on to the database.

34

Information for the Class Teacher

All school colleagues have a crucial role in providing a high quality training experience for trainees.

However, trainees consistently report that the role of the class teacher is crucial in relation to their

continued development and training. They have identified that the opportunity to build a professional

relationship with an outstanding teacher enables feedback to be given and received in a way which

complements that of the school based Mentor.

Your role is particularly valued in the following areas:-

Key Training Requirements – checklist

UG BA (Hons): Professional Practice Phase 1A, Phase 1B & Phase 2

PGCE: Professional Practice Phase 1B & Phase 2 only

Tick

√

Ro

le o

f th

e C

lass T

each

er

Meet with the trainee and discuss the following:

Induction to the classroom and routines

Induction to the children and their ability levels

Training in the specific use of the school’s planning and assessment systems

Training and support in relation to the management of behaviour and classroom organisation in

the base classroom

Opportunities for your trainee to observe your teaching and discuss the approaches you employ

Joint teaching or planning sessions

Daily evaluative feedback and developmental ideas

Identification of further training opportunities in school

35

Information for the Mentor in School

The support you give our trainees is vital in ensuring that they are able to make excellent progress in

developing as outstanding teachers. Please follow the checklist, to guide you as you support the trainees

being trained by you.

Trainees will begin each Professional Practice with a range of starting points in terms of experience and

confidence. Please keep this in mind as you support their development. Your trainee’s progress is under your

direction and you may choose a variety of approaches to support their training which may include joint

teaching, joint planning, and observation of teachers in other classrooms as well as discussion of progress.

A trainee is not able to pass a Professional Practice until the University has received a copy of the

‘End of Professional Practice Report Form’. This form can be downloaded from the Partnership

Website:http://www.edgehill.ac.uk/educationpartnership/early-years-education/professional-

practice-information/

Key Training Requirements – checklist

Tick √

Ind

uc

tio

n

Meet with the trainee and discuss the following:

An introduction to the school context including: school organisation, routines, school policies (Health and Safety, child

protection), planning and assessment systems used by school.

Discuss Professional Practice targets with the trainee (use the Trainee Profile form to assist with this).

Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any concerns with the trainee.

Support the trainee in gaining access to information and resources they may need.

Ensure trainee is clear of planning expectations for groups and any whole class teaching for induction week.

Discuss specific tasks required of the Professional Practice and ensure a timetable for completion is agreed.

Introduce relevant schemes of work.


Each w

eek o

f P

rofe

ssio

nal

Pra

ctice (P

P)

Learning Evaluation including observation of the trainee teacher; give verbal feedback plus complete, sign and discuss

written feedback (using the Edge Hill University Learning Evaluation (LE) proforma, as soon after the evaluation cycle as

possible).

Discuss Professional Practice targets with the trainee as a result of the LE, using the Assessment and Grading Criteria as a tool.

Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any concerns.

Support the trainee in accessing information and resources.

Ensure trainee is clear of planning expectations for groups and whole class teaching for each week of the Professional Practice.

Discuss specific tasks required of the Professional Practice and ensure a timetable for completion is agreed.


Raise any concerns with the Visiting Tutor.

Mid

PP

Complete a joint Learning Evaluation with Visiting Tutor and complete the Interim Assessment Form together, ensuring that this

is shared with the trainee. Provide the Visiting Tutor with the weekly observation grades to date.

Review trainee progress towards the requirements of the Professional Practice and set clear targets.

Begin to consider the content of the final report form.

Fin

al W

eek Complete the End of Professional Practice Report Form. Share and discuss this with the trainee and Visiting Tutor in a

triangulation meeting and ensure the report is agreed and signed.

Complete and sign trainee attendance record, subjects taught document and any other document required by the Professional

Practice.

Complete the online evaluation (you will receive an email with the link).

http://www.edgehill.ac.uk/educationpartnership/early-years-education/professional-practice-information/

http://www.edgehill.ac.uk/educationpartnership/early-years-education/professional-practice-information/

36

Information for Visiting Tutors

UG BA (Hons): Professional Practice Phase 1A, Phase 1B & Phase 2

PGCE: Professional Practice Phase 1B & Phase 2 only

It is critical that the school alerts the Programme Lead (UG) or Pathway Lead (PG) if the Visiting Tutor

visits have not taken place. This is an integral part of the programme and it is therefore essential each setting

receives the correct number of visits.

During the Professional Practice you will undertake three visits, the timings of which are indicated below.

Please ensure that both trainee and the school based Mentor understand that you are the first point of contact

in between visits if required. Additional visits may be required and these can only be undertaken once

confirmed by the relevant Professional Practice Leader.

Please ensure that each of your visits are recorded on the Partnership Database. This MUST take place

within 48 hours of the visit, as it is a critical part of your Visiting Tutor role.

