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Early Years Teacher Status School Direct (EYTS SD)
Leadership and Management
Handbook 2015-16Joe Sonnenfeld (October 2015)
Contents Page
InformationKey Contacts 3Partnership Agreement 4Course Profile 10Early Years Teachers Standards 15Partnership Schools- Roles and Responsibilities of Professional Tutors, School Based Mentors
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Placement Schools/setting criteria 24Payments to schools 25Requirements of each school placement (An Overview)
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Procedures for trainees causing concern 28Management Board structure 30Calendar/Timetable 32
TemplatesIndividual Training Plan 34Communication Form 38Reflection of Weekly Mentor Meeting 40Early Years Teacher Status Trainee Performance Criteria
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Trainee and Placement Tutor Observation Record 66Placement Attendance Record 67
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Key Contacts
Key ContactsLesley Castling- Paisley- Senior Lecturer and Joint Programme LeadNorthumbria University
John Abbott- Joint Programme LeadNorthumbria University
Leslie Patterson- Etherley Lane Nursery School, Headteacher and Professional TutorDurham Teaching School Alliance
Lynn George- Prince Bishops Primary School, HeadteacherDurham Teaching School Alliance
Joe Sonnenfeld- Durham Teaching Schools Alliance Manager
Professional Tutors and School Based MentorsKelly- Ann Lee- SLE ITTDurham Teaching School Alliance
Jo Madgwick- Etherley Lane Nursery School
Stephanie Collings- Tudhoe Moor Nursery School
Catherine Hughes-Oxhill Nursery School
Prince Bishops Primary School- Sarah Meroniuk
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Partnership Agreement Durham Teaching School Alliance and Northumbria University Early Years Teacher Status School Direct (EYTS SD)
Etherley Lane Nursery School is an outstanding Early Years provider and one of the ‘lead’ schools in the Durham Teaching School Alliance. Etherley Lane Nursery School will be referred to as the Lead Organisation.
Northumbria University is the accredited Higher Education Institution, (HEI), and will be referred to as the ITT Provider.
Contact Details:Mrs L. Patterson, Headteacher, Etherley Lane Nursery School- Tel: 01388 604835Email: [email protected] J. Sonnenfeld, Teaching Schools Manager- Tel: 01388 451278 Email: [email protected] Mrs L.Castling- Paisley, Senior Lecturer and Joint Programme Lead EYTS, Northumbria University- Tel: 07976351475 Email: [email protected] J. Abbott, Joint Programme Lead EYTS, Northumbria University- Tel: 07976375658 Email: [email protected] Advertising, Recruitment and Selection of TraineesDurham Teaching School Alliance holds 6 School Direct places
Durham Teaching School Alliance and Northumbria University will jointly advertise places for EYTS School Direct. Information about the course will be uploaded onto the Northumbria University website, Durham Teaching School website, Durham County Council extranet and NETS, (North East Teaching Schools), website.
The Durham Teaching School Alliance will create a profile outlining information for prospective trainees to include details about the Lead Organization and ITT provider, entry requirements, the course structure, study facilities, partnership schools and the selection of trainees. The profile will be uploaded on to the Northumbria University website together with an on-line application form. The profile will also be uploaded onto the Durham Teaching Schools website.
Applications will be received by The ITT Provider who will do the initial qualifications check.
Applications will be monitored and sifted by the ITT Provider who will send all applications that meet the EYTS entry criteria to the Lead Organisation. The LO may request to have sight of applications which do not meet entry requirements.
The Lead Organisation will draw up a short list and invite applicants to interview.
The interview panel will consist of staff from the ITT Provider and Professional Tutors and Mentors from the teaching school alliance.
Interviews will be held at the Lead Organization school or a partnership school.
As the accredited provider Northumbria University will quality assure the interview and recruitment process and has ultimate responsibility for the suitability of outcomes of trainees.
Any offer will be conditional on successful completion of the skills tests. The skills tests can only be taken twice. If the trainee fails to reach the required standard after two attempts they will not be eligible to undertake the tests for a period of 24 months.
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Trainees must successfully complete the skills test prior to embarking on the training programme.Trainees will engage in a face to face interview, group task and teaching task. The Lead Organisation will organize and structure the interview process. The ITT Provider will administer and support. Once trainees have been interviewed it is the responsibility of the Lead Organisation to inform the ITT Provider of their decision.
Once a trainee has accepted a School Direct (Early Years) place the ITT Provider will register the trainee on a graduate entry route to EYTS (not the employment based route).
Trainees who are selected will also become Northumbria University students.
The Lead Organisation will liaise with trainees and send out and monitor offers.
The ITT Provider will carry out DBS and Health Check checks.
The ITT Provider will receive any relevant bursary and administer payment of the bursary to the trainee in installments as required by the NCTL.
The ITT Provider will receive the tuition fee and administer payment of the school’s allocation of funding.
Provision of taught elements of the programmeWhereThe majority of the taught element of the programme will be delivered by staff at Northumbria University Coach Lane CampusSome elements of the taught programme, to be agreed by the ITT Provider, may be delivered by the Lead Organization or one of its partnership schools
WhoThe majority of the taught element of the programme will be delivered by staff from Northumbria University. Staff from the Lead Organization or its partnership schools/providers may deliver some of the more specialized elements of the programme, in agreement with the ITT Provider.
Placement Schools/Independent and Voluntary ProvidersThe Lead Organisation will arrange placements for trainees in suitable schools and settings. All EYTS trainees are required to undertake teaching in at least two settings with sustained, assessed teaching placements across the Early Years Foundation Stage. The trainee will also have the equivalent of two weeks experience in Key Stage 1& 2.
The Lead Organisation will place trainees in schools and settings which provide experience across EYFS,KS1/2. The ITT Provider will ensure that the allocation is compliant with NCTL requirements.
The range of placements will complement each other and provide the trainee with a breadth of experience in different settings and across age ranges from birth to 5.
The ITT Provider will quality- assure the placement experience and the appropriateness of the experience against the trainees profile.
PGCE Award
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Upon successful completion of the programme the trainee will be awarded either a Post Graduate Certificate in Education (Level 7), Professional Graduate Certificate in Education (Level 6), subject to the recommendation of the University Examination Board.
Lead Organisation RoleThe Lead Organisation is responsible for: Working jointly with the ITT Provider to recruit high quality trainees to the EYTS programme Working jointly with the ITT provider to plan the course structure and content Liaising with all of the partnership schools to arrange placements for trainees Organising training for suitably qualified and experienced Professional Tutors and Mentors Monitoring the progress of trainees during placements Together with the Teaching School Manager ensuring that payments are made to partner schools
Role of schools/providers in partnershipTrainees will be placed in schools/settings which: Have appropriately qualified and experienced staff to take on the role of Professional Tutor and School Based Mentor Allocate time within the working day for Tutors and Mentors to support the trainee Allocate suitable facilities and resources to support trainees including appropriate working spaces Provide a suitable setting and models of best practice for trainees Have effective policies for promoting and ensuring equal opportunities Are quality assured by the Professional Tutor who will visit all placements. Are further subject to quality assurance through: joint observation, joint tutorials and moderation exercises.
Role of the ITT ProviderThe ITT Provider is responsible for: Jointly recruiting and registering trainees for EYTS School Direct Jointly planning the course structure and content Delivering 40 days of high quality theoretical training for trainees Assessing the progress of trainees and ensuring they consistently meet the Early Years Teachers Standards Ensuring that the quality and content of the training programme is appropriate and meets the requirements of NCTL Supplying and assisting in the development of an Individual Training Plan for trainees Monitoring a portfolio of evidence to meet the Teachers Standards for EYTS Appointing an external examiner
Professional Tutor/Mentor TrainingThe Lead Organisation will arrange training for Professional Tutors and School Based Mentors
Professional Tutor (role)This will usually be the Headteacher or a senior member of staff with responsibility for ITT. The main responsibilities include: Overseeing the selection of School Based Mentors Coordinating the placement of trainees in the school/setting Ensuring the mentors are holding weekly meetings with trainees Carrying out lesson observations Assess the Standards Portfolio three times during the course of the programme
Mentoring (role)The School Based Mentor is the person who supervises individual trainees on a day to day basis. The main responsibilities include: Monitoring trainee timetables
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Liaising with colleagues involved in working with a trainee Arranging and timetabling of observations and visits from the Professional Tutor and/or external assessor. Supporting the trainee with planning, assessment Writing references for the trainee
Individual Training Plan (ITP)The ITT Provider will supply the ITP template and process for developing this document. An agreement will be drawn up to reflect the agreed roles and responsibilities. The trainee will complete the ITP with the Professional Tutor, supported by the Mentor. PGCE AwardUpon successful completion of the programme modules, the trainee will be awarded a Post Graduate Certificate (60 credits at Level 7), subject to the recommendation of the University Examinations Board.Award of the PGCE does not guarantee the award of Early Years Teacher Status.The responsibility for the teaching elements of the PGCE award will be identified as below.Should a school require additional University input in aspects currently allocated to schools, this will be on a buy back basis.The training will be shared between school and University in the following way:
Aspects of training and key learning outcomes
School University
Meeting the Teaching Standards(Early Years) (2012)Part 1 Unpicking and understanding the Standards.Module TE0794 Level 7
1. Analyse and critically debate the applicability of the EYT Standards when working with babies, toddlers, pre-school children, leading and supporting others and working with other professionals.
2. Critically review and reflect upon their perceived strengths and areas for development in relation to their knowledge and emerging experience to meet the EYT Standards.
3. Devise and negotiate personal and professional objectives and intended outcomes with learners, ITT tutor and setting which address the learners’ personal goals and professional requirements to meet EYTS.
4. Critically analyse and evaluate legislation, policies and practices relating to early years practice and examine these within a European context.
5. Demonstrate ability to be critically reflective and
Subject and practice knowledge relating to the 8 Standards across the three age groups.
Early Years Foundation StageKey Stage 1 and 2
Set high expectations which inspire, motivate and challenge all children.
Plan education and care taking account of the needs of all children.
