Primary PGCE Information Booklet School Direct Distance ......PGCE PRIMARY SCHOOL DIRECT DISTANCE STAGES 1-3 SCHOOL-BASED TRAINING INFORMATION FOR MENTORS, TRAINEES & LINK TUTORS 2020-21

PGCE PRIMARY

SCHOOL DIRECT DISTANCE

STAGES 1-3

SCHOOL-BASED TRAINING

INFORMATION FOR MENTORS, TRAINEES & LINK TUTORS

2020-21

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 downloaded at:

https://www.leedstrinity.ac.uk/study/teaching/primary-school-based-training-documents/

https://www.leedstrinity.ac.uk/study/teaching/primary-school-based-training-documents/

Z:\SPO\A PRIMARY\UG & PGCE SBT Documentation\20-21\FINAL Documentation\Primary PGCE\SBT Information Booklets\primary-pgce-sd-distance-stages-1-3-info-booklet.docx 1

CONTENTS

Page

Key Priorities

2

The Teachers’ Standards

2

General Information about School-based Placements

3-4

Attendance Procedures

5

Use of Social Networking Sites

6

Overview of the Placements

7

The Expectations of the Placement for Mentors, Class Teachers and Link Tutors

8-10

Teaching Systematic Synthetic Phonics

11-12

Guidance on Paired Placements

13

Important Information Regarding Stage 1 Placement for Trainees, Mentors and Link Tutors

14

Overview Stage 1 Placement for Trainees, Mentors and Link Tutors

15-18


19-20

Overview of Stage 2 Placement for Trainees, Mentors and Link Tutors

21-23


24-25

Overview of Stage 3 Placement for Trainees, Mentors and Link Tutors

26-28

Work-life Balance

29

Assessment against Teachers’ Standards

30

Individual Recovery Plan (IRP)

31

Appendices

Appendix 1 – Pro Forma to Support Awareness of Child Protection

32

Appendix 2 – Record of Performance

33-36

Appendix 3 – Informal Feedback from Class teacher

37-38

Appendix 4 – Weekly Professional Reflection on Feedback

39

Appendix 5 – Guidance for Best Practice when Ofsted Call

40

Appendix 6 – DBS Letter to Schools

41


This booklet is designed primarily for Trainee teachers, Mentors and Link Tutors. It provides guidance on placements for Trainees on all Primary Postgraduate Programmes. Key Priorities 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.


GENERAL INFORMATION ABOUT SCHOOL-BASED PLACEMENTS

Allocation of Placements School Direct The ITT Lead Mentor is responsible for the allocation of school places within your School Direct Programme. University-led 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 “Safeguarding is everyone’s responsibility” (Children’s Act 2004). This means all school staff, including Trainee teachers. 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 prudent parent

• 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 https://www.elearning.prevent.homeoffice.gov.uk/ 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 is.

https://www.elearning.prevent.homeoffice.gov.uk/


Trainees must also be made aware of the school’s Safeguarding Policy and the action they should take if a child discloses any information to them or if they have concerns about a child. A copy of this policy and a signature to say it has been read and understood should be in all Trainees’ teaching files. It would also be expected that the Trainee would be made aware of the Whistleblowing Policy and how to report concerns about another adult in school. Important safeguarding advice for Trainees: 1. Find out who the designated safeguarding lead is and the school policy relating to safeguarding 2. If a child discloses something to you, listen but don’t ask leading questions. Never promise to keep

a secret 3. Make a note of what was said – this should be a verbatim factual account and should not include your

own views/opinions 4. Report to the school’s designated safeguarding lead Further reading: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/892394/Keeping_children_safe_in_education_2020.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/892394/Keeping_children_safe_in_education_2020.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/892394/Keeping_children_safe_in_education_2020.pdf


ATTENDANCE PROCEDURES

It is a requirement that all Trainees attend a specific number of days in school. All absence during placements must be reported to the school and the School Partnership Office at Leeds Trinity University. Trainees should therefore be aware that they may be asked to make up days on which they have been absent. If, during any stage of placement, the Trainee must to be absent from school, the following procedures should be followed: 1. On the first day of any absence the school should be contacted by 8:00am to allow the school time to

make any arrangements necessary. If no one answers and a message is left, ring again once school opens to ensure the message has been received and passed on to the relevant members of staff.

The Leeds Trinity School Partnerships Office must also be contacted to report the absence. Email

[email protected] with the reason for your absence, full name and course details. If you wish to call the office opens at 9:00am but a message can be left on voicemail – tel no 0113 2837206.