Mentor Class teacher Trainee Tick √

Vis

it 1

– I

nd

uc

tio

n v

isit

Guide the Mentor to the on-line ITT Mentor training package http://www.edgehill.ac.uk/educationpartnership/early-years-education/training-for-edge-hill-university-partnership-trainers/ and the crucial role of the Mentor. There is now open access to the training package.

An introduction to the school (if needed) to include: school organisation, routines, school policies (Health and Safety, child protection) planning and assessment systems used by

school.

Ensure Professional Practice targets have been set with the trainee: are the targets SMART, robust and are regularly reviewed?

Ensure a timetable for completion is agreed and is appropriate for effective completion of the Professional Practice.

Ensure the trainee knows where to access information and resources they may need within the school setting.

Check paper work has arrived show where the signposts are for the paper work http://www.edgehill.ac.uk/education/education-partnership. This includes the Learning Evaluation forms, the Interim form etc. Ensure the setting feel confident in their role

Ensure the setting is familiar with the stage of the trainee’s progression. Are their expectations realistic and reflect where the trainee is regarding their development within the series of PP? The expectations are clearly outlined on page 9, you may like to guide

your Mentor through the expectations.

Meet the trainee regarding their experience within the setting. The conversation may include: What elements of the placement have you enjoyed? What success have you had so far within the PP? Do you have any concerns? Check the trainee files are in order and reflect the expectations of the programme. NB: it may be better to have this conversation with just the trainee

Do all concerns (if any) have an agreed action?

When the trainee is ready ensure

the trainee is clear of planning expectations for groups and any whole class teaching.

Joint Observation.

This should be arranged at the convenience of all parties involved. It could be with the Visiting Tutor and the class teacher or the Visiting Tutor and the Mentor.

http://www.edgehill.ac.uk/educationpartnership/early-years-education/training-for-edge-hill-university-partnership-trainers/



http://www.edgehill.ac.uk/education/education-partnership

37

Mentor Class teacher Trainee Tick √ V

isit

2

Prior to the Learning Evaluation observation ensure there are no new issues and that any concerns previously raised are being addressed.

Complete a joint Learning Evaluation observation with class teacher or

Mentor. Through a triangulation meeting complete the Interim Assessment Form together. This form MUST be completed using the Assessment and Grading Criteria Form. Ensure the grading is shared with the trainee. A predicted grade for the end of training should be added to the Interim Form.

VT observe the feedback given to the trainee.

Review Professional Practice targets with the trainee as a result of the observation, using the Assessment and Grading Criteria as a tool.

Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any concerns

Collate ALL lesson observation grades and ensure ALL the observation

grades including the observation from today are uploaded on the Partnership Database


Joint Learning Evaluation.

This should be arranged at the convenience of all parties involved. It could be with the VT and the class teacher or the VT and the Mentor.

Vis

it 3

Prior to the Learning Evaluation ensure there are no new issues and that or any concerns previously raised are being address.

Complete a joint Learning Evaluation observation with class teacher or

Mentor.

Observe the feedback given from the class teacher or the Mentor.

Complete ‘End of Professional Practice Report Form’; share and

discuss this with the trainee and Mentor in a triangulation meeting and ensure the report is agreed and signed.

Along with the Mentor, complete and sign trainee attendance record, subjects taught document and any other document required by the Professional Practice.

Collate ALL remaining lesson observation grades and ensure ALL the observation grades including the observation from today are uploaded on the Partnership Database (formerly the POD)

Advise the class teacher or the Mentor how to access the online evaluation (they will receive an email with the link).

38

Role of Partnership Quality Officer (PQO)

The Partnership Quality Officer is a key quality assurance role in the Edge Hill University ITT Partnership. A

Partnership Quality Officer is identified for a group of schools, colleges or settings and makes contact with

them via a visit or a telephone call to ensure that all trainees are receiving their entitlement to training, that

the training they are receiving is high quality and that all expectations are being met by the school, college,

setting. They ensure that there is consistency in training across the ITT Partnership and identify any effective

practice that can be shared across the Partnership.

The Partnership Quality Officer responsibilities include the following:

1. Work with a designated group of identified partner schools, colleges, settings (cluster) to

assure and enhance the quality of the Professional Practice and the training for Edge Hill

University (EHU) trainees in each school, college, setting

2. Share the vision and priorities of working in Partnership with the identified contact in each

school, college, setting

3. Take responsibility for the knowledge EHU holds on each school, college, setting

4. Work with the identified contact in each school, college, setting to ensure that the

partnership agreement is signed and fulfilled appropriately

5. Ensure all trainees are receiving their support entitlement from all the Edge Hill University

Mentors

6. Identify any trained/ untrained EHU Mentors, when they were trained and by whom, and

take appropriate action

7. Arrange a once termly visit or phone call, depending on whether a trainee/s are in the

setting, to schools, colleges, settings on their cluster list to meet with the identified contact

in each school, college, setting and trainees

8. Provide update training to identified contact in each school, college, setting on the

allocated cluster list

9. ‘Signpost' staff to the relevant departments within EHU for Professional Development and

School Improvement

10. Support the completion of the requests for offers that each setting completes

11. Check the Partnership database, prior to a PQO visit

12. Be the point of contact between the school, college, setting and EHU for additional

Professional Practice requests

13. Liaise with Central Student Recruitment to share key messages about working in

partnership with EHU

14. Complete a full report, termly, on schools, colleges, settings within the allocated cluster

15. Retain a paper copy and submit an electronic copy of the report within 1 week of the visit

to the AHOA with Partnerships responsibility

Any issues or concerns identified are addressed by either the PQO, the Professional Support Team or the

AHOA as appropriate. Once a term the Assistant Head of Area collates all PQO responses and produces a

termly report for the Partnership Programmes Board

39

Information for trainees – who do I ask if have a query of concern?