Safeguard and promote the welfare of children, and provide a safe learning environment.Observation of trainee practice and data gathering and analysis of trainee progress
Theoretical input in support of the subject matter relating to the 8 Standards and three age groups.
Access to Northumbria’s module documentation and guidance, including Mentor training andSchool Support Partner visits.
Theoretical input as to critically effective academic reflection on professional performance
Support individual trainees self- assessment and development of bespoke programme requirements.Formative & summative assessment & moderation drawing on existing assessment Early Years Teacher Status Assessment protocols
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manage change in relation to their own or others’ work using research, planning and service delivery evaluation.
6. Critically reflect upon and sustain arguments that integrate and apply appropriate theories, frameworks and principles to practice using current research and experience to inform academic development.
7. Critically review, consolidate and display a mastery of complex and specialised areas of knowledge, utilising specialised skills.
Part 2 Meeting the Standards in practice.Module TE7011
1. Critically analyse key issues in the theoretical literature with reference to their early years focus.
2. Demonstrate the ability to prepare a methodology protocol with reference to their early years focus
3. Critically analyse key concepts and themes emerging from their literature review and methodology protocol
4. Reflect upon factors that influence decision making processes and ethical professional judgement related to their own practice.
Subject and practice knowledge relating to the 8 Standards across the three age groups.
EYFSKey Stage 1 and 2
Opportunities to put knowledge of learning theories and subject knowledge into practice.
Promote good progress and outcomes by children.
Demonstrate good knowledge of early learning and EYFS.
Make accurate and productive use of assessment.Progress check at age twoEarly Years Foundation Stage Profile (EYFSP)
Observation of trainee practice and data gathering and analysis of trainee progress
Theoretical input in support of the subject matter and module assessment criteria, relating to the 8 Standards and three age groups.
Theoretical input as to critically effective academic reflection on professional performance
Formative & summative assessment & moderation drawing on existing assessment Early Years Teacher Status Assessment protocols
Part 3 Producing evidence to demonstrate Standards are met.Module TE07012
1. Critically analyse key issues in the theoretical literature with reference to their early years focus.
2. Demonstrate the ability to
Subject and practice knowledge relating to the 8 Standards across the three age groups.
EYFSKey Stage 1 and 2
Opportunities to put knowledge of
Theoretical input in support of the subject matter and module assessment criteria, relating to the 8 Standards and three age groups.
Use of high quality, recent and relevant research to inform teaching and learning.
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prepare a methodology protocol with reference to their early years focus
3. Critically analyse key concepts and themes emerging from their literature review and methodology protocol
4. Reflect upon factors that influence decision making processes and ethical professional judgement related to their own practice.
learning theories and subject knowledge into practice.
Wider role of the Early Years Teacher
Adapt education and care to respond to the strengths and needs of all children.
Fulfil wider professional responsibilities.
Observation of trainee practice and data gathering and analysis of trainee progress
Theoretical input as to critically effective academic reflection on professional performance
Formative & summative assessment & moderation drawing on existing assessment Early Years Teacher Status Assessment protocols
FundingThe tuition fee will be divided between the two partners based upon the agreed responsibilities for aspects of training, quality assurance and award bearing qualification.The Lead Organisation will receive £3000.The ITT Provider will receive £4000.
Academic AwardUpon successful completion of the programme the trainee will be awarded either a Post Graduate Certificate in Education (Level 7), Professional Graduate Certificate in Education (Level 6), subject to the recommendation of the University Examinations Board.
Course Profile9
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The Durham Teaching School AllianceEtherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.
Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited ITT Provider, to offer an innovative and specialized programme in early childhood development from birth to five.
Early Years School DirectThe government is committed to raising the quality of early years provision by encouraging graduate leadership. Early Years ITT is the only teacher training focused on the birth to five range. To be awarded Early Years Teacher Status trainees will meet robust standards designed specifically for high quality learning with this age group. Early years teachers will be specialists in early childhood development and the Early Years Foundation Stage curriculum (0 – 5 years). Trainees will be taught the theoretical element of the programme by specialist practitioners from Northumbria University and teachers from placement schools. Trainees will be placed in a range of good and outstanding schools and settings across Durham for the practical elements of the programme.
Early Years Teachers Status will be seen as equivalent to Qualified Teacher Status (QTS) as the entry requirements are the same as for primary ITT (QTS) * see FAQs
Child Care FacilitiesIndividual schools and providers may be able to offer support with childcare.
Public Transport EYTS School Direct trainees will be based at Etherley Lane Nursery School or one of the placement schools in the alliance. Although most places are accessible via public transport some schools and settings are geographically isolated. It is recommended that you have your own transport. The majority of the taught element of the programme will be delivered at Northumbria University Coach Lane Campus. The Durham Teaching School Alliance use the Training Hub at Prince Bishop’s Community Primary School (the partner ‘Lead’ School in the Durham Teaching School Alliance) for training events, seminars and meetings.
Where to Find us Etherley Lane Nursery School, Hazel Grove, Bishop Auckland, DL147RF Tel: 01388 604835 Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, DL14 8DY Tel: 01388 451278 Northumbria University, Coach Lane Campus, Benton, Newcastle Upon Tyne, NE77XA. Tel: 0191 2156476
Why train with us?Etherley Lane Nursery School is an outstanding Early Years provider. This is a very happy place where children thoroughly enjoy their time and thrive because they are very well cared for and consistently motivated to learn. As a consequence, children’s achievement is outstanding. The outstanding quality of provision, including the quality of teaching, continually improves under the uncompromising drive for excellence of the headteacher and her team’ (Ofsted March 2015)
All of the schools and settings working in partnership with Etherley Lane Nursery School have been judged good and outstanding by Ofsted.
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The course structure and content has been designed by experienced and committed professionals who understand how young children learn and thrive.
There is a genuine desire to develop and deliver an original and creative programme of training to inspire trainees and prepare outstanding practitioners to meet the needs of 21st Century learners.
AimsWe aim to produce confident, skilled, committed and enthusiastic practitioners who are experts in the 0-5 age range. Early Years teachers will act with integrity and honesty. They will have strong early development knowledge, keep their knowledge and skills up to date and be self- reflective and self- critical. Early Years Teachers will forge positive professional relationships and work closely with parents and carers.
Entry Requirements Entry requirements for Early Years ITT are the same as entry requirements for primary teaching.
All entrants have achieved a standard equivalent to a grade C in GCSE examinations in English, mathematics and a science subject.
All entrants are required to hold, or expect to receive, a first degree of a United Kingdom Higher Education Institution or equivalent qualification.
Entrants must hold or receive a minimum of a 2:2 degree although entrants with a 2:1 or first class degree will be considered more desirable; entrants with a 2:1 or first class degree will qualify for a bursary.
Entrants who are currently retaking a GCSE or awaiting a degree classification will be offered a conditional place if successful at interview until the grade can be confirmed.
Entrants must pass a skills test in literacy and numeracy. Tests can be arranged by contacting Learn Direct on 0300 303 9613.
Skills TestsEarly Years Teachers will specialize in early childhood development and meet the same entry requirements and pass the same skills tests as trainee primary school teachers.
The trainees first attempt at the skills test is funded by the NCTL. Any further attempts, up to a maximum of two, will be funded by the candidate. If both skills tests (literacy and numeracy) are not passed after the second resit candidates will need to wait two years before applying to take the skills test again
What we are looking forWe are looking for trainees who demonstrate a genuine desire to work with young children and make a difference in their lives. Trainees should be confident, creative and inspire curiosity and imagination from children. Trainees will demonstrate a strong desire to teach at an outstanding level and continually improve and develop as a practitioner. They must have the ability to deal with a heavy workload; be able to meet deadlines and enjoy working as part of a team.
ExperienceYou must have: Experience within the past 2 years of working with children in school or other settings. An informed professional reference to support the work experience. A reference containing a strong recommendation that you are suitable to train as an Early Years Teacher. In addition to the academic qualifications we will consider the full range of knowledge, skills and prior experiences of every application in judging whether the trainee is capable of meeting the requirements.
Personal Attributes11
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Articulates clear and appropriate reasons for wanting to teach children from 0-5 Conveys commitment and enthusiasm to Early Years teachingDemonstrates openness to learning and self- developmentDemonstrates accurate spelling and grammarDemonstrates the correct uses of standard English It is essential that all trainees gain some insight into what is involved in being a teacher, this does not have to be paid work in a school it could be in an informal environment such as brownies, sport coaching or summer school.
Additional RequirementsIn addition to the specific entry requirements detailed, the following DfE Requirements must be met. All trainees: Have met the Secretary of State's requirements for physical and mental fitness to teachHave been subject to a Disclosure and Barring enhanced disclosure checkHave the intellectual and academic capabilities needed to meet the required DfE Teachers' StandardsCan communicate clearly and accurately in Standard English Possess the appropriate qualities, attitudes and values expected of a teacherHave passed the professional skills tests in English and mathematics prior to the start of the programme
Selection ProcessCandidates who meet all of the entry requirements will be invited to interview.
The assessment day is a full day and will be based at the Lead Organisation. A number of different tasks will be completed during the day.
The assessment day includes: A group task A teaching activity with a group of up to 6 children Interview with set questions
The interview panel will usually consist of the Headteacher from the Lead Organisation, Northumbria University Programme Leader and a Professional Tutor and/or School Based Mentor from a partner school.
The interview panel will consider:
The trainees commitment to, and suitability for, teaching The passion and drive to teach at an outstanding level The ability to be creative and reflective A respect for young children as powerful and competent learners Experience of working with children Knowledge and understanding of the expectations and responsibilities placed on the teacher A commitment to training for EYTS The ability to establish effective relationships with children and colleagues Knowledge of current educational topics Appropriate attitudes, qualities, values and beliefs
Teaching PlacementsAll EYTS trainees will undertake teaching in up to three early years settings. The trainee will also have the equivalent of two weeks experience in Key Stage 1&2.
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The Lead Organisation will place trainees in schools and settings which provide experience across EYFS,KS1/2. The ITT Provider will ensure that the allocation is compliant with NCTL requirements.