2. The school should be contacted again before 3pm the same day to indicate if the absence is going to

be longer than one day. If further absence is necessary, the school and the Leeds Trinity School Partnerships Office should be

informed of the expected date of return. NB: If a Trainee is absent for longer than three days, the Mentor should contact either the University

or their Link Tutor in order to decide how to support the Trainee appropriately. 3. If absence extends to more than five consecutive working school days, a doctor’s note should be

provided to the School Partnerships Office. 4. The Trainee should inform the school and the School Partnerships Office of their intention to return to

the placement on the day before they return. Trainees on final placement often need to take time out of placement to attend interviews for NQT posts. This is clearly an acceptable absence; however, this should be agreed in advance and where possible some of the Trainee’s CPD time used if multiple appointments are made. CONFIDENTIALITY During school-based training Trainees may have access to ‘privileged’ information such as school registers, records of children’s progress, staff room conversation, documentation, etc. It is essential that disclosure of any information of this kind (even to parental or family enquirers) should not take place inside or outside the school. No documents should be borrowed from school without permission. DATA PROTECTION No material should leave school that would identify children by name. Check schools General Data Protection Regulation policy for guidance regarding data generally and in electronic form particularly. Confidential Data/Information

At the end of each School placement you must anonymise, delete or return any confidential information and you MUST not take away any identifiable data. At the end of the course all confidential data must be destroyed

mailto:[email protected]


USE OF SOCIAL NETWORKING SITES Trainees need to consider carefully their use of social networking sites such as Facebook. Trainees have a professional image to uphold and how they conduct themselves online helps determine this image. Trainees much not jeopardise their professional integrity by, for example, engaging in inappropriate dialogue about schools, staff and pupils or posting pictures and videos of inappropriate activity. There is guidance in relation to Facebook posted on the School-based training area of Moodle. Professional Use of Social Networking Sites Levels of privacy must always be set so that personal or sensitive information and discussion can be hidden, except to those invited by the member. Trainees are reminded to ensure their uses of such sites are within acceptable bounds professionally and do not compromise their personal safety. Trainees should ensure that their use of social networking sites does not contravene the University regulations on the use of computing services. Trainees are encouraged to report offensive behaviour and consider that information on such sites may be owned collectively by a group. With the increase in social networking sites it is important for Trainees to know they should not post anything which is slanderous or unprofessional. The University or partner school will not hesitate to instigate disciplinary measures in such cases. There have been several cases where comments made by Trainees either overheard or posted on Facebook, have resulted in the placements being terminated under part two of the Teachers’ Standards. Trainees should not use social networking sites or group chats to seek clarity or information regarding key aspects of School-based Training. The relevant member of staff should be contacted. Trainees are expected to follow the school dress code policy and should seek advice or clarification if they are unsure about expectations.


OVERVIEW OF THE PLACEMENTS

All Trainees receive University training or have training within their School Direct schools throughout Stages 1, 2 and 3 (see yearly calendar). Each programme has a specific calendar so Trainees need to ensure they are clear which programme they are on.

Trainees are prepared for a placement in either the 3-7 or 5-11 age range. The School Partnerships Office should be contacted if a Trainee is not placed in their correct age range.

Stage 1 (School A)School Experience Days + 9 consecutive weeks in school -September - December

Stage 2 (School B)8 consecutive weeks in school January - March

Stage 3 (School B or school C) 8 consecutive weeks in school March - May

ALTERNATIVE PLACEMENTSelf-sourced placement in alternative provisionJune (2 weeks)


THE EXPECTATIONS OF THE PLACEMENT FOR MENTORS, CLASS

TEACHERS AND LINK TUTORS Mentors/Class Teachers Every week you should have a review meeting with your Mentor and/or class teacher. Some schools will have the class teacher as the Mentor and others will have a separate Mentor (usually a senior leader and often referred to as the ITT lead). Mentors and class teachers work together to support the training in school. What is required of all parties is clearly labelled next to the relevant week of training in the breakdown of each stage. Key terms you need to be familiar with are:

• Teaching file (compiled by Trainee, reviewed as evidence towards meeting the Teachers’ Standards) • Records of Performance/formal observations • Informal lesson observations • Key Review meetings/training tutorial • Professional Development Review Forms (these replace the Extended Evaluation) • Assessment Report