Responding to trainee concerns - lines of communication (related to Professional Practice)

Additional information related to Professional Practices

Issues of a more practical nature, such as transport, finance, etc., should be raised by completing

the appropriate form, available from the FoE Reception

Any concerns or personal issues regarding the Professional Practice, e.g., medical conditions,

personal issues, financial issues, etc., should be reported within one working day of the notification

of the Professional Practice by completing a Professional Practice Rejection Form, obtainable from

FoE Reception. This will then be scrutinised by both the Professional Practice Leader and

Programme/Pathway leader, who will need to support the submission, and the Assistant Head of

Area/Head of Area who will make the final decision. Please be aware that, in some cases, further

documentary evidence, e.g., a doctor’s note, may be required.

All trainees should have considered all other options, e.g., submitting a Transport Request Form

(when required travel is very difficult), or applying for additional funding (when genuine financial

hardship is a factor), as the refusal of a Professional Practice Rejection Form could result in failing

the Professional Practice on a technicality, i.e., a trainee has been offered a suitable Professional

Practice but have declined it.

Trainees must complete a minimum number of days/hours in school/college/setting. If a trainee does

not complete these days, they will not be compliant and they cannot be recommended for QTS at

the end of the Programme. Trainees may need to make up extra days at the end of the Professional

Practice.

Trainees should work alongside qualified teachers when planning out of school/college/setting

activities. The final arrangements and risk assessments are the responsibility of the

school/college/setting.

For wider support outside the faculty please access support from Student Services or Learning Services.

Student Services for

Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support

Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday

Tel –- 01695 584554 https://www.edgehill.ac.uk/studentservices/student-information-desk/

Learning Services for

Library/ IT help / Media Facilities /SpLD support

Tel – 01695 650800 Email, live chat or text message – ehu.ac.uk/askus https://www.edgehill.ac.uk/ls/about/

If you have a concern or query in relation to your Professional Practice.

If your Professional Practice has not yet started please contact your Personal Tutor

If your Professional Practice has started then please contact your Mentor or your Visiting Tutor.

If necessary your Personal Tutor or Visiting Tutor will refer your queries or

concerns on to your Programme/Pathway Leader. NB: Due to data protection

we cannot discuss your training with anyone other than you. NB: You should not

make contact with the Dean of Education or the Head of Area.

https://www.edgehill.ac.uk/studentservices/student-information-desk/

http://askus.edgehill.ac.uk/

https://www.edgehill.ac.uk/ls/about/

40

Planning and Assessment

Within University based sessions and other Professional Practices trainees will develop their knowledge and

understanding of how to plan effectively and assess for pupil progress.

During the Professional Practice, your trainee will need careful induction into how your school undertakes

these processes. During any Professional Practice it is permissible and advisable for a trainee to use the

planning structures and proformas within school. However, the generic short and medium term planning

exemplars are included on the Partnership Website www.edgehill.ac.uk/educationpartnership/early-years-

education/training-for-edge-hill-university-partnership-trainers/ may be adopted during a Professional

Practice.

All trainees should complete a lesson evaluation proforma for every lesson they plan and deliver. The

reflections from these should help Mentor in school and the trainee to set relevant targets.

Additionally, during your trainee’s time with you they will observe a range of outstanding teachers in different

classes. It is crucial that trainees capture this information and are supported in reflecting how this practice

can impact on their continued development. This is a very challenging skill for trainee teachers who may

need support in this process

Personal and Professional Development (PPD)

Personal & Professional Development (PPD) is the foundation of all that we as a Partnership do with trainees,

both in University and with you as school-based mentors. The PPD element of the curriculum is academically

assessed through written assignments, alongside the portfolio aspects of curriculum subjects and school

based Professional Practices. The following information sets out what the trainees learn before each

Professional Practice in University and what they need to learn in school whist on Professional Practice from

their Mentor and Class Teacher.

However, please use this flexibly depending on the context of the school and the particular targets identified

for the trainee.