The range of placements will complement each other and provide the trainee with a breadth of experience in different settings and across age ranges from birth to 5.
The ITT Provider will quality assure the placement experience and the appropriateness of the experience against the trainees profile.
Post Graduate Certificate in Early Years EducationUpon successful completion of the programme modules, the trainee will be awarded a Post Graduate Certificate in Early Years Education (60 credits at Level 7), subject to the recommendation of the University Examination Board. The Post Graduate Certificate can be used as progression towards a full Masters degree.
Standards PortfolioThe trainee, with support from a School Based Mentor, will develop a standards portfolio of evidence against the Teacher’s Standards for EYTS. The Professional Tutor is responsible for ensuring that the trainee is developing the portfolio. A designated tutor from the ITT Provider will monitor the portfolio for quality of evidence to meet the Teachers’ Standards for EYTS. The Professional Tutor moderated and quality assured by the ITT Provider will assess the standards portfolio 3 times during the course of the programme.
Course Structure/Length/Assessment
160 days of which 120 days are divided between 3 placements40 university based days3 x 20 credit university modules at level 7:
1. Meeting the Teaching Standards (Early Years) 3000 word assignment 2. Integrated Working Project Part 1, 3000 word assignment3. Integrated Working Project Part 2, 3000 word assignment
Portfolio of supporting documentationObservation of practice
FundingThe School Direct Early Years ITT programme is funded by tuition fees paid by the NCTL. This programme does not attract a student loan. However, subject to degree classification you may be eligible for a bursary from the NCTL. (£9,000- first class degree, £4000- 2:1 degree)
For Further Information:Contact Lesley Castling- Paisley, Northumbria University, [email protected] Sonnenfeld, Durham Teaching School Alliance Manager, [email protected]
How to ApplyDownload an application from: www.northumbria.ac.uk/ study-at-northumbria/courses/early-years-education- early-years-teacher-status-dtfeyt6 Contact Lesley Castling- Paisley- Joint Programme Lead EYTS Northumbria University [email protected]
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orJustine Gallagher, EYTS Graduate Tutor at Northumbria [email protected]
Early Years Teachers Standards PreambleEarly Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to
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graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the Early Years Foundation Stage. (EYFS)
Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up to date and are self- critical. Early Years Teachers recognize that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/ or carers in the best interests of babies and children.
An Early Years Teacher Must:
1. Set high expectations which inspire, motivate and challenge all children
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
2. Promote good progress and outcomes by children.
2.1 Be accountable for children’s progress, attainment and outcomes.
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.
2.6 Develop children’s confidence, social and communication skills through group learning.
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child’s wellbeing, learning and development.
3. Demonstrate good knowledge of early learning and EYFS
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
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3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
4. Plan education and care taking account of the needs of all children
4.1 Observe and assess children’s development and learning, using this to plan next steps.
4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
5. Adapt Education and care to respond to the strengths and needs of all children.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
5.3 Demonstrate a clear understanding of the needs of children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4 Support children through a range of transitions.
5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.
6. Make accurate and productive use of assessment.
6.1 Understand and lead assessment within the framework of the EYFS framework including statutory assessment requirements (annex 1).
6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.
7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.
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7.3 Know and understand child protection policies and procedures, recognize when a child is in danger or at risk of abuse, and know how to act to protect them.
8. Fulfil wider professional responsibilities
8.1 Promote equality of opportunity and anti- discriminatory practice.
8.2 Make a positive contribution to the wider life and ethos of the setting.
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.
8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
8.7 Understand the importance of and contribute to multi agency team working.
Partnership Schools Roles and Responsibilities
Headteachers and Governors
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The Headteacher’s commitment to ITT is absolutely essential. The Headteacher is responsible for keeping Governors informed about developments in ITT. The Headteacher has a responsibility for ensuring that the school is an appropriate setting for effective training, with trainees having access to support, good practice and necessary resources, including those made available through appropriate management of partnership funding. Much of the management of ITT within the school is often delegated to a senior member of staff.
Professional Tutor(The person who has overall responsibility for ITT in the school, in most cases this will be the Headteacher or a Senior Member of the School Leadership Team)
The role of the Professional Tutor is to ensure that each trainee is given the opportunity to reflect on their role, responsibilities, successes and difficulties and to support the trainee in adapting and developing appropriate skills and strategies.
Main responsibilities include:
1. Management, Monitoring and Quality Assurance
1.1 Overseeing the selection, preparation and support of school-based mentors
1.2 Co-ordinating the placement of trainees in the school, ensuring a balanced provision with equality of access and opportunity for all trainees
1.3 Ensuring that all mentors in their school have sufficient non-contact time each week to mentor trainees
1.4 Checking that each trainee receives the required number of completed written lesson observations
1.5 Checking that trainees are completing planning and evaluations and standards evidence
1.6 Monitoring that mentors are holding weekly meetings with trainees and are delivering subject knowledge enhancement and completing weekly target-setting related to the Standards
1.7 Quality assuring the standard of observation and mentor session by having at least one paired observation with each mentor for each placement and sitting in on mentor sessions occasionally to ensure adherence to procedures and provision of quality tutoring
2. Supporting the trainees development
2.1 Co-ordinating and leading the school-based Professional Studies programme and ensuring that it complements the central-based Professional Studies provision
2.2 Providing trainees with access to appropriate pupil data, training on effective use of data and ensuring that they understand their professional responsibilities
2.3 Supporting the trainee in gaining their first teaching post prior to completing the programme3. Assessment
3.1 Marking the Evidence of Standards for allocated trainee(s) in the three placements including carrying out an assessment tutorial at the end of each of the placements to assess evidence file against the standards
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3.2 Attending a moderation meeting for each of the Evidence of Standards files submitted in the two main placements
3.3 Observing each trainee a minimum of once each placement (in the case of a trainee with significant weaknesses observations may be much more regular, complementing those of the mentor)
3.4 Participating in appropriate meetings necessary for the effective assessment of trainees including the Awards Group
4. Communications
4.1 Being the main line of communication at the School
4.2 Informing the Lead Organisation of any cause for concern relating to a trainee’s progress
4.3 Liaising regularly with mentors and trainees and communicating their comments to the Lead Organisation
4.4 Keeping the governors and school staff informed of all relevant developments
4.5 Attending Professional Tutor Group meetings
4.6 Liaising with the Teaching Schools Manager re: administration of expenses/payments to school
5. Development
5.1 Contributing to the development of the EYTS programme, using the outcomes of monitoring and quality assurance to improve the impact of school-based training and assessment on trainees’ progress and outcomes
5.2 Reviewing the training needs of all mentors in the school to ensure that they are being appropriately identified and met
6. Other additional tasks which do not fit into the above categories
6.1 Writing references for trainees as required
6.2 Participating in interviewing panels to recruit new trainees
6.3 To ensure provision promotes equality of opportunity, values diversity and identifies and eliminates any instances of harassment and unlawful discrimination
School-Based Mentor(The person who has the main responsibility for supervising individual trainees on a day-to-day basis in schools)
Main responsibilities will include:
1. Management, Monitoring and Quality Assurance1.1 Monitoring individual trainee timetables to ensure that (i) the subject specific observation slots are clearly identified on the timetable and (ii) trainees have the required amount of class and non-contact time (iii) the mentor tutorial slot is clearly identified on the timetable (iv) the professional tutor time is clearly identified on the timetable1.2 Ensuring that all documentation is kept centrally on file and electronically submitted to the ITT provider (i) copies of all lesson observations (ii) copies of all ROPs (iii) copies of monitoring meetings held with professional tutors
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2. Supporting the trainee’s development (including subject knowledge for teaching)
2.1 Co-ordinating the trainee’s subject commitments during the placement, in particular managing and facilitating school/setting-based activities providing a timetable to meet the needs of the trainee involving the trainee in the everyday work of the class teacher as appropriate.
2.2 Ensuring that the trainee experiences regular lesson observation and debriefing (a minimum of once a week). This would include written feedback using a standard observation sheet.
2.3 Meeting with the trainee once a week for approximately 1 hour. Tutorial time focuses on subject pedagogy topics and activities. In addition there will be a focus on action planning for the Professional Development objectives and Standards e-portfolio.
Tutor time may also include: provision of feedback on lessons observed lesson planning/ marking support trainee’s agenda/ concerns/ queries
2.4 Contributing to the trainee’s professional development objectives through: weekly action planning discussing and reviewing ‘best practice’ evidence developing trainee’s subject knowledge through the supervision of subject-based tasks
2.5 Supporting and checking the trainee’s teaching file and marking.
2.6 With the Professional Tutor, supporting the trainee in the completion of their targets for their NQT Induction year.
2.7 Meeting with the trainee teacher once a week to focus on general welfare issues and overall progress
3. Liaison
3.1 Liaison with teaching colleagues involved in working with the trainee.
3.2 Liaison with the Professional Tutor meeting the Professional Tutor during their visits to school ensuring that the Professional Tutor is informed about any concerns about a trainee’s progress
3.3 Liaison with the Professional Tutor as required, for example in writing Records of Progress Reports.
4. Assessment
4.1 Assessing the trainee’s progress in relation to the Standards for the Award of EYTS This includes grading and reporting towards the end of the placement in consultation with the Professional Tutor and teaching colleagues who have worked with the trainee.
4.2 Carry out paired observations with the Professional Tutor for standardisation and QA purposes
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4.3 Collating and completing (with the class teacher) the required written Record of Progress Reports for each trainee promptly within the specified deadlines and forwarding a copy to the ITT Provider.
4.4 Participating in appropriate meetings necessary for the effective assessment of trainees
5. Other
5.1 Discussing job applications and interviews.
5.2 Writing references as required.
5.3 Overseeing and updating professional studies reference materials and resources in each school
5.4 Arranging and timetabling meetings, observations and visits (e.g. from the External assessor, OfSTED etc.) in liaison with the Professional Tutor
Class Teacher/Room Leader(The person who has the main responsibility for supporting individual trainees on a day-to-day basis in the classroom)
Main responsibilities will include:
1. Supporting the trainee’s development (including subject knowledge for teaching)
1.1 Ensuring that the trainee experiences regular informal lesson observation and debriefing (a minimum of twice a week). This would include written/verbal feedback using a standard observation sheet.