Records of Performance Section 1 completed by the Trainee and emailed to the Mentor prior to a formal lesson observation. Remainder of the proforma is completed during the lesson observation and during the training tutorial/Key review meeting held after the observation. These are attached to the trainee’s records in Abyasa. Key Review Meetings/Training Tutorials During this meeting all the evidence from Trainee’s files regarding pupils’ ongoing work should be reviewed. Areas of strength and development identified, and targets set based on the Teacher’s Standards for the following week. These targets must have corresponding actions. Mentors should support Trainees in organising how they will spend their Continual Development Time (CPD) in the coming days and weeks, to support meeting new targets set. Evidence collated by the Trainee on Pupil Progress and progress against the Teachers’ Standards (TS) should contribute to the Trainee’s judgment profile throughout the placement and is recorded in the Assessment Report at the end of each placement. Informal Lesson Observations Completed by the class teacher in weeks where there is no Record of Performance identified on the weekly overview. These also identify current strengths, review progress from previous weeks targets and identify next steps. A review meeting should take place with the class teacher and written feedback provided for the Trainee to use in support of making progress towards the Teachers’ Standards. Professional Development Review Forms Completed by the Trainee during a review/feedback meeting. Trainee records the information in brief and makes notes on targets set. Trainee should then begin to formulate how they can action these targets each week. Assessment Report Completed by the Mentor (in consultation with the class teacher) towards the end of placement. The evidence gained from the RoPs and Informal Lesson Observations + the Trainee’s teaching file should be used to make judgments across the Teacher’s Standards. A Trainee must demonstrate High Standards for Personal and Professional Conduct at each stage. These are completed in Abyasa by the mentor and the link tutor adds their comments. The RoPs should be attached to the file in Abyasa. The Trainee must have had sight of this and time to discuss the judgments prior to this being emailed. The Link Tutor will also review the Assessment Report and write a short professional summary of the placement.


Class teachers should remain in the class with the Trainees for the majority of the placements. Stage 1 and 2 Trainees should not be left to teach the class without the class teacher or Mentor present. All Trainees must have a qualified teacher/practitioner present when teaching PE. Stage 3 Trainees should develop a greater level of independence during the placement and it is at the discretion of the school to decide whether the class teacher remains a constant presence. Every week you should have a meeting (Key Review/Training Tutorial) of roughly an hour with your Mentor and/or class teacher. The meeting should review your progress in general across the Teachers’ Standards and should not be based purely on a lesson observation.

Trainee discussion on

Pupils’ progress and their own

progress

Identify Areas of Strength and

Development and set targets based on Teachers’ Standards

Trainee completes their

professional feedback form

Co planning, discussing observations, discussing teaching in week ahead

Set new targets and how CPD time will be spent

10 minutes

10 minutes

10 minutes 30 minutes

Expectations for ITT Lead Mentors School Direct Partnerships will all have a dedicated Lead ITT Mentor. This person oversees all the training and Mentoring in the Partnership schools. They are also responsible for placing you in school. The Mentor will also be asked to provide feedback on the quality of the training experience after the block placement. This feedback is used to evaluate the programme and improve the quality of training. Link Tutors The Link Tutor’s role is to mediate between Trainee and school and to quality assure the training within school. The Link Tutor will complete at least one Quality Assurance meeting with the trainee and Mentor during each placement. This may take place remotely or in person on school premises. If possible, the Link Tutor may jointly observe the Trainee with the Mentor to inform discussion of the trainee’s progression in planning, teaching and monitoring learning. The Link Tutor will meet individually with the Trainee at least once during each placement. At this meeting, the Link Tutor will review the Trainees evidence of progression towards meeting the Teachers’ Standards. There will be opportunity for the Trainee to discuss the quality of training provided by the school and to review their targets set for progression and the support available within the school setting. The Link Tutor will use a range of evidence supplied by the Trainee/Mentor and class teacher to quality assure the training provided by the school. This will inform the Compliance and Summary Report which is submitted by the Link Tutor at the end of each placement. Outcomes from this report and the Trainee’s evaluation of their experience will be fed back to school and used to update and improve provision across the Partnership. The Link Tutor’s role is to mediate between Trainee and school and to quality assure the training within school The Link Tutor will complete a Compliance and Summary Report after their visit, reflecting the quality of training and experience for the Trainee during each assessed block. Feedback based on this and the Trainee’s evaluation of their experience will be fed back to school and used to update and improve the programme. Prior to each Stage, the Trainee must provide the class teacher and Mentor with a copy of the Trainee’s completed and signed copy of the pro forma to support awareness of child protection – this must be retained and accessible throughout the placement.