Professional Practice Phase 1A

Teachers’

Standards: EHU training has provided: Expectations of school-based training:

T8

Expectations of a trainee teacher

Expectations of a trainee teacher in the classroom and school time management school and class routines contextual analysis

T8 Effective professional relationships focusing on

role of support staff Working as part of a team – understand the role of

TAs and other adults in the classroom

T8 Safeguarding – an initial introduction Share policies and procedures

T3, T4, T5,

Introduction to the role of the EYFS/ National Curriculum (including spiral learning) and an overview of the planning process – trainees will have experienced how to annotate short term plans to inform learning experiences for small groups within adult led tasks and continuous provision.

Give a working overview of the planning process Share planning documents with trainees Give trainees practical opportunities to see the

planning / teaching process in action Give trainees opportunities to follow teacher’s

plans to work with small groups

T6, T7 How to observe in the classroom

Provide opportunities for focused observations of a range of experienced professionals across subject areas and also of children in a variety of contexts

T1, T2, T4,

T6

Introduction to classroom terminology and AfL

Learning theories – trainees will have an understanding of how theory links to practice

Give a clear explanation of classroom acronyms (i.e. LO etc.). Share any AfL strategies used in your classroom



41

T5, T7 Introduction to possible barriers to learning Share class information and strategies used to meet

the needs of all children (including unseen children, EAL, SEN/D, G&T, ethnic minority, etc)

Professional Practice Phase 1B

Teachers’


Consolidation of everything in Phase 1a and... Consolidation of everything in Phase 1a and ….

T1, T2. T3,

T4

Curriculum: Understand how to make learning

motivating and engaging (including P4C, LOtC, (not part time UG trainees) Mantle of the Expert, TASC wheel, de Bono)

Medium term planning

Give trainees opportunities to explore a range of teaching and learning strategies. Share examples of effective medium term planning and model how these inform short term plans

T2, T4, T5 Lesson planning and progression

Creativity in lesson delivery

SEN – the role of the Senco and supporting children with SEN

Have the opportunity to identify specific examples of how learning theories link to actual practice in the classroom, and begin to apply this in their own planning and teaching

T1, T7, T8 The importance of a positive teacher / pupil

relationship, including an awareness of more complex behaviours and management of these

Allow trainees access to class and school reward and sanction systems and policies. Where appropriate to develop their own systems of classroom management

T8 Effective professional relationships focusing on

role of support staff and parents Give the opportunity (if appropriate) for trainees to

attend a parents’ evening.

Share systems of communicating with parents with trainees – e.g. letters home, reports, etc.

T1, T2, T5 An introduction to Individual Education

Plans/Education and Health Care Plans Share examples of IEPs/EHCPs with trainees and

how these work in practice

T2, T6 An overview of summative and formative

assessment Demonstrate how formative and summative

assessment is used in class and in school in relation to pupil progress

T4 Effective use of learning time (including

independent learning, homework, guided group work etc.)

Share timetables with trainees, enable them to observe effective teaching strategies. View examples of effective homework and how this links with class learning

T8 Safeguarding – to know how professionals work

together Share policies and procedures

Professional Practice Phase 2

Teachers’


Consolidation of everything in Phase 1a and 1b

and … Consolidation of everything in Phase 1a and 1b and ….

T2, T6 The wider role of the teacher, including

accountability with regard to pupil progress – SATs, OFSTED, individual progress and attainment

Share school and class policies and procedures with regard to assessment, inspections and classroom observations and performance management

T1, T2, T5 An understanding of how to inspire and

motivate all children in a diverse classroom Give trainees opportunities to explore and use a range

of teaching and learning strategies to motivate and include all children

T8 Reporting pupil progress to a range of

audiences

Give trainees opportunities to celebrate children’s achievements through activities such as report writing, school assemblies, notes home to parents, parents’ evenings, etc.

T1, T8 Employability:

Writing letters of application Interviewing techniques Observation lessons

Support trainees as appropriate with their job applications (e.g. reading letters and ideas for teaching)

42

Key Priority Checklists

Whilst in school, trainees will continue to receive training in relation to both their subject knowledge and their

pedagogical skills linked to the following National Priorities: Many of the National Priorities will be addressed

through the Enhancement Placement, however trainees should track these priorities and alert their mentor if

they are needed extra support of experience which a priority areas.

Teaching pupils with SEN/D

Teaching Eaarly Reading & Systematic Synthetic Phonics

Mathematics

Behaviour and Discipline

Teaching pupils with English as an Additional Language

Assessment

In order to support trainees and mentors in identifying areas for development, school partners have been

involved in mapping the progression that needs to take place in order for trainees to be well-prepared to

embark upon their first teaching posts.

This should be used to shape self-assessment, reflective discussions, to track progress and to identify next

steps. To further support trainers, specific training has been linked to the relevant Professional Practice.

However, this can be used flexibly depending on the context of the school and the particular targets

identified for the trainee.

Teaching pupils with SEN/D

Professional Practice Phase 1A (UG) Phase 1 (PG)

Trainers to provide school based training on the following, Comments/update

The role of the class teacher in relation to managing SEND

How the needs of learners with SEND are addressed

How SEN is managed within the school setting

The roles of responsibilities of other adults in relation to SEND

The roles of external staff / agencies in the SEN process

Observing children with a range of SEND and being supported in reflecting how learning is presented at their

developmental (rather than chronological age)

Professional Practice 1B (UG) Phase 1 (PG)


The role of the SENCO in managing SEND, supporting teachers and children.