1.2 Supporting School Based Mentors in the event of a cause for concern relating to a trainee
1.3 Meeting with the trainee on a daily basis to provide feedback on lessons observed, lesson planning/ marking / pupils concerns and queries
1.4 Monitoring planning of learning/experiences providing the trainee with weekly feedback on the quality of planning and the appropriateness of learning for the age and stage of the development of the children.
1.5 Sharing clear, concise lesson objectives with the trainee a minimum of 1 week before the planning is due to be submitted for checking.
1.6 Providing advice and guidance on resources available to support teaching, sharing classroom and pupil information to ensure the trainee is well informed of personal, social and health concerns of ay pupils
2. Other
2.1 Discussing job applications and interviews.
2.2 Writing references as required.
2.3 For insurance purposes ensure a qualified teacher is present for any PE or out of class activities including break time duties
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3. Liaison
3.1 Liaison with teaching colleagues involved in working with the trainee.3.2 Liaison with the Professional Tutor
meeting the Professional Tutor during their visits to school to share feedback
3.3 Liaison with the School Based Mentor as required, for example in contributing to writing Records of Progress Reports, signing off standards.
The trainee teacher is expected to meet the Early Years Teachers’ Standards in the following way:
Establish good rapport and positive relationships with children, individually, in small groups and as a whole class, encouraging children to participate in learning
Demonstrate enthusiasm for working with children and positive attitudes, values and behaviours expected of the children
Set targets and goals for individuals which challenge Engage children in learning Lesson plans show consideration for progression taking into account prior achievement and provide opportunities within
teaching for children to evaluate and improve their performance Teach using a range of different strategies to incorporate all learners and encourage independent learning Demonstrate accountability for childrens’ attainment, progress and outcomes Have a secure subject knowledge which inspires, engages and challenges children in learning Plan activities at the appropriate level Incorporate the use of ICT into lesson planning and teaching to enhance the learning of children Uses specific subject language accurately and consistently promotes high standards of communication, reading and
writing Plan and teach out of classroom activities Employ a range of teaching strategies and resources which engage children Teach maintaining appropriate pace, responding to questions Plan for the different needs and strengths of the children, track their progress and make recommendation for next steps Differentiate teaching to meet the needs of all children Identify and remove barriers to learning for children through personalisation of teaching, incorporate strategies into
planning Cater for the needs of an identified SEN pupil, employ distinctive teaching approaches and strategies, evaluate the
impact of adaptations employed Deploy assessment strategies within lessons to evaluate impact of teaching on progress of children Modify planning and teaching as a result of assessments Maintain accurate assessment records which evidence progress of children’s learning and set targets for individuals and
groups Follow school framework for behaviour management and apply rules and routines Develop behaviour management techniques and strategies to effectively manage the whole class Support the ethos of the school/setting Contribute to the wider life of the school/setting – volunteering to take part in assemblies, before or after school clubs,
taking responsibility for displays Evaluate own practice at the end of every lesson and after tutorial discussions Respond to advice from class teacher and lesson observation and implement into following lessons Work within the teaching team as a teacher and work cooperatively with a TA Communicate effectively with parents on children’s achievement and well-being
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Partnership School/Setting Selection
Selection of school for ITT partnership
The Lead Organisation is responsible for securing appropriate placements for trainee school/setting based practice.
Trainees will be placed in schools/settings which:
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Are graded good or outstanding by Ofsted
Ensure that procedures are in place to guarantee high quality training
Provide a suitable setting and models of best practice for trainees
Have effective policies for promoting and ensuring equal opportunities
Are committed to continuing professional development and improvement in the provision of ITT
Have appropriately qualified, experienced and trained staff to take on the roles of Professional Tutor and School Based Mentor
Allocate time within the working day for Professional Tutors and School Based Mentors to support the trainee
Allocate suitable facilities and resources to support trainees including appropriate working space, photocopying and resources for ICT
De- selection of schools as Durham Teaching School Placement/partnership schools
Should the quality of training provision at school fall below the expected standards the Lead Organisation will take the necessary steps to de- select partnership with the school concerned. Either party may terminate or suspend the agreement but must notify the other party within a reasonable time scale to allow other placement schools to be identified and training given.
Trainees will not be placed in schools:
Identified by Ofsted as requiring improvement
Where monitoring and evaluation has established that high quality initial training is no longer being provided.
Where the school has consistently failed over a period of at least a term to comply with partnership procedures and practices, which may include inability to provide a suitably qualified tutor, inability to provide satisfactory support or an inability to meet assessment requirements
Payment
Professional Tutor PaymentPayments to the Professional Tutor will be made subject to the satisfactory completion of the responsibilities of the role which include: attendance at meetings, monitoring, assessing and quality assurance. The Professional Tutor will be paid a one off payment of £500 at the completion of the training course
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School Based Mentor PaymentThe school will be paid £500 per placement of a trainee to cover the costs of releasing the School Based Mentor. The School Based Mentor will be paid at the discretion of the school.
The Teaching School AllianceThe Teaching School Alliance will be paid £1000 per trainee to cover the cost of administration, photocopying, room hire and to pay the fees of course tutors.
Requirements of each school placement- An overviewPlacement 1 Begins Monday 14th September 2015 (10weeks)
All Trainees will be placed in three different schools/settings during the course of the programme to experience teaching and learning with children: Birth to two Two – Four Year Olds
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Year R
The Professional Tutor meets the trainee to have a discussion about trainee knowledge and experience. Targets and actions are agreed and recorded on the Individual Training Plan. Dates for observations are agreed. The Professional Tutor meets the trainee again towards the end of the placement to review the training plan and agree a grade which is recorded on the Teacher Status Trainee Performance Criteria. The School Based Mentor will be consulted about the grade awarded. A new training plan is created containing targets for the following Placement. Further observation dates are agreed at this meeting.
The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The School Based Mentor organizes the timetable for the trainee. The SBM holds a weekly tutorial with the trainee. The discussion from this meeting is recorded on the Mentor Meeting Form. The SBM looks at the trainees evidence file and monitors tasks. The ROP stays with the trainee. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. Observations are recorded on the Observation Proforma. (observations could focus on: key group activities, child initiated activities, working in the baby room observing interactions..) The School Based Mentor completes Early Years Teacher Status Trainee Performance Criteria.
The Trainee will be based at Coach Lane Campus one day per week for face to face training. Trainees are entitled to half a day per week non contact time. The remaining 3 ½ days will be spent in the placement school. Over the course of the placement the trainee will increase their teaching responsibility, liaising with the class teacher/room leader and SBM. The Trainee will use planning proformas/assessment materials supplied by the placement school (examples of templates are contained in the trainee handbook). The Trainee should use their non -contact time, ( ½ day), to arrange to visit the new placement school prior to beginning their next placement. The trainee keeps the Early Years Teacher Status Trainee Performance Criteria. The Trainee records progress on the document. The SBM highlights the document not the Trainee
The Lead Professional Tutor (Leslie) will organize a meeting for Professional Tutors for the purposes of moderation.The Lead School Based Mentor (Jo) will organize a meeting for School Based Mentors for the purposes of moderation.
Placement 2 Begins Monday 7th December 2015 (10 weeks) The Professional Tutor meets the trainee towards the end of the Placement 2 to review the Individual Training Plan and
agree a grade for Placement 2. Dates for observations are agreed at this meeting and Individual Training Plan 3 is completed.
The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The school Based Mentor organizes the timetable for the trainee. At the end of the placement the SBM writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence file. The ROP stays with the trainee. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. The School Based Mentor completes the Evidence of Progress towards the Teacher’s Standards on a weekly basis.
The Trainee as abovePlacement 3 Monday 29th February 2016 (2 weeks)Key Stage 1 and 2 Experience Placement in Key Stage 1 and Key Stage 2 will be negotiated with Durham Alliance schools involved in the Primary ITT Programme. KS1/2 placements should involve contact with children under the direction of the class teacher with opportunities for small group observation. These placements are not assessed.
Placement 4 Begins Monday 14th March 2016 (2 weeks)
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This placement is designed to provide an opportunity for the Trainee to work intensively on identified targets with the Professional Tutor. The placement takes place in the school of the Professional Tutor. The Professional Tutor and Trainee agree targets for the ITP for Placement 5
Placement 5 Begins Monday 11th April 2016 (8 weeks) The Professional Tutor meets the trainee towards the end of the placement. Training Plan 4 is reviewed and a grade
agreed.
The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The School Based Mentor organizes the timetable for the trainee. At the end of the placement the SBM writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence file. The ROP stays with the trainee. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. The School Based Mentor completes the Record of Progress against the Teacher’s Standards on a weekly basis.
The Trainee as per placement 1 &2
School Block Placement
This is a two week block placement. During this placement the trainee must have experience in Key Stage One and Key Stage Two classrooms. The trainee should observe Maths and English throughout the school, supporting a group in each class each day. The trainee should spend some time with the class teacher prior to the lesson to talk through the lesson plan and to understand the activity they will be leading with their group.
Sample Timetable for Trainee Week One Week Two
Mon Tue Wed Thurs Fri Mon Tue Wed Thurs FriMaths
Y1Maths Y1 Maths Y3 Maths Y4 Maths Y5 Maths Y6
Shared Obs.
Maths Y6 Maths Y2 Maths Y2 Maths Y2
English Y1
English Y1 English Y3Shared
Obs.