Please note these dates are subject to change. Should schools have to go into lockdown alternative arrangements will be made. The Stage 1 Placement (School A) Prior to the Stage 1 assessed block of teaching, you will have experience days in school. During those days you will complete directed tasks and activities related to your ongoing SKAP and Professional Studies programme. From Week 11 you will spend your time in School A and on designated days will undertake learning activities and training with your partnership colleagues. This will be delivered by the University for Professional Studies, and by your partnership for SKAP. You will begin working alongside the class teacher and build up gradually to teach groups and then the whole class. You will teach a range of core subjects including English, maths, PE and science. Because you should be in school right up until Christmas you will also be involved in supporting the school in preparation for any end of term themed teaching and celebrations. In Stage 1 you plan using the relevant University individual lesson pro forma for each lesson or parts of lessons delivered. The Stage 2 Placement (School B) You should go to another school and be placed in a new age phase for Stage 2. From weeks 20-28 (11 Jan-12 Mar) you should spend most of your time in your School B, with designated days for attending training with your School Direct school. You will begin working alongside the class teacher, move up more rapidly to larger groups and then the whole class for a longer period. You will plan and teach a range of sequences of learning from the core subjects including English, maths, PE and science. You will also teach a sequence of learning in the wider curriculum. You begin using individual lesson plans and then progress to the weekly planning pro forma when you have met the necessary standard in planning. In Stage 2 you monitor progress for half the pupils in your class in English and maths. This monitoring of progress is compiled into an Impact Report that is submitted with your end of stage Assessment Report. The Stage 3 Placement (usually School B) Stage 3 is where you develop the role as the class teacher. You should have a new year group experience. You begin to look at the wider responsibilities involved in school. This placement is planned to be from 22 March-28 May. You use the school’s planning and assessment systems.


TEACHING SYSTEMATIC SYNTHETIC PHONICS

All Trainees on all programmes are required to plan and teach phonics (SSP). Trainees on the 3-7 programme should teach SSP in line with school policy. Trainees on 5-11 programme should teach SSP as part of their KS1 placement. During KS2 placements, their teaching of Spelling, Grammar and Punctuation, should contribute to the judgement of TS3d. All Trainees on all programmes should have a formal observation of their teaching of SSP.

Where Trainees on 5-11 move from a KS2 to a KS1 setting from Stages 2-3, they should spend CPD time during Stage 2 re-acquainting themselves with the SSP provision in school. Additional support and training will be provided as part of your SKAP programme. Trainees should continue to observe and review the teaching of phonics in each school placement. They should maintain and develop a deeper understanding of the teaching of early reading. Trainees and the Partnership should work together to ensure all NQTs feel confident in teaching early reading and phonics. Teaching Files Your professional teaching files are a key source of evidence of how Trainees are judged across the standards. They need to be organised, maintained and accessible. Prior to each Stage, the Trainee must show the class teacher and Mentor a completed and signed copy of the pro forma to support awareness of child protection – this must be kept in the teaching file. All Trainees are expected to keep the following documentation which should be completed and accessible to Mentors/Class Teachers/Link Tutors on request: NB: no data should be used that identifies pupils in the class Teaching, Learning and Assessment File *This should include a file divided into the following, labelled sections:

Trainee’s planning, teaching and assessment

1. Class information • Copy of pro forma to support awareness of child protection • Routines • Rotas • Timetables etc…

2. Short term planning *This becomes weekly planning/sequences of learning once into Stages 2 & 3

Each subject taught should have a separate section. eg English, phonics, maths, science, foundation subjects

3. Assessment Details and evidence of pupil progress Stage 1 Evidence to demonstrate formative assessment of groups of pupils in English and mathematics Trainees will monitor the pupil progress of pupils in English and maths at Stage 1


Stage 2 Evidence to demonstrate impact of teaching on pupil progress in English and mathematics across a sequence of teaching Evidence of the larger groups of pupil progress being monitored including formative and summative data. Trainees will complete an Impact Report on Pupil progress in English and maths at the end of Stage 2 training Stage 3 Whole class data that shows tracking of pupil progress across all groups of pupils. Trainees will use data to track progress on the whole class with reference to key learning objectives at Stage 3 Evidence across a sequence of lessons to demonstrate: 1. The impact of teaching in mathematics on pupil progress 2. The impact of teaching in English on pupil progress 3. Analysis of assessment data at class level and by groups (gender, ethnicity, SEND, pupil premium) to demonstrate the progress of learners throughout the placement

4. Weekly plans/ overviews or medium-term planning

Teacher’s previous plans or overviews used to formulate short term planning

5. Evidence of your assessment across the Teacher’s Standards *Previous Assessment Report (from Stage 2 onwards) *Records of Performance and Informal Lesson Observations *Professional feedback forms (with details of targets and areas for development)