How differentiation and inclusion are effectively managed in the classroom

How planning is organised to cater for children with SEND



How planning consistently addresses the needs of children with SEND.

How the needs of all learners can be consistently addressed in an inclusive way.

Early Reading & Phonics



An induction focusing on the structure of the programme and materials used in teaching and assessing

systematic synthetic phonics including phonically decodable texts and reading schemes

Opportunities to observe quality systematic phonics teaching at KS1

Opportunities to plan, teach and assess a sequence of 3 phonics sessions with a small group of children

43

Professional Practice Phase 1B (UG) Phase 1 (PG)




An opportunity to observe a systematic synthetic phonics session in KS1 and then, with the support of the

class teacher, plan and deliver a sequence of 3 phonics sessions with the group of children observed. One

of these sessions to be observed and graded using the systematic synthetic phonics observation prompt to

give the trainee subject specific feedback leading to specific target setting for phonics. This should happen

in KS1 even if the trainee is placed in KS2.





Opportunities to observe high quality phonics teaching across the school

Opportunities for trainees to ensure they have successfully taught phonics and spelling at all phases across

their school placements according to individual trainees’ professional development needs.

Mathematics



Observation of the teaching of mathematics in their base class and across the school/setting with a specific

focus on calculation

How mathematics is planned for in their base class with a focus on differentiation

Discuss school progression documents and planning overviews for mathematics (with either Mathematics

Subject Leader or Class Teacher)

The resources that are available to support the teaching and learning in mathematics



Observe the teaching of mathematics in their base class and across the school/setting with a specific focus

on addressing errors and misconceptions and effective mathematical questioning

How mathematics is planned for in their base class with a focus on differentiation

How to utilise support staff in mathematics lessons



Teach mathematics with a specific focus on calculation in another classroom

Professional Practice Phase 2 (UG) Phase 1 (PG)


Observe the teaching of mathematics in their base class and across the school/setting with a focus on

problem solving, enquiry and/or mathematical reasoning

How mathematics planning in their base class with a focus on differentiation



Teach mathematics with a specific focus of problem solving and mathematical reasoning

Behaviour



The school behaviour policy and how it is applied

The use of sanctions and rewards

How transitions, routines and relationships are managed in the school and classroom and how these impact

on behaviour

How effective teacher-pupil relationships impact on behaviour

To develop profiles of individual children which provide the trainee with opportunities to consider why the

child exhibits certain behaviour



Observations of teachers in other key stages with a specific focus on behaviour management.

How their teaching, learning and relationships impact on behaviour

44

Professional Practice Phase 2 (UG) Phase 1 (PG)


Developing their own behaviour approaches and effectively implementing these in the classroom.

Trainees should receive specific feedback (and targets if appropriate) in relation to their behaviour

management through planned observations.

English as an Additional Language (EAL)



The schools’ policy on pupils who are newly arrived in the school and have English as an Additional language

(EAL)

The role of the class teacher and teaching assistants in supporting a pupil with EAL

How to support a newly arrived pupil who has little or no English




(EAL)

The role of the class teacher and teaching assistants in supporting a pupil with EAL

How to support a newly arrived pupil who has little or no English

Roles and responsibilities of external staff and organisations (EMASS and NALDIC) that support EAL pupils




(EAL)

Assessment of all EAL learners

How to work with parents to support an EAL pupil

Differentiation of class activities, the classroom environment, staff and planning for EAL pupils

Adapting planning to support all EAL pupils no matter what level of language acquisition they have

Assessment



How formative assessment is organised

Record keeping systems

How assessment information is used in planning

How assessment is planned for

The ways in which learners are assessed



Formative and summative assessment is organised

Pupil Profiling

The effective use of additional adults in the assessment process

Planning for assessment through medium term planning

How the achievement of individuals and groups is used within subsequent planning



Assessment of children’s learning within the curriculum

Reporting to parents (written and verbal)

The consistent application of assessment for learning

The consistent use of effective record keeping

45

Trainee Information

Timetables

For information regarding student’s timetables and suggested window for Professional Practice dates,

please refer to the specific Programme Handbook.

All Handbooks are available online and can be found at:

http://www.edgehill.ac.uk/educationpartnership/early-years-education/programme-handbooks/

Trainee absence from School

Trainees who unavoidably miss occasional Professional Practice days will be required to give full

and prompt explanations to the school/setting and to Edge Hill University. Where absences are

repeated, the Mentor or Visiting Tutor may ask trainees for documentary evidence of the reasons for

absence.

If you are absent for unavoidable reasons, you should:

Notify the school before 8am of the reason for and expected duration of any unscheduled

absence.