English Y4 English Y5 English Y6 English Y6 English Y2 English Y2 English Y2
PPA with Y6
teacher
PPA with Y2
teacherTutorial Tutorial
The trainee should complete 2 focussed observations over the course of the placement with the contact person in school, the focus of the observations should be to look at the structure of a Maths and English lesson, also highlighting behaviour management strategies, planning, progress, assessment and subject knowledge (an observation prompt sheet will be provided as guidance for schools along with the 7 S’s pro forma to promote discussion). In the afternoons, trainees should be given the opportunity to observe a range of foundation subjects including PE and Science. The trainee will also work alongside 2 class teachers as they undertake their PPA. The purpose of this activity is so that teachers can talk through with the trainee the planning process, highlighting use of assessment, previous knowledge, the National Curriculum etc.
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The trainee will access two tutorials with the contact person throughout the course of the placement. Tutorials can be held after school or during the school day if appropriate. The trainee should continue to complete their reflective journal for the two weeks they are in school, suggested areas for reflection will be discussed with the contact person on day 1 of the placement. The reflective journal may also be discussed as part of the tutorial with the contact person.
Procedures to be followed when a trainee’s progress is causing a concern or at risk of failing the programme.
If at any point throughout the programme there is any doubt that the trainee is not on course to reach the expected standard by the end of the programme then the slow mover or at risk procedures must be followed.
A trainee’s progress can be highlighted as causing a concern in any of the Teachers Standards. It may be one particular standard or part of one of the standards. A slow mover or at risk can be raised by any person working with the trainee.
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Indentifying a slow mover
A slow mover is a trainee who has been identified as not meeting the expected standard over a term. It is important to identify clearly the circumstances that might arise as part of the slow progress and to clarify the procedures to be followed.
Slow mover procedure needs to be in place as soon as it becomes evident that: There is a ‘cause for concern’ where the trainee is not making the expected progress for the phase of training however,
at this stage they are not considered to be ‘at risk’ of failing but would benefit from a clearly structured development plan.
Identifying a trainee at risk of failing
A trainee who is at risk of failing is a slow mover who has not made progress towards meeting the actions identified on the
development plan. At risk of failing procedure needs to be in place as soon as it becomes evident that: The trainee starts a new placement with targets from a previous placement still outstanding The trainee is identified as being ‘at risk of failing’ due to issues of professional conduct, health and safety of children or
very weak subject knowledge. The trainee has failed to make sufficient progress towards actions identified in the development plan.
Steps to record a slow mover intervention Identify Concern Discuss Cause for Concern with the ITT Provider Hold a formal meeting with the Professional Tutor, trainee and any other personnel involved to discuss the concern Record outcomes from the meeting on a Cause for Concern proforma Professional Tutor monitors progress of the development plan with the trainee, weekly Arrange to hold a review meeting
Slow mover intervention within a school placement/assessed teaching practice. To successfully complete the course a trainee must demonstrate that they have consistently met the entire Teacher’s Standards at all assessed teaching practices. The trainee must be kept well informed about their progress throughout the school placement by the School Based Mentor as part of a weekly tutorial. When a cause for concern is raised the Professional Tutor and ITT Provider must be notified immediately. Concerns about a trainees progress must be clearly documented in lesson observation forms and where applicable in records of progress and weekly mentor meeting records.Whenever possible the slow mover procedures should commence prior to finishing the placement to allow sufficient time for additional support to be put into place to allow the trainee to reach the appropriate standard.
A ‘cause for concern’ form will be completed and clear development targets will be identified which will include a programme of intensive support for the following days/weeks. This may include: Team teaching with the class teacher Classroom observations by the trainee with a range of teachers Support from the School Based Mentor Support from the Professional TutorWithdrawal from a Teaching PracticeA trainee may not complete an assessed teaching practice for a number of reasons including: Illness Withdrawal following a request from the school/setting
Reasons for withdrawal from an assessed teaching practice include:
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Concern for the safety and welfare of pupils The trainee is unable to take responsibility for children’s learning Improper behaviour Professional misconduct Failure to meet targets set in the development plan from slow mover intervention or a risk of failing intervention
If a trainee is to be withdrawn from a teaching practice a ‘cause for concern’ form must be completed including written evidence of the reasons for withdrawal.
If the length of absence on an assessed teaching practice deters the achievement of necessary standards, the ATP must be repeated.
Management Board Terms of Reference
Membership
Northumbria University: Leslie Castling- Paisley, John Abbott. Durham Teaching School Alliance: Leslie Patterson, Jo Madgwick, Joe Sonnenfeld, Kelly- Ann Lee, Steph Collings.
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Establish strategic direction and monitor operational effectiveness Quality assure and evaluate the programme Ensure provision is made for trainees to meet the required Early Years Teacher’s Standards Plan and prepare the content of taught modules Oversee the recruitment process and appointment of trainees Positively promote equality of opportunity and access to under- represented groups Ensure effective systems are in place to monitor the progress of trainees Ensure there is adequate provision for personalized learning Ensure trainees meet the current requirements for QTS Establish robust systems reviewing, target setting and action planning Ensure provision across the partnership is consistently high Carry out quality assurance activities on course tutors, School Based Mentors and class teachers Review programme content Develop focused school based tasks to support subject knowledge and delivery of pedagogy Moderate trainee assignments Evaluate and review trainee experience
Dates for meetings to be agreed prior to the start of the 2015/16 academic year
Meeting Date Time Venue
Management Board Structure/Model
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Durham Teaching School Alliance Schools
The Durham Teaching Schools
Wider Alliance (50 schools)
• Leslie Castling- Paisley Lead Tutor EYTS Northumbria University
• John Abbott- Lead Tutor EYTS Northumbria University
North East Teaching Schools Alliance NETs (40 teaching schools)
• Leslie Patterson- Headteacher and Professional Tutor Etherley Lane Nursery School
• Jo Madgwick- DHT Etherley Lane Nursery School and School Based Mentor
• Joe Sonnenfeld- Durham Teaching School Alliance Manager
• Kelly- Ann Lee Head of Prince Bishops School and SLE for ITT
• Steph Collings- Headteacher Tudhoe Moor Nursery School and wider alliance representative
Northumbria University Partner Schools
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Northumbria University: GEEB, MGE and SD, Early Years Teacher ITT Programme - September 2015 Start (Version 5 October 2015)
Programme is delivered at Coach Lane Campus East from 10am till 2.30pm and comprises of:-PGCert Modules (3 x 20 credit modules at Level 7):
Module 1 – TE0794 ‘Meeting the Teaching Standards (Early Years) Module 2 –TE07011‘Working Together Project 1’ Module 3 – TE07012 ‘Working Together Project 2’ Placements x 4, with babies, toddlers, pre-school age, including 2 weeks with Key stage 1 and 2 Assessed Observations of Practice ( minimum of 2 each with babies, toddlers and pre-school children)
Session Date Venue Title/content Work to be Submitted
for Marking
Form of Assessment and return
dateAge Group 1 to be focused upon for 11 weeks
1 Wednesday 16th Sept
CLCGEEB -H112MGE and SD am –A101Pm – H112
-Module 1 Session 1a.m. – MGE and SD – Study Skills at L7 GEEB – Preparation for Module 1 – Programme Handbookp.m. – Everyone – reforming the group of EYT Trainees and Preparation for Module 1 ‘Meeting the Teaching Standards (Early Years)’
2 Wednesday23rd
September
CLCRoom H112
Module 1 Session 2LCP S8
Training for Mentors – Friday 25th September or Wednesday 30th September (LCP and JG)3 Wednesday
30th
September
CLCRoom H112
Module 1 Session 3a.m Lorraine Howard (LH) S1p.m. LCP-
4 Wednesday7th October
CLCRoom H112
Module 1 Session 4am.LH S2p.m. LCP- identifying programme reps. PGCert and EYTS assessment
Age Group 1 - Observation and Support Meeting 1 – 12th to 23rd October5
Wednesday14th October
CLCRoom H112
Module 1 Session 5am.LH - S3p.m. LCP
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Durham Teaching School Alliance Schools
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6Wednesday21st October
CLCRoom H112
Module 1 Session 6am.LH - S4 and 5p.m. LCP
7 Wednesday4th November
CLCRoom H112 and H111
Module 1 Session 7Formative Assessment – Presentations (2 groups)LCP and Justine Gallagher (JG)
Individual Presentations(Formative Assessment)
Feedback from Tutors
and Peers on same day
Placement 1 - Observation and Support Meeting 2- 16th to 27th November8 Wednesday
11th November
CLCRoom H112
Module 1 Session 810 till 11a.m. Sophie Mellor – Maths Strategies11 till 12am – Christmas Mathsp.m LCP S6
9Wednesday
18th November
CLCRoom H112
Module 1 Session 9a.m. Anxiety in Young Children – Craig Thompsonp.m S7, Safeguarding and Preparation for Progress Review LCP
10 Wednesday25th November
CLCRoom H112
Progress Review 1Module 1 EvaluationLCP, JG and Steph Collings
EYTS Summative Assessment
11 Wednesday2nd December
CLCRoom H214
Module 2 – Session 1Overview of the module content and requirements..LCP
Submission of 3000 word Task, Literature and Methodology Framework for Module 1
Age Group 2 Begins Monday 7th December – 26th February12 Wednesday
9th DecemberCLCRoom H214
Module 2 – Session 2a.m Introduction to Systematic Synthetic Phonics LCPp.m LCP S1
13 Wednesday16th
December
CLCRoom H214
Module 2 – Session 3a.m. LCP Feedback from Assignment, S2p.m Outdoor Play/Forest Schools Kay Heslop
Summative Feedback of Module 1 Assignment
14 Wednesday6th January
CLCRoom H214
Module 2 – Session 4a.m. – Sarah Foster – Attachment Theoriesp.m LCP – S2
Age Group 2- Observation and Support Meeting 1 – 11th to 22nd January15 Wednesday
13 JanuaryCLCRoom H214
Module 2 – Session 5a.m LH S6p.m LCP
16 Wednesday20th January
CLC Module 2 – Session 6a.m LH S4
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p.m LCP17 Wednesday
27th JanuaryCLC Module 2 – Session 7
a.m LH S5p.m LCP
Age Group 2 Observation and Support Meeting 2 – 8th to 26th February18 Wednesday
3rd FebCLC Module 2 – Session 8
a.m LH S3p.m LCP
19 Wednesday10th Feb
CLC Module 2 – Session 9a.m. Phonics and the teaching of early reading in practice – Jo Madgewickp.m S7 and 8 and Preparation for Progress Review LCP
20 Wednesday24th Feb.
CLC Module 2 – Session 10a.m. Phonics – Angela Campbellp.m Formative Assessment Exercise – Preparation for engaging in KS1 and 2 LCP
Formative Assessment Exercise
29th February – 11th March for 2 weeks in Key Stage 1 and 221 Wednesday
16th March.CLC Progress Review 2
Module 2 EvaluationsLCP, JG and LP
22 Wednesday23rd March
CLC Module 3 Day 1LCP Introduction to the moduleThe e portfolioIdentifying gaps in knowledge and understanding.S1 and S3.3
Submission by e mail of Assignment 2 for Summative Assessment
Summative feedback to be received by 23rd March
Age Group 3 Begins 14th March for approx..8 weeks23 Wednesday
13th AprilCLC Module 3 Day 2
a.m. LH- S2p.m. LCP
24 Wednesday20th April
CLC.