GUIDANCE ON PAIRED PLACEMENTS

Schools have the option to host paired placements for trainees. Paired placements should not be twice as demanding on time and energy of tutors/mentors. They do not need twice as many classes and they enable flexible ways of working that many schools use to improve the overall quality of pupils’ learning. and increasingly can be incorporated in teaching strategies designed to improve results with target groups. Mentoring A paired placement does reduce the pressure on teaching time in the classroom, however each trainee will still need to be mentored individually in terms of target setting, progress monitoring and assessment. While we recognise that not all mentor meetings can be held with both paired trainees at the same time, we are keen to ensure that a paired placement should not necessarily double mentor workload. Please see the suggested mentoring models below: Two Mentors, Two Trainees To date, the majority of our paired placements have involved two mentors, one for each trainee. Many schools find this approach effective offering mentors many of the advantages that paired trainees benefit from; for example, collaborating on the training programme and offering each other a ‘sounding board’ when it comes to individual trainee reviews and target setting. This can be particularly useful when one mentor is less experienced. One Mentor, Two Trainees This enables the subject or age phase related training programme to be delivered just once to two trainees. When reviewing and target setting, some issues can be discussed together allowing trainees to support each other to contribute to the process. Inevitably there will situations during placement that require a more individualised approach to ensure targets are personalised and where personal circumstances are involved. There are a number of models that might be used here depending upon training stage and trainee progress eg two-week meeting rotation: week one, 1 hour with both trainees together, week two, 45 minutes together then two individual 15-minute tutorials. Teaching Practice DfE guidance states that to be awarded QTS, trainees must be confident in teaching across the age phases for which they have trained, however there is no minimum requirement for the amount of solo teaching trainees do on placement. The number of solo lessons varies according to the needs of the trainee and the pupils being taught. For example, the timetable might involve a trainee as solo lead teacher for about half of their lessons, and team teaching or supporting during the other half of their timetable. In their final training stage before recommendation for QTS, trainees must be able to demonstrate that they had sole responsibility for lesson planning and teaching delivery for at least one group or class. It is also worth remembering that lesson observations do not need to cover a full lesson. For example, if the focus is on teaching through questioning, a teacher might observe for the first 20 minutes and then work with the class for the rest of the lesson. When a team-teaching lesson is being observed, most observers tend to focus on one trainee. This generally means picking a lesson where the trainee is the lead teacher. Teaching during a solo or paired placement is by its nature flexible and can be adapted to meet the needs of pupils as well as trainees. To support and enhance pupil progress, paired placements can be used to:

• Divide the group or class based on their understanding of lesson topic • One to one support (during the lesson or at another time) • Provide an extra teacher to support disruptive pupils • Split the class into 2 or 3 different ability groups, each has the support of an individual teaching lead • Extra teachers to check pupils are ‘on task’, and offer those who need it quicker access to help • Trainee supporting a cover teacher • Extra lessons: booster classes/support • Extra activities to stretch able pupils • Helping primary and secondary schools with transition planning/visits • Collaborative planning with each trainee preparing and teaching a different part of the lesson, so at all times

one is teacher the other offers pupil support • An extra teacher to plan for and teach a withdrawal group • Provide SATs preparation support or exam revision sessions • Support with pupils use of IT during lessons


The following overview is designed to reflect a single and a paired placement

Where there are 2 sessions, for example, plan and deliver sessions together. This should then develop so each Trainee delivers sessions independently while their peer supports the learning eg as a TA role. The role of the class teacher and Mentor is to observe the Trainees working together and separately. However, this should not produce twice the amount of observations for Mentors and class teachers. Further information is provided at Mentor training. Please follow the guidance and work with the class teacher to adapt if and where necessary. We appreciate that when organising a placement and accommodating Trainees, all involved need to be flexible and in line with school policy.

Throughout Stage 1, Trainees will continue to receive top-up training within the School Direct Partnership (see calendar). 1. During Stage 1 of School-based Training, the Trainees should plan with the class teacher and deliver initially to groups

of pupils (building up to teaching larger groups and whole class). The following subjects should be planned and taught:

• English/Literacy (EYFS) (including phonics in Foundation Stage and Key Stage 1) • Maths • Science/Understanding the World (EYFS) • PE (supporting the class teacher or the coach delivering the sessions)/Physical Development (EYFS)

Trainees use the University’s individual lesson planning proforma for all subjects taught throughout Stage 1

2. They should be formatively assessing all the pupils they are working with and recording this assessment in line with

school policy. Examples of pupil progress in English/Literacy and maths should be recorded in the teaching file in the assessment section.

3. Trainees should gather information on the relevant Professional Studies foci each week. 4. They should also gather a portfolio of evidence for one of the foundation subjects/Understanding the World &

Expressive Arts & Design (EYFS) within the curriculum.

Some Trainees will be able to develop the planning and teaching sequence more rapidly than others. However, Trainees should not be expected to plan completely independently at Stage 1. Trainees must provide the class teacher and Mentor with a copy of the Trainee’s completed and signed pro forma to support awareness of child protection

Trainee entitlement on placement Additional information PPA Planning, Preparation and Assessment

One half day per week, where possible with the class teacher

This could be divided into shorter sessions across the week. Where a class has a job share teacher, the Trainee should have time with both members of staff to support preparation for the following week.

