SCHOOL DIRECT DISTANCE
INFORMATION FOR MENTORS, TRAINEES
& LINK TUTORS
All information is subject to amends if DfE or Government policy change
during the academic year
Stage 1 – School Experience Days – Sept-Oct 2020
Main Block – 12 Oct-18 Dec 2020
Stage 2 – 11 Jan-12 Mar 2021
Stage 3 – 22 Mar-28 May 2021
Alternative Placement – 7-17 Jun 2021
Final Date of programme – 18 Jun 2021
Assessment Report to be completed in Abyasa Pro by the Mentor, by the
final Wednesday of placement. Completed Records of Performance
should be uploaded to Abyasa Pro.
Records of Performance and all other SBT related documentation can be
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The Teachers’ Standards
General Information about School-based Placements
Use of Social Networking Sites
Overview of the Placements
The Expectations of the Placement for Mentors, Class Teachers and Link Tutors
Teaching Systematic Synthetic Phonics
Guidance on Paired Placements
Important Information Regarding Stage 1 Placement for Trainees, Mentors and Link Tutors
Overview Stage 1 Placement for Trainees, Mentors and Link Tutors
Important Information Regarding Stage 2 Placement for Trainees, Mentors and Link Tutors
Overview of Stage 2 Placement for Trainees, Mentors and Link Tutors
Important Information Regarding Stage 3 Placement for Trainees, Mentors and Link Tutors
Overview of Stage 3 Placement for Trainees, Mentors and Link Tutors
Assessment against Teachers’ Standards
Individual Recovery Plan (IRP)
Appendix 1 – Pro Forma to Support Awareness of Child Protection
Appendix 2 – Record of Performance
Appendix 3 – Informal Feedback from Class teacher
Appendix 4 – Weekly Professional Reflection on Feedback
Appendix 5 – Guidance for Best Practice when Ofsted Call
Appendix 6 – DBS Letter to Schools
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This booklet is designed primarily for Trainee teachers, Mentors and Link Tutors. It provides guidance on
placements for Trainees on all Primary Postgraduate Programmes.
The Partnership aims to:
• Ensure that training and assessment is of consistently high quality
• Ensure that training addresses national priorities and that Trainees are well prepared to teach pupils
from a diverse range of backgrounds
• Ensure that Trainees teach lessons that enable pupils to make good progress
• Ensure that Trainees are supported into their NQT year/Early Career Framework
Understanding your PGCE Qualification
Your PGCE is the beginning of a fantastic career in teaching. In partnership with schools, Leeds Trinity aims
to develop excellent teachers through a rigorous, school-centred, professional training approach.
Throughout the programme you will be supported to develop as a reflective, student-focused practitioner
so that, by the end of the course, you will have been able to develop your own approaches to teaching which
engage and excite pupils of all ages. All Trainees on Leeds Trinity courses also undertake Level 7 study which
comprises the full Postgraduate Certificate in Education (PGCE) award. This is a recognition of a Trainee’s
ability to be critically reflective and research-led in their approach to teaching.
Above all, the PGCE is a professional training course. You will need to draw on the expertise of your schools
and university to succeed. Every task set by the Primary team, Mentors and class teachers should be seen
as a professional training opportunity.
The Teachers’ Standards
The programme enables Trainees to meet the Teachers’ Standards throughout their training, but also aims
to help Trainees to become teachers with a clear personal philosophy and moral purpose. The Partnership
believes that all pupils can make good progress, irrespective of social background, gender, ethnicity,
disability and personal circumstances.
The Teachers’ Standards underpin both the University and School-based Training elements of the course.
They cover a range of essential knowledge and expertise. They are designed to set minimum standards for
teachers’ practice and conduct. The pre-amble to the standards makes it clear that:
Teachers make the education of their pupils their first concern and are accountable for achieving the highest
possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject
knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive
professional relationships; and work with parents in the best interests of their pupils.
You will find a condensed version of the Teachers’ Standards, which you will be able to use as a quick
reference guide, here in the appendix of this document:
All Trainees must observe and adhere to Part 1 (TS 1-8) and Part 2 – Personal and Professional Conduct of the
Teachers’ Standards in order to be awarded Qualified Teacher Status.
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GENERAL INFORMATION ABOUT SCHOOL-BASED PLACEMENTS
Allocation of Placements
The ITT Lead Mentor is responsible for the allocation of school places within your School Direct Programme.
The School Partnerships Office (SPO), in consultation with Programme Coordinators, are responsible for the
allocation of school placements for Trainees on the University-led programme. We aim to ensure all Trainees
are placed in schools where they will have the best chance of fulfilling their potential. Trainees are informed of
their placement allocation via email but will have communication with SPO leading up to a placement. When
the lists are published, Trainees are asked to e-mail their school (on the address given on the list) to send a brief
message of introduction.
A University Link Tutor will be allocated to every Partnership school/nursery and will complete at least one
quality assurance visit during the placement (see each SBT information section for more details).
“Safeguarding is everyone’s responsibility” (Children’s Act 2004). This means all school staff, including Trainee
Safeguarding and promoting the welfare of children is defined for the purposes of this guidance as: protecting
children from maltreatment; preventing impairment of children’s health or development; ensuring that children
grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all
children to have the best outcomes. (DfE 2015)
Teachers have a legal duty to take all reasonable care of children who are in their charge. This obligation comes
from three sources:
• Common Law – This states that teachers are in ‘loco parentis’, which means ‘standing in place of the
parent’. This requires that teachers supervise the children in their care, as would a reasonably
• Statutory Requirements – This outlines teachers’ legal liabilities and responsibilities related to
relevant Acts of Parliament
• Teachers Contractual Obligations – These are to be found in the “School Teachers’ Pay and
Conditions Document”, issued under the School Teachers’ Pay and Conditions Act 1991
The Teacher Standards 2012 state that teachers, including Headteachers, must safeguard children’s
wellbeing and maintain public trust in the teaching profession as part of their professional duties.
Full safeguarding training is delivered as part of your course, and this will be supported through in-school
training and guidance
All Trainee teachers on ITT courses at Leeds Trinity have received certified Prevent training or have
completed the online CHANNEL training/the Home Office Prevent online training
Partner schools must always include Safeguarding information in their formal and informal induction process
with Trainees and all Trainees must ensure that they are aware of who the designated school safeguarding lead
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