Module 3 Day 3a.m. LH- S3p.m. LCP Review of Assignment feedback.
Age Group 3 - Observation and Support Meeting 1 – 11th to 22nd April25 Wednesday
27th AprilCLC Module 3 Day 4
a.m. LH S4p.m. LCP
26 Wednesday4th May
CLC Module 3 Day 5a.m. LH S5p.m. LCP
27 Wednesday11th May
CLC Module 3 Day 6a.m.
Formative Assessment Activity
Formative Tutor and
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p.m. LCP S2Formative Assessment Activity. Peer Feedback on same day.
Age Group 3 Observation and Support Meeting 2 – 9th to 20th May28 Wednesday
18th MayCLC Module 3 Day 7
a.m.p.m. LCP S7 and 8
29 Wednesday 25th May
CLC Progress Review 3Module 3 EvaluationLCP, JG and LP
Friday 3rd June Submission of Assignment 3 including academic frameworks for Summative Assessment
Summative feedback of Assignment 3 to be received by e mail by June 10th
Friday 10th
JuneSubmission of e Portfolio of Documentary Evidence for Summative Assessment
Placements continue through weeks of 1st and 8th June or longer as required, to achieve 120 days. An additional Observation and Support Meeting may be required.
Individual Placement Tutor support sessions (following placement observations)
Timescale of events leading to the award of Early Years Teacher Status: PGCert and EYTS Internal Moderation at Northumbria – week beginning 13th June PGCert. Exam Board 17th June, Progresssion Board 24th June NCTL Informed of outcomes end June 15 PGCert Award Ceremony at Northumbria – July 15 PGCert Certificates issued July/August 15 EYTS Outcome Letter Issued to Trainee by NCTL August /September15 Trainee Completes and Returns ‘Completion of Exit Questionnaire’ Early Years Teacher Status Certificate Issued
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Individual Training Plan
Trainee Teacher
Placement Tutor
Mentor
Phase of Programme (age group of focus)
Document to be completed by the Tutor to record trainee teacher progress at each phase of the programme. This form should be used as part of the professional dialogue within Progress Review meetings.
Identified strengthsDocument a minimum of 2 strengths, reference to standard or part of a standard, provide evidence to supportStandard reference:
Strength and evidence/impact on learning
1.11.21.3
Current target review:Document whether current targets have been achieved, on-going adjusted or not met. Provide evidence to support)Standard Reference
Previous target review and evidence
Targets/Professional ObjectivesAgree a minimum of 2 professional objectivesStandard reference
Professional objective/target
Performance criteria Actions
Date Title SignatureTraineeTutorMentor
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Communication Form
Trainee:Professional Tutor:Date:
This form can be used by the Professional Tutor or School-Based Mentors to communicate any concerns. It provides written notification of a difficulty or potential situation that may affect trainee progress.
Concern/Difficulty/Potential Situation(Specify the nature of the concern/difficulty/situation.)
Action Required(What action do you request or recommend should be taken?)
Action taken /Advice Given:(Please specify by whom and with dates)
Is the concern likely to affect Student progress? (Give details if yes)
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Is the concern likely to affect a School Placement? (Give details if yes)
ACTION PLAN/NEXT STEP:
FOR OFFICE USE:Has the concern been brought to the attention of staff other than by means of this form?
Are there any issues that affect quality assurance? (Give details if yes)
Has this matter been referred to the next Management Meeting? (Give details if yes)
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Reflection of Weekly Mentor MeetingFocus of mentor meeting
Reflection of discussionRecord thoughts and learning as a result of professional dialogue, link to theory and practice in school/setting
Standards addressed
Next steps/Target set:
Trainee Date
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signedSBMsigned
Date
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Early Years Teacher Status Trainee Performance Criteria
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EYTS Performance Criteria 2015/16Teachers’ Standards
(Early Years)Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
1. Set high expectations which inspire, motivate and challenge all children.
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
They constantly encourage children to participate in, and contribute to, an atmosphere that promotes learning and development.
Their practice promotes the characteristics of an effective learning environment and they have introduced innovative ideas/approaches for the provision of play.
They demonstrate independence and initiative in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children.
They are reliable in encouraging children to participate in, and contribute to, an atmosphere that promotes learning and development. They also involve colleagues in identifying strategies for creating a respectful and just environment.
They demonstrate autonomy in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children.
They encourage children to participate in, and contribute to, an atmosphere that promotes learning and development.
With support from colleagues, they are able to provide stimulating activities and learning experiences across the indoor and outdoor environment.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
They use a range of sources of evidence (e.g. observations, shared information with parents/carers and colleagues, understanding of child development) to consistently set high expectations of children in different training contexts across age ranges – babies, toddlers and young children,
They are able to independently set high expectations of children in their different training contexts across age ranges – babies, toddlers and young children.
In the course of different setting/school experiences they have shown that they use their understanding of individual children’s needs to set developmentally appropriately high expectations, believing that all children have the potential to make progress.
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1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
There are high levels of mutual respect between the trainee and children. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.
They generate high levels of enthusiasm, participation and commitment to learning.
They are well respected by learners and effectively promote children’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.
They confidently use strategies in place in settings to promote positive behaviour and can apply these appropriately in the context of the setting’s policies. They encourage children to reflect on their behaviour in order to identify positives.
They consistently demonstrate professional behaviour, respect for children, colleagues, parents and carers and support the ethos of the setting/school.
They demonstrate enthusiasm for working with children and young people and for teaching and learning.They are able to develop positive relationships with individual children and groups. As a consequence of this children are engaged in their learning
Expectation – for example by the end of the programme a trainee should be able to: Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others. Treat children with respect (e.g. know their names, give timely feedback). Model the use of appropriate language. Plan and teach sessions which challenge, motivate and inspire. Keep accurate and timely records. Establish a safe environment in which children treat each other with respect
Teachers’ Standards(Early Years)
Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
2. Promote good progress and outcomes by children
2.1 Be accountable for children’s progress, attainment and outcomes
They systematically create opportunities for independent and autonomous learning.As a result, the majority of children make very good progress from their ‘starting point’.
They assume a high level of responsibility for the attainment progress and outcomes of the children they teach through their observation,
They regularly create opportunities for independent and autonomous learning.As a result, the majority of children make very good progress.
They assume responsibility for the attainment, progress and outcomes of the children they teach through their observation, planning and assessment.
They plan teaching and learning activities which encourage independent learning. As a result, all groups of children make at least satisfactory progress.
They understand how practitioners are accountable for the attainment, progress and outcomes of children and have taken some responsibility for this with guidance from the practitioners, Early Years Professional (EYP) or other professional.
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planning and assessment..
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.
They demonstrate confident judgement based on their knowledge of child development in planning for child progression both with individual sessions and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.
They demonstrate a sound understanding of child development and how to develop child learning over time, using independent learning and an appropriate level of challenge.
They are able to explain how effective teaching strategies are informed by an understanding of how children learn and offer a rationale for choices made in the context of practice.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.
They are skilled in tuning into children and model warm and responsive relationships promoting good attachments. They have a strong understanding of the benefits of positive attachments based on a theoretical grounding.
They are skilled in tuning into children and model warm and responsive relationship promoting good attachments.
They understand attachment theory and can support warm interactions with children, prioritising this aspect of practice and modelling this to others.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
They actively promote engaging and effective methods that support children in reflecting on their learning. They plan activities that support sustained shared thinking with children and engage in high quality interactions.
They regularly provide children with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.
They support children in reflecting on their learning and identifying their progress and emerging learning needs. They engage in sustained shared thinking with children and promote quality interactions.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.
They are sensitive to all children’s needs and consider how to communicate and support all children, valuing their input and using active listening skills. They show high levels of interpersonal skills and emotional intelligence
They consider how to communicate and support all children, valuing their input and using active listening skills.
They are able to use active listening and emotional intelligence to create positive bonds with children.
2.6 Develop children’s confidence, social and communication skills through group learning.
They use planned and unplanned opportunities to enable children to play together in a way that promotes communication and interaction and which enable all children to make decisions and choices, to take risks in their learning and exercise self-control.
They are skilled in engaging children in group learning contexts, planned or unplanned, using strategies that help children feel confident in their interactions and communication with others.
They use planned and unplanned experiences that enable children to play together and where they can try out new activities and develop their communication skills.
2.7Understand the important They identify relevant information They communicate effectively with They recognise the important role that
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influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development.
about children’s needs and circumstances, levels of development and past achievements through discussions with parents/carers. They plan provision carefully to meet children’s needs within the setting and implement strategies to support parents/carers to continue to engage in their child's play, learning and development in the home environment.
parents/carers to identify information about children’s needs, development, circumstances, interests and achievements and use this to inform provision. They pass on detailed information about children’s learning and development in the setting so parents/carers can support children at home on a regular basis.
parents/carers play in children’s learning and development. They use a range of opportunities to build equitable relationships with parents so that they can exchange information and plan effective provision to meet children’s needs.