CPD Continual Professional Development time

One half day per week. How CPD time is to be used in a weekly basis should be established at Key Review meetings. Trainee’s should not use CPD time as additional PPA hours.

CPD release time is to work on targets and should be in addition to training provided from School Direct partners.

IMPORTANT INFORMATION REGARDING STAGE 1 PLACEMENT FOR TRAINEES, MENTORS AND LINK TUTORS


OVERVIEW STAGE 1 PLACEMENT FOR TRAINEES, MENTORS AND LINK TUTORS

Fri 18 Sept – Fri 9 Oct

Total of 8 days

Breakdown of Expectations

All pro forma for tasks should be downloaded

from LTU website

School Experience Tasks

Trainee Tasks

All pro forma for tasks should be downloaded from LTU website

Complete proforma pack

Mentor Tasks/Class teacher/Link Tutor

All proforma can be downloaded

from LTU website

School Experience Days These days are prior to the placement and not included in the assessed block. It is expected that most of the days will take place in the Stage 1 school

Class support/observation Complete a series of Professional Studies tasks and Subject-led enquiry tasks. See supporting handbook and details on website

Examples of tasks include: Collect information about the English/Literacy learning environment in school. Observe a phonics lesson and a separate English/Literacy lesson Collect information about the maths learning environment in school. Observe a maths lesson or session (EYFS) Collect information about the science including Understanding the World (EYFS) learning environment in school. Observe a science/ Understanding the World lesson Collect information about the RE curriculum in your school Gather information about the school’s mission statement & ethos Gather information on class routines and behaviour management systems Professional Studies foci

Induction Mentor meeting with Trainees. Initial meeting with class teacher Meeting with SENCO (where possible)

Week


Trainee Tasks Mentor Task/Class teacher/ Link Tutor

Week 1 w/c 12.10.20

Planned with the class teacher Delivered using team teaching Plan and teach in-line with tasks All pro forma should be downloaded from LTU website

Taught Subjects Up to 2 lessons/sessions (EYFS) of both • Maths • English/Literacy (including Phonics) Professional Studies

Planned with the class teacher Delivered using team teaching 1 x informal observation by class teacher, completed on the informal observation pro forma Written feedback and targets discussed Trainee to record feedback and reflect on outcomes using the Coach/Mentor Meeting Weekly Record This is a running record of progress and must be completed each week.


Week



Week 2 w/c 19.10.20

Taught Subjects Up to 2 lessons/sessions (EYFS) of both • Maths • English/Literacy (including

Phonics) Professional Studies

1 x informal observation by class teacher, completed on the informal observation pro forma Written feedback and targets discussed Planning meeting with class teacher later in the week to guide the Trainee on the objectives and content of the curriculum they will be expected to plan and teach after half term

October Half Term Collate information on school so far Review policies and procedures. Refer to website to consider any areas/policies you need to collect after half term

Week 3 w/c 02.11.20

Taught Subjects Up to 3 lessons of both • Maths • English/Literacy (including

Phonics) Observe subjects • PE or Physical Development

(EYFS) Professional Studies

Key Review Point 1 Link Tutor may visit this week First formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on the Record of Performance LINK TUTOR COMPLETES above OBS with Mentor AND Link Tutor REVIEWS TRAINEE FILES Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP)

HALF TERM Week 4 w/c 09.11.20


Phonics)

Support the teaching of • PE session (support teaching)

or Physical Development (EYFS)

Observe Subjects • Science or Understanding the

World (EYFS)

Professional Studies

Key Review Point 2 Link Tutor may visit this week Second formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on Record of Performance LINK TUTOR COMPLETES above OBS with Mentor AND Link Tutor REVIEWS TRAINEE FILES Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP)


Week Breakdown of Expectations


Week 5 w/c 16.11.20


Phonics) • PE session or Physical

Development (EYFS) (support the teaching)

One lesson of • Science or Understanding the

World (EYFS) Professional Studies

Key Review Point 3 Link Tutor may visit this week Third formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on Record of Performance LINK TUTOR COMPLETES above OBS with Mentor AND Link Tutor REVIEWS TRAINEE FILES Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP)

Week 6 w/c 23.11.20

Begin to gather Curriculum information for the foundation subjects. • Choose one area • Meet with the curriculum leader • Discuss how this subject is

developed from Foundation Stage through school up to Year 6

EYFS Trainees focus on Understanding the World or Expressive Arts and Design and how this area is developed in this phase.