Notify Edge Hill University on [email protected]

Make up any missed teaching and observations when you return to school, at the expense

of Self-Managed Time.

Expenses

Prior to starting Professional Practice a trainee will need to think about expenses that they will incur until they

receive them back e.g. transport and decide if they can manage these costs. Trainees can seek advice on

how to manage their money from the Student Money Advisors. For further information please contact

[email protected] .

http://www.edgehill.ac.uk/educationpartnership/early-years-education/programme-handbooks/



46

Professional Practice Files

Trainees are required to maintain well-organised Professional Practice files. They must be prepared in

advance of the practice and kept up to date. These are documents that will be shared with class teacher,

Teachers, Mentor, Visiting Tutors and External Examiners. Those responsible for monitoring trainee progress

will make written comments and provide detailed assessment, using the Edge Hill University proformas,

which must be kept in the files. The files must contain evidence of trainees’ planning, teaching, evaluation,

assessment, self-reflection and targets.

Each trainee is to have 3 school files (although they may have more than one of each by

the end of a long Professional Practice).

File 1 = Evidence of Feedback and Targets and must include:

File 2 = Planning and Lesson Evaluation

File 3 = Assessment and Record Keeping

Trainee Profile Lesson Plans (annotated plans)

Group records

Individual Development Plan – Professional Practice target section

Medium Term Plans (or annotated school versions to reflect understanding)

Whole class records

Completed Report Forms – to date

Learning Evaluation reflection Further notes as appropriate

Highlighted Assessment and Grading Criteria grids

Copies of the school polices (especially the behaviour policy)

Child profiles/case studies to highlight how you have impacted on progress

PP1a – 2 children PP1b – 3 children PP2 – 3 children

Timetable

Attendance record

Code of Conduct

Log of Mentor/Personal Tutor meetings

All Learning Evaluations collated from current and previous Professional Practice

Previous Assessment and Grading Criteria records

47

Ofsted Inspection of Initial Teacher Training and Partnership Role

The inspection process is a two part process and the University and its Partnership will have two days

notification of an Ofsted Inspection.

Stage One – can take place at any point during the summer term; with a focus upon the quality of training

and observations of trainees teaching (final year trainees) and learners’ progress.

Stage Two – will occur in the autumn term, following the completion of the training programme and will focus

on the quality of NQTs’/Former Trainees’ teaching and learners’ progress as a result of the training provided

by the Partnership.

The Inspection of ITT will focus on three key areas of judgement:

Outcomes for Trainees

Quality of Training across the Partnership

Leadership and Management of the Partnership

Inspection activities will include:

Observation of trainees teaching and learners’ progress

Discussion with trainees

Observation of school-based mentors

Discussion with school-based mentors

Observation of university-based teaching sessions

Discussion with university tutor teams

Discussion with NQTs/former trainees

As a Mentor your discussion with Ofsted Inspectors will focus on the following:

Have you been trained by Edge Hill University’s partnership to undertake your role as a

school-based mentor?

When were you last trained? Please note that your training happens every time you meet

with the University Tutor/Visiting Tutor.

What are the area’s current priorities for improvement?

How well do trainees attain in your school/college/setting?

How is the trainee you are currently training progressing? What grade is s/he currently

operating at and what are his/her current targets?

How is your voice heard within the Edge Hill University partnership?

How effective is the communication from the university?

How do you evaluate the training that takes place in your school/setting and what is the

improvement process that is undertaken?

If you need any help, advice or support with this aspect please contact

[email protected] and a member of the team will be in touch.

The Partnership Training Calendar is available on the website

www.edgehill.ac.uk/educationpartnership/early-years-education/

The Early Years Education Area website has details of all training events, networks and access to the Online

Training Package. You will also find our latest Improvement Priorities for the Early Years Education Area.


http://www.edgehill.ac.uk/educationpartnership/early-years-education/

48

Insurance

Edge Hill University assumes that you will have Employer Liability and Public Liability insurance in place for

the period of the Professional Practice/Placement and that these will apply to a trainee/student as they would

to any other member of your staff. If this is not the case, or if this creates any problems or questions, please

let us know at the earliest possible date.

Edge Hill University (Associate) Tutors

Edge Hill University Tutors who have only occasional contact with pupils and are not left unsupervised with

children, do not require DBS / CRB clearance, provided they are at all times in the company of individuals

that have been cleared.

Health Clearances

All trainees/students on entrance to a programme must complete a health assessment form, which is

forwarded to our Occupational Health Service provider for assessment and, where necessary, further

discussion or examination by a qualified Occupational Health Nurse Practitioner or Consultant.

Teachers and those training to become teachers need a sufficient standard of health and physical fitness

(Fitness to Teach, 2007). Teaching is a demanding career and teachers have a duty of care for the pupils in

their charge. The health, education, safety and welfare of pupils are an important factor in deciding on an

individual’s health and physical capacity to train and subsequently to teach.