Expectation – for example by the end of the programme a trainee should be able to: Demonstrate, in planning and teaching, knowledge of individuals’ attainment Identify and plan for all to include high attainers, children with SEN, those for whom English is an additional language Acquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by children Provide feedback to children and opportunities for them to reflect on their attainment and how to make progress. Identify and follow – up issues of under-attainment by children e.g. discuss with EYP, parents and wider professionals Can demonstrate their knowledge of attachment theory and the benefits this brings. Show their excellent communication skills with children of all ages, listening actively using emotional intelligence. Is clear on how to respond to non-verbal/pre-
verbal children and to support their developing language. Demonstrate quality interactions with children using sustained shared thinking. Work with parents to promote better outcome for children.
Teachers’ Standards(Early Years)
Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
3. Demonstrate good knowledge of early learning and EYFS.
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
They consistently demonstrate sound child development knowledge which enables them to plan independently, confidently and appropriately play based learning for babies and children, in a way that stimulates their thinking and interest, and facilitates progression for all children, both within the early years and later on at school.
They demonstrate a sound and well developed knowledge and understanding of early child development and use this effectively to plan for children’s learning in a way which meets children’s needs and interests and enables them to develop a positive disposition for future leaning.
They adequately demonstrate sufficient knowledge of child development and understand how children’s learning progresses across and within the age ranges. They demonstrate and understanding of how experiences within early years settings can be directly linked to progress at school.
3.2 Demonstrate a clear understanding of how to widen
They confidently demonstrate an in-depth and very well developed
Using their knowledge of each child’s needs, they demonstrate effective
They can provide opportunities to encourage children to engage with new experiences and
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children’s experience and raise their expectations
pedagogical subject knowledge and use this to consistently exploit learning opportunities and provide new and challenging experiences which extend learning for all children.
strategies to implement provision which deepens existing learning, develops current interests and encourages children to engage in new experiences.
create an environment in which children are willing to try. They are able to respond to subject specific questions which learners ask in order to facilitate progress.
3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
They adopt a critical, reflective and evaluative approach to the EYFS. They identify ways in which good practice within the EYFS can inform and support the next phase of leaning and development and ensure the curriculum is implemented in a way that meets the needs of all children and their families. They confidently and consistently demonstrate a secure knowledge of educational processes and the curriculum within Key Stage 1 and 2.
Taking an evaluative approach to the EYFS, they use and reflect on their experience, knowledge and understanding of providing a curriculum which takes into account the needs of children and their families. They have a good understanding of provision in Key Stages 1 and 2 and make good use of this knowledge to effectively support transitions.
They have a secure understanding of the prime and specific areas of learning and development within the EYFS and the principles which underpin them. In addition, they have a sufficient understanding of Key Stage 1 and 2 and can explain how provision in the EYFS lays the foundations for learning.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading
They independently draw on their extensive knowledge and understanding of systematic synthetic phonics and its role in teaching and assessing reading and writing, to teach literacy and promote a love of books and reading very effectively across the 0-5 age phases
They demonstrate a secure knowledge of systematic synthetic phonics and use this to effectively provide planned and unplanned experiences for children which promote a love of literacy and reading across a range of age phases
They have sufficient knowledge of the use of systematic synthetic phonics in early literacy and effectively apply this, using appropriate strategies to activities and experiences they implement with specific age ranges.
3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
They independently draw upon their extensive knowledge and understanding of the principles and practices of teaching early mathematics, using this to select and employ effective teaching strategies which promote curiosity, problem solving, reasoning and numeracy very effectively across the 0-5 age phases
They demonstrate a secure knowledge of the principles and practices of teaching early mathematics and use this to effectively provide planned and unplanned experiences for children which promote curiosity, problem solving, reasoning and numeracy across a range of age phases
They have sufficient knowledge of the use of principles and practices of teaching early mathematics and effectively apply this, using appropriate strategies to activities and experiences they implement with specific age ranges.
Expectation – for example by the end of the programme a trainee should be able to: Can the trainee demonstrate a sound understanding of curriculum content, planning methods and assessment strategies to effectively deliver appropriate
learning experiences across the age ranges?
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Do they demonstrate a knowledge of normative development for babies and children? Do they demonstrate a range of planning methods and styles of delivery to effectively engage children? Does the trainee demonstrate sound literacy and numeracy skills? Do they show an understanding of appropriate expectations for 0-5 year olds in the areas of literacy and mathematics? Can they demonstrate an awareness of how early educational experiences relate to progression within KS 1 and 2 and later life?
Teachers’ Standards(Early Years)
Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
4. Plan education and care taking account of the needs of all children
4.1 Observe and assess children’s development and learning, using this to plan next steps.
They are keen observers, able to make sense of what they see. By using their strong observation skills trainees can assess children’s development and plan stimulating activities to support next steps which meet the child’s interests and needs.
They are able to observe and assess children’s learning and plan activities to support next steps based on the child’s interests and needs.
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They are able to make meaningful observations and link these to their knowledge of the child and child development. This allows appropriate planning for next steps to take place.They employ a range of teaching strategies and resources.
4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
They plan innovative sessions using well-chosen imaginative and creative strategies and that match individuals’ needs and interests.They show initiative in contributing to curriculum planning and developing and producing effective learning resources
They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these
They plan individual activities that are appropriately structured to support children in developing their knowledge, skills, understanding, interest and positive attitudes.They maintain the pace of the learning appropriate for babies, toddlers and young children, are able to respond flexibly to what
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in their placements. intended learning outcomes.They make a positive contribution to the development of curriculum and resources in their placement settings
is happening and have the confidence to adapt their practice in order to respond to the needs of the learners.
4.3Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
They understand the key role parents play in supporting children outside of the setting/school. By deliberately forming strong relationships with parents they can encourage and develop the home learning partnership
They know that parent partnerships are important in supporting the home learning environment and engage with parents appropriately.
They work with parents to support their children’s learning and development.
4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
They show a willingness to try out a range of approaches to teaching and learning
They can create an environment in which the learners are usually engaged
4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
They are highly reflective in critically evaluating their practice.
They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning.
They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners.
They review and reflect on their own planning and implementation of learning experiences/opportunities and use their evaluations to meet the needs of the children more closely so that they build on and sustain progression in children’ learning.
They work collaboratively with more experienced colleagues, where appropriate to adapt and/or develop the setting/school’s plans, curriculum frameworks, etc.
Expectation – for example by the end of the programme a trainee should be able to:Plan in detail for all sessionsIndicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of learnersIntegrate assessment into planning and include evaluation and next stepsPlan activities which form a coherent programme and show how evaluation has informed planningBuild relationships with parents to support their child engagement in home learning.Demonstrate that their presence is emerging/developing/evidentBe able to follow plans and contribute to planning
Teachers’ Standards(Early Years)
Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
5. Adapt education and care to
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respond to the strengths and needs of all children.
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5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
They use emotional intelligence and relational pedagogy to promote enhanced children’s well-being. They are acutely aware of how to support babies, toddlers and young children.
They clearly recognise how to deal with any potential barriers to development. They have a range of strategies that they can apply to reduce these barriers and they respond to the strengths and needs of their children through the application of well-targeted interventions.
They are aware of a range of factors that are potential barriers to wellbeing and understand how to use some strategies to reduce these barriers.
They begin to deploy these strategies working alongside experienced practitioners as appropriate
5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
They use their strong knowledge and understanding of child development to work sensitively with all children. They show ethical practice at all times and treat all children and families with equity.
They are able to use their underpinning knowledge of child development to ensure all children can achieve, regardless of their circumstances.
They have a sound understanding of how young children develop and take account of this in their practice.
5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
They quickly and accurately discern their children’s strengths and needs and are proactive in differentiating and employing a range of effective strategies to secure their progression, differentiating and stretching according to their needs. This is done in
They understand the needs of the children they look after and are able to support them to fulfil their potential.They are aware of how important children’s wellbeing is and employ appropriate strategies to support this. They are aware of inclusion and adapt
They know their children well enough to recognise their different needs and strengths and can provide a supportive environment for them.They have some understanding of the challenges and opportunities of working in a diverse society and are able to identify
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partnership with both parents and other professionals as needed.
They have an astute understanding of, and actively promote, effective inclusive strategies to ensure holistic wellbeing, development and learning of children.
provision accordingly to engage and support children.
strategies to promote inclusion.
5.4 Support children through a range of transitions
They are sensitive to children who may be undergoing a transition. They draw on their depth of knowledge of different transitions and their impact to support children’s well-being, working with families and others as appropriate.
They are able to articulate a range of transitions that children experience and can work with families to minimize the impact of children.
They support children and families through transitions and know how to promote the holistic wellbeing of all children. They employ strategies such as emotional intelligence and relational pedagogy to do this.
5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals
They carry out their own research to find out about a child’s needs and the support that may be available and initiate discussion with practitioners, parents/carers and, if appropriate, other professionals, to suggest ways of supporting children.
They are pro-active in identifying children in need of additional support and are confident in implementing strategies and approaches that will promote their learning and development. They work with parents/carer and other professionals to support the child.
With the support of colleagues, they can identify children who may be in need of additional support. They understand the process of putting support in place according to a child’s specific needs and recognise the importance of sharing information across a partnership of parents, practitioner and professionals.
Expectation - for example by the end of the programme a trainee should be able to:Demonstrate that they can use different approaches to support the learning and development of all children, according to their need, e.g. in questioning, in discussionUse different tasks for different children within a settingGive appropriate feedback to individuals according to their strengths and needsUse different resources to support learning of individuals within a settingPromote holistic wellbeing for all children and support families equitablyAre aware of the wide range of transitions and how they can promote and help children in these situationsIdentify children’ strengths and needs (see Standard 2)Discuss children’s progress with parents and wider professionals accessing support where appropriate, with confidence and knowledge
Teachers’ Standards(Early Years)
Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
6. Make accurate and productive use of assessment.
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6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).
They are confident in making accurate assessments of children’ attainment against statutory frameworks (See Annex 1 Teachers’ Standards Early Years).