Phonics)

One lesson of both • PE session (support the teaching)

or Physical Development (EYFS) • Science or Understanding the


1 x informal observation by class teacher, completed on the informal observation pro forma Written feedback and targets discussed

Week 7 w/c 30.11.20


Phonics)

One lesson of both • PE session (support the teaching)

or Physical Development (EYFS) • Science or Understanding the


Begin Assessment report completion One final observation may be required - this is for schools to decide Identify strengths and areas for development for Stage 2 and record in completed Assessment Report Verification by the Link Tutor of a Trainee not likely to meet the minimum requirement in Teachers’ Standards must be completed by Wednesday of this week


Week Breakdown of Expectations


Week 8 07.12.20

Consider how you can support the wider life of the school…

Plan and deliver a series of lessons or sessions (EYFS) planned to take place this week. These may be themed lessons to do with the season or Christmas celebration. Attend and support all concerts/ presentations and reviews taking place.

One final observation may be required. This is for schools to decide Identify strengths and areas for development for Stage 2 and record in completed Assessment Report Verification by the Link Tutor of a Trainee not likely to meet the minimum requirement in one or more Teachers’ Standards must be completed by Wednesday of this week Assessment Report to be completed in Abyasa Pro by the Mentor. Records of Performance should be uploaded to Abyasa Pro. To be completed by last Wednesday of placement. Link Tutor to review Assessment Report and complete brief summary at end of report.

Week 9 14.12.20

Work in-line with the class teacher/school Consider how supporting the wider life of the school…

Christmas Week Assessment Report and RoPs must be submitted by Wednesday 16 December

Holidays – 21 December-6 January



Throughout Stage 2, Trainees will continue to receive top-up training within the School Direct partnership (see calendar). AT STAGE 2 FOR SCHOOL DIRECT TRAINEES THERE IS A JOINT MODERATION OBSERVATION BETWEEN THE STAGE 1 AND STAGE 2 MENTOR. THIS IS ORGANISED AND ARRANGED WITH SUPPORT FROM THE LEAD MENTOR. IT REPLACES THE JOINT OBSERVATION BY THE LINK TUTOR. THE LINK TUTOR VISIT INCLUDES QA AND FILE CHECK. The planning should be completed with the class teacher throughout Stage 2. The Trainee should begin to develop independence in planning. However, all planning should be checked prior to teaching by the class teacher. During Stage 2 of School-based Training, the Trainees should plan sequences of learning with the class teacher and deliver initially to groups of pupils (building up to whole class). The following subjects should be planned and taught: English/Literacy (including phonics in Foundation Stage and Key Stage 1) Maths PE (with the support of the class teacher) A range of other subjects including science and foundation subjects EYFS Trainees should plan and teach sessions around Understanding the World and Expressive Arts and Design Trainees use the University’s individual lesson planning pro forma for all subjects taught at the start of Stage 2. They can begin to use the University’s weekly planning proforma for English/Literacy (including phonics) and maths, once the Mentor and class teacher agree they are meeting the expectations for planning across the teacher’s standards. Trainees should continue to use the individual lesson pro forma for all other subjects throughout Stage 2. Trainees should also plan on the individual lesson proforma when they are planning for an observed lesson.

Trainees should begin to take note of the wider school environment and responsibilities in Stage 2. Trainees should be using formative assessment procedures for all the pupils they are working with and recording this assessment in line with school policy. In addition to this, Trainees should use summative assessment processes and gather and record information to reflect the impact their teaching has had on pupil progress. All data should be monitored in-line with school policy. At Stage 2 Trainees complete a pupil progress Impact Report. This is submitted to the University alongside their assessment reporting materials. Trainees gather information and complete an Impact Report (for a large group of children, approx 15 pupils - this reflects the impact their teaching has had on pupils’ progress in English/Literacy and maths. Evidence from this should be used by the Mentor to support their judgments at the end of Stage 2. Trainees should observe the teaching and learning in a key stage where they are not completing a placement.

Trainees must provide the class teacher and Mentor with a copy of the Trainee’s completed and signed copy of the pro forma to support awareness of child protection


Trainee entitlement on placement

Additional information

PPA Planning, Preparation and Assessment

One half day per week. Where possible with the class teacher

This could be divided into shorter sessions across the week. Where a class has a job share teacher the Trainee should have time with both members of staff to support preparation for the following week.


One half day per week. How CPD time is to be used on a weekly basis should be established at Key Review meetings Trainees should not use CPD time as additional PPA hours


Some Trainees will be able to develop the planning and teaching sequence more rapidly than others. However, Trainees should not be expected to plan completely independently until towards the end of Stage 2. Trainees should not be left to teach classes without the teacher present in Stage 2.