Sometimes health problems only emerge after a trainee/student has started their programme. If these could

affect ‘fitness to teach’ then it is important that you raise any concerns that you have with the

Placement/Course Leader. This will enable the programme team to decide on the appropriate course of

action.

These procedures may additionally include the completion of a Risk Assessment.

Pregnancy

Disclosure of pregnancy is at the trainee/student’s discretion, but in the interests of health and safety and to

ensure that appropriate support is provided, we strongly advise trainees/students to make this known to their

tutor or other appropriate member of University staff at an early stage.

On the occasion that a trainee/student discovers that they are pregnant mid-placement; they should inform

their mentor or teacher. If this happens, please ask the trainee/student to contact their University tutor.

Alternatively, ask their permission to contact the University.

We will then organise risk assessment procedures to be carried out within two working days of notification

and identify appropriate steps to support the trainee/student and partner institution. If the pregnancy goes

beyond 34 weeks, the trainee/student must provide a note from their doctor stating that she is fit to work.

49

A Flow Diagram of the Risk Assessment Process if a Trainee/Student is Pregnant

Trainee Teacher/Student advises Personal Tutor of pregnancy OR has

given birth in last 6 months OR is breast feeding

Trainee Teacher / Student

Copy of Risk Assessment Forms to be retained by Professional Practice/

Placement Mentor

Personal Tutor undertakes a full Risk Assessment with the Professional Practice/Placement Mentor and

Trainee Teacher/Student

Personal Tutor, Professional Practice/Placement Mentor and Trainee Teacher/Student determine the

suitability of Professional Practice/Placement

Edge Hill Pregnancy RiskAssessment to be completed

New Professional Practice/Placement sought and process begins again. This may

cause a delay to the actual start date

If unsuitable:

Trainee Teacher/Student to provide Personal Tutor with the MAT B1 proforma

when provided by GP (after 20 weeks)

If unsuitable:

Personal TutorProgramme

LeaderCourse /

Year LeaderHead of

Area

Copy to be provided to:

50

Trainee Teacher/Student advised to contact Personal Tutor and Professional Practice/Placement Mentor to re-assess if there are any new health concerns relating to the pregnancy

Carry out a Risk Assessment based on the initial assessment and any medical advice provided by the Trainee Teacher’s/Student’s GP or midwife

Edge Hill University has the right to pause (or transfer) the Professional Practice/Placement if it is felt that this will be harmful to the pregnant mother or baby’s health

Has a risk been identified?

Postpone (defer) the Professional Practice/Placement

for as long as necessary

Regularly monitor and review*

Can the risk beremoved

Remove Risk

*Risk Assessment should be reviewed on a weekly basis by the Personal Tutor

No Yes Yes

No

51

DSO – Designated Safeguarding Officer FoE – Faculty of Education

HoA – Head of Area

SAFEGUARDING: MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A

CHILD/VULNERABLE ADULT

Safeguarding is everybody’s responsibility and there may be occasions where we need to act quickly to

identify and minimise any risks to children/vulnerable adults.

This policy sets out the actions that must occur if a student/trainee has a concern for the safeguarding4and

welfare of a child/vulnerable adult during the Professional Practice element of their programme. It also

clarifies how a student/trainee will be supported throughout any process of enquiry.

POLICY TITLE MANAGEMENT OF A CAUSE FOR CONCERN ON

PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT

NEXT REVIEW DATE June 2017

REVIEW RESPONSIBILITY K McCormack

LAST REVISION MADE June 2016

The following sets out the actions to be taken by a student/trainee and Faculty staff

* The FoE (DSOs) are Karen McCormack, email: [email protected], Tel: 01695 650994, and Leon Fraser,

email: [email protected], Tel: 01695 584314.

Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported

(please note the specific details should not be shared).

4 Please note this procedure also applies to a cause for concern which may fall under The Prevent Duty

Student/trainee must inform the

setting/college/setting’s DSO immediately

(within 24 hours) using the details

provided during the induction into the

Professional Practice.

Student/trainee must inform the Faculty of Education DSO immediately

(within 24 hours) using the designated email [email protected]

and must be copied to the appropriate HoA.

The HoA will ask the trainee to complete an incident reporting form and

submit this to the Faculty DSO, who will refer to the appropriate body, as

necessary (and concerns of a serious nature will be reported directly to the

local authority’s Safeguarding Officer).

The HoA will advise the student/trainee to seek

support from their Personal Tutor.

The HoA will advise the student/trainee to seek support from their Personal

Tutor.

The setting / college / setting’s DSO will

guide and support the student/trainee in

following the setting/college/setting’s

relevant procedure.

The FoE’s DSO will contact the *relevant setting / college / setting’s DSO to

ensure the appropriate procedures are in place.

Student/trainee to be informed of outcome by HoA.

As appropriate, the HoA will work with the relevant Personal Tutor to ensure

the student/trainee is supported in their Professional Practice.

Student has concerns relating to safeguarding of a child / vulnerable adult

The FoE’s DSO will seek and record the outcome, and share with HoA and

with other colleagues within the University, as necessary.