They independently use a range of assessment strategies very effectively to monitor progress and to inform future planning and practice.
They assess children’s progress regularly and work with them to accurately target further improvement and secure progress.
They are able to assess children’ attainment accurately against statutory frameworks (See Annex 1 Teachers’ Standards Early Years).
They effectively employ a range of appropriate formative and summative assessment strategies. They use these strategies to monitor children’s progress and to inform planning and practice
They independently monitor children’s progress and maintain accurate records setting clear and relevant next steps for individuals and groups.
They have a secure knowledge and understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks.
Their planning incorporates a range of formative and summative assessment strategies, designed to support children in making progress. They use these strategies to evaluate the impact of teaching on the progress of children and as a basis for modifying their practice where necessary.
With guidance from experienced practitioners, they monitor children’s progress and maintain accurate records setting clear and relevant next steps for individuals and groups.
6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child
They independently engage and work closely with parents and/or other professionals to ensure that they are an intrinsic part of the child’s assessment.
They ensure that parents form part of the assessment process and engage with other professionals as and when needed.
They work constructively with children, families and other professionals to share information about children progress in learning and development.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
By building strong parent partnerships they can ensure holistic support for children to progress and achieve their goals. This is achieved through use of regular constructive feedback and dialogue with both children and parents
They discuss assessments with children so that they know how well they have done and what they need to do to improve. They are aware of the importance of parents within the feedback loop and use formal and informal strategies to share
They provide appropriate feedback to children and parents/carers to help them to make progress.
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information.
Expectation – for example by the end of the programme a trainee should be able to: Acquire knowledge of assessment criteria for all stages and ages taught e.g. EYFS, NC levels Apply this knowledge in practice in marking summative assessments Routinely demonstrate use of formative assessment Use assessment data to inform planning Develop children’ understanding of their next steps in learning and development Work holistically with children, families and other professionals to assess and support children’s learning. Give feedback to children that encourages them to evaluate their own learning and promotes self evaluation
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Teachers’ Standards(Early Years)
Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child
They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They have good understanding of the legal requirements when working with the under 5’s and can independently act on this
They understand the legal requirements of working with the under 5’s and they employ practices which demonstrate this understanding.
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They understand, and work within, the legal framework in respect of health and safety, safeguarding and the promotion of children’s health and welfare.
7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.
They consistently have high expectations for children’s learning, development and well-being, and use a range of strategies to promote a safe environment. They employ appropriate practice in order to create an environment highly supportive of learning.
Using their understanding of policy and practice, they ensure that the environments is safe and promotes children’s health and safety and welfare This will be adapted depending on the age range of the children they work with
They are aware of the needs of the age ranges they work with and they promote an environment where children’s health and safety and welfare are paramount
7.3 Know and understand child protection policies and procedures, recognize when a child is in danger or at risk of abuse, and know how to act to protect them.
They have a strong understanding of safeguarding and the underlying policy frameworks. They are clear on how to recognise when a child may be in danger and lead practice by being proactively alert. They work collaboratively with all staff to ensure children are protected.
Using their underpinning knowledge, they demonstrate that have a strong grasp of child protection issues. They are aware of how to recognize when a child is in danger and know what steps are needed to protect the child. They take opportunities to lead others to provide a consistent approach to safeguarding.
They are familiar with the setting’s child protection polices and their responsibility within them. They are proactive in ensuring all children in the setting are protected to the best of the trainee’s ability.
Expectation – for example by the end of the programme a trainee should be able to:
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Demonstrate they are aware of local and national policy and legal frameworks on safeguarding, health and safety, health and children’s wellbeing. They can employ exemplary practice to ensure children's wellbeing and health and safety is considered at all times. They have a strong knowledge of safeguarding and can take a lead role in protecting children; this may be demonstrated through their everyday practice, for
example, ensuring parents/carers or visitors abide by setting policies or contributing to the establishment of a safe working culture.
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Teachers’ Standards(Early Years)
Much of trainee’s practice is outstanding and never less than consistently good
Much of trainee’s practice is good, with examples of outstanding practice
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good
8. Full wider professional responsibilities
8.1 Promote equality of opportunity and anti-discriminatory practice.
They are aware of social justice and use this understanding to promote equity. They value children and families as individuals and welcome them to the setting. They promote their equality of opportunities policies and challenge appropriately those who do not do the same.
They ensure all children and families are treated fairly and with equity. They are aware of equality of opportunity and ensure they and their colleagues follow this principle
They understand issues relating to social justice and promote equality of opportunity for all.
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8.2 Make a positive contribution to the wider life and ethos of the setting.
They actively extend their knowledge of working with the under 5s so that they can take the initiative in making a significant contribution to the wider life and ethos of the setting/school.
They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the setting/school.
They understand and are able to support the ethos of the setting/school and make a contribution to the wider life of the setting/school in appropriate ways.
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
They build strong professional relationships and are pro-active in bringing colleagues together to work collaboratively to enhance provision for children.
They are pro-active in seeking opportunities to communicate, both verbally and in writing, with parents and carers in relation to children’s achievements and well-being, in formal and informal situations. They are effective in communicating with parents/carers in relation to individual child emergent needs.
They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so.
They communicate effectively, both verballyand in writing, with parents and carers in relation to children’s achievements and well-being.
They can build professional relationships with various colleagues and demonstrate the skills to work collaboratively.
They communicate with staff to assist in supporting the progress and achievement of individual and groups of children.
They recognise the importance of communicating with parents and carers in supporting children’s achievement and monitoring children’s well-being.
8.4 Model and implement effective education and care and support and lead other practitioners including Early Years Educators
They actively engage in activities (e.g. research/reading/training) that ensure they are implementing early years care and education of the best quality.
They are proactive in creating opportunities where they can share their knowledge with
They ensure that they are up to date with current ideas about what is good practice in early years care and education. This has a direct impact on their own practice and they share their knowledge with other practitioners.
.They have sufficient knowledge and understanding of early years care and education to enable them to implement provision that promotes children’s wellbeing and supports their learning and development.
They are willing to share their knowledge with
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other practitioners to support the implementation of good practice across the setting/school
others to help them develop their practice.
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.
They are proactive in seeking advice from relevant professionals in relation to children with individual needs.
They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. Where appropriate, this is cascaded to the team. They take a proactive stance in providing feedback to staff about changes and developments in the sector.
They know when to ask for advice and guidance from colleagues or specialist staff about individual children with specific needs. This is shared with other staff in the setting/school where appropriate.
They are pro-active in developing their own professional learning, through research/training/sharing good practice. They seek out and value the feedback from more experienced colleagues, and use it to further develop their own practice and leadership.
They are supported to identify when it is appropriate to ask for information and advice from colleagues or specialist staff about individual children with specific needs.
They are responsive to advice from more experienced colleagues in relation to developing their practice and leadership.
8.6Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
They are highly effective in setting and monitoring personal professional development targets and use this to enhance their practice and leadership.
They engage others to reflect on the quality and effectiveness of the provision and use this to lead action planning and the implementation of enhancements which promote good practice.
In evaluating their own practice and leadership, they are pro-active in identifying personal professional development targets and identify opportunities to address and meet these targets. They review their targets independently to ensure that they are being addressed.
They use their evaluations of practice to identify enhancements and opportunities which will promote positive outcomes for children.
In evaluating their own practice and leadership, they are able to identify personal professional development targets and identify opportunities to address and meet these targets, with the support of colleagues.
They can evaluate practice and contribute to the development of the setting/school to promote children’s outcomes.
8.7 Understand the importance of and contribute to multi-agency team working.
They demonstrate understanding of how the holistic knowledge of children and families that they have as an Early Years Teacher makes a significant contribution to multi-agency working. They consistently contribute to processes and procedures that will inform the work of a multi-agency team.
If working in a multi-agency team, they can take a lead role in sharing their knowledge and expertise to support children’s outcomes.
They use their knowledge and understanding of children and their families to contribute to processes and procedures that will inform the work of a multi-agency team.If working in a multi-agency team, they are confident in sharing their knowledge and expertise to support children’s outcomes
They recognise the benefits and challenges of working in a multi-agency team
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Expectation – for example by the end of the programme a trainee should be able to: Show how they promote equality of opportunity and model this to others Appropriately challenge practice as and when needed to ensure all children and families are respected. Engage with the setting to widen and support the ethos Assisting with extra-curricular activities Communicate with parents (letters, parents evenings, etc.) Work effectively with staff Contribute to feedback on quality improvement and develop action plans to support this. Establish good working relationships with colleagues Contribute to a multi-agency team, either in person, or in other ways, such as sharing information with colleagues, ensuring that record keeping/documentation is of a high
standard/taking appropriate action if concerned about a child
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TRAINEE AND PLACEMENT TUTOR/MENTOR OBSERVATION RECORD
Trainee Name; Placement Tutor:
Setting: Date of visit:Age Range to be observed:Start time of observation: Finish time of observation: (Standards claimed including ‘personal practice’ and/or ‘leadership’, are to be determined by the trainee)
To be completed by the candidate: summary of experience / activities /interactions to be observed
Std P or L
Activity observed:Narrative account of activity observed by the placement tutor: Std P or L
Placement Tutor/Mentor Signature:
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Early Years Teacher Status 2014/15
KS1 and KS2 Attendance Form
Your host school MUST complete this form to confirm your attendance.
It is important that ALL details are completed
Student Name: Route:
Host School/Setting:
Host Address:
Host Telephone Number:
Name of School Mentor
Position
Direct Telephone
Date Attended Time of attendance
Date Attended Time of attendance
Date Attended Time of attendance
I confirm that the trainee named above has completed a minimum of two weeks placement at the above named setting.
Signed: Date:
Please complete and return a scanned copy to:[email protected] or post to
Justine Gallagher, Northumbria UniversityFaculty Health and Life Sciences
Room G210, Coach Lane Campus West Newcastle upon Tyne, NE99 7XJ
Please also return a copy to Joe Sonnenfeld- [email protected] or post to Durham Teaching School Alliance c/o Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, Co
Durham, DL14 8DY
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