The FoE’s DSO will ensure the partnership database details are amended,

as necessary.



52

STRICTLY CONFIDENTIAL

INCIDENT REPORTING FORM TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR CONCERN ON

PROFESSIONAL PRACTICE

(Please include the full names of all concerned) Name of reporting student/trainee: ............................................................................................................. Student no.: ……………………………………………………………………………………..…………………. Programme: ………………………………………………………………………………………………….……. Name of Personal Tutor: ........................................................................................................................... Professional Practice and name of school/college/setting: ................................................................................................................................................................... Date of alleged incident, or cause for concern: ......................................................................................... Time of alleged incident, or cause for concern: ……….………………………………………………………. Reported to (please include name(s) and role(s)): ................................................................................... Nature of alleged incident, or cause for concern: ........................................................................................................................ ........................................... ........................................................................................................................ ........................................... ................................................................................................................................................................... ........................................................................................................................ ........................................... ........................................................................................................................ ........................................... ................................................................................................................................................................... Name of Designated Safeguarding Officer in school/college/setting: ....................................................... Incident reported to Designated Safeguarding Officer in school/college/setting on: …............................ Signed: Student/Trainee: ………………………………..................................... Date: ………………………….… Please also print name

To be returned to the relevant Head of Area to forward to the Faculty Designated Safeguarding Officer.

53

Disability Support Services Statement

SpLD (Specific Learning Difficulties) Support Team

Inclusion Team (Disability or Health Condition)

Our approach is friendly yet professional and you can discuss your individual learning requirements in

complete confidence. It is important to contact us as early as possible.

SpLD Support Team:

You can contact us in relation to:

SpLD assessments (Dyslexia, Dyspraxia)

Specialist SpLD support

Using assistive technology

Applying for Disabled Students’ Allowances (DSA)

Visual stress / Meares-Irlen

In person: University Library, Ormskirk, 1st floor

Tel: 01695 584372

E-mail: [email protected]

The Inclusion Team: Based in the Student Information Centre (SIC), ground floor

If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health

condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you

on:

‘Reasonable adjustments’ to learning, teaching, assessment and exam modifications

Accessible facilities and equipment

Support on placements

1- 2 -1 Academic and other forms of support

Applying for Disabled Students’ Allowances (DSA)

In person: SIC, Ormskirk, ground floor

Tel: 01695 584190

E-mail: [email protected]



54

Equality and Diversity – Policy Summary

Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate,

contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do.

Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’

The University seeks to identify and eradicate any practice which discriminates on the basis of race,

disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and

maternity, religion, belief or none, or socio-economic background.

The University recognises that equality and diversity embraces all aspects of employment and service

delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular

activities.

The University makes it a condition of service and admission that staff and students adhere to the Equality

and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures,

as appropriate.

The University makes every effort to ensure that traders, contractors, institutions, organisations or

individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any

inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do

business with them.

Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy

throughout the University.

Making Contact

Students are encouraged to make any concerns known. The first point of contact for this is the Student

Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or

student [email protected]). The Student Information Officer will refer you on to an individual member

of staff as appropriate.

A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk

or from Edge Hill University’s web site www.edgehill.ac.uk

http://www.edgehill.ac.uk/

55

Teachers’ Standards (DFE 2013)

PART 1 - TEACHING

S1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS

Indicative prompts:

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS

Indicative prompts:

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study

S3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE

Indicative prompts:

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

S4. PLAN AND TEACH WELL STRUCTURED LESSONS

Indicative prompts:

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge & understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS

Indicative prompts:

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

56

S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT

Indicative prompts:

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

S7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT

Indicative prompts:

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES

Indicative prompts:

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being

PART 2: PERSONAL & PROFESSIONAL CONDUCT

Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school.

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.

Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

57

Education Partnership

Professional Practice Information

All resources can be located via our Education Partnerships website where documentation and information

can be viewed and downloaded from the link below:


The documentation required for Professional Practice include:

Visiting Tutor Checklist

Health and Safety Checklist

Trainee Attendance Record

Lesson/Session plan

Visiting Tutor Feedback Form

Learning Evaluation Record

Assessment and Grading Criteria

Reaching an assessment judgement about a trainee’s attainment against the

Teachers’ Standards

Interim Assessment Report

End of Professional Practice Report

Early Years Trainee/Student Teacher Profile/Career Entry Development Profile

(CEDP)

Evaluation forms

Attendance Record

Code of Conduct

DBS Information

Professional Practices/Placements

If you are able to offer more professional practices and/or the number of trainees that your setting can

accommodate then please contact the Partnership Development Officer, Mark Rawsthorn

[email protected] or telephone 01695 657342 who will assist you.

Professional Practice Evaluations

At the start of each Professional Practice, Mentors and Visiting Tutors will receive a link from

[email protected] to complete the professional practice evaluations, as soon as these

have been completed and all relevant paperwork has been submitted any payments will be processed.



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