OVERVIEW OF STAGE 2 PLACEMENT FOR TRAINEES, MENTORS AND LINK TUTORS

Week Space for Trainee/

Mentor notes Trainee Tasks Mentor Task/Class teacher/Link Tutor

w/c 04.01.20 Final vacation + start in Stage 2 school/ partnership training

AT STAGE 2 FOR SCHOOL DIRECT TRAINEES THERE IS A JOINT MODERATION OBSERVATION BETWEEN THE STAGE 1 AND STAGE 2 MENTOR. THIS IS ORGANISED AND ARRANGED WITH SUPPORT FROM THE LEAD MENTOR. THIS REPLACES THE JOINT OBSERVATION BY THE LINK TUTOR - THE LINK TUTOR VISIT INCLUDES QA AND FILE CHECK.

CHRISTMAS Week


Trainee Tasks Mentor Task/Class teacher/Link Tutor

Week 1 w/c 11.01.21

All proforma should be downloaded from LTU website Gather information and establish a group of pupils in English and maths to monitor for pupil Impact Report

Getting to know the children and the school planning system Gathering information on the KS and the curriculum Working with small groups under the guidance of the teacher Team teach towards the end of the week with the teacher using the teacher’s planning Review the deployment of adults within the year group as part of preparation and planning process

Link Tutor contacts school to check on each Trainee’s professional conduct and to arrange date for QA

Week 2 w/c 18.01.21

The planning should be completed with the class teacher throughout Stage 2

Continue to work with groups across all subjects With support prepare a draft sequence of learning in maths and English/Literacy with the teacher for week 3 This should be reviewed by the class teacher before the lesson is taught

Link Tutor may visit this week 1 x informal observation by class teacher completed on the informal observation pro forma Written feedback and targets discussed. Planning meeting with Class teacher this week to guide the Trainee on the objectives and content of the curriculum they will be expected to plan and teach Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP)

Week 3 w/c 25.01.21


Planned and taught subjects A sequence of learning in • Maths • English/Literacy (including

Phonics)

One lesson of both • PE session (support the

teaching) or Physical Development (EYFS)

• Science or Understanding the World (EYFS)

Key Review Point 1 Link Tutor may visit this week First formal observation by Mentor Training tutorial/feedback Share and agree targets for next week based on Teachers’ Standards All completed on Record of performance Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP) Class teacher to review prepared planning for next week with Trainee.


Week



Week 4 w/c 01.02.21



Phonics)




Gather information in preparation for planning and teaching the foundation subjects/specific areas (EYFS) In preparation for teaching a wider curriculum

Key Review Point 2 Link Tutor may visit this week Second formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on Record of performance

Week 5 w/c 08.02.21


Planning completed with growing independence by Trainee with support from the class teacher Planned and taught subjects A sequence of learning in • Maths • English/Literacy (including

Phonics)




Plan and teach one other subject/lesson/session Gather information in preparation for planning and teaching of other subjects or areas of learning in the class In preparation for teaching a wider curriculum

Link Tutor may visit this week 1 x informal observation by class teacher completed on the informal pro forma Written feedback and targets discussed Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP) Planning meeting with class teacher this week to guide the Trainee on the objectives and content of the curriculum they will be expected to plan and teach. NB: After half term the Trainee should develop more independence in the planning process. Planning and preparation of resources should still be monitored and checked by the teacher. Please make available to the Trainee all existing school resources

Half term – w/c 15.02.21 Week 6 22.02.21

Planning completed with growing independence by Trainee with support from the class teacher

Planning completed with growing independence by Trainee with support from the class teacher Planned and taught subjects A sequence of learning in • Maths • English/Literacy (including

Phonics) One lesson of both • PE session (support the



1 Key Review Point 3 Link Tutor may visit this week Second formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on Record of performance


At least one lesson from the wider curriculum foundation subjects or specific areas of learning for EYFS (subject and amount to be agreed with class teacher)

Week 7 01.03.21


Gather final evidence for impact report on progress in maths and English Planned and taught subjects A sequence of learning in

• Maths • English/Literacy

(including Phonics) One lesson of both

• PE session (support the teaching) or Physical Development (EYFS)


Plan and teach more lessons of the wider curriculum/ foundation subjects or specific areas in EYFS (subjects and amount to be agreed with class teacher) Use CPD time to visit/ observe and reflect on practice in a different Key Stage (eg FS or UKS2)

Begin to complete Assessment Report One final observation may be required. This is for schools to decide Identify strengths and areas for development for Stage 2 and record in completed Assessment Report Verification by the Link Tutor of a Trainee likely not meet the minimum requirement in one or more Teachers’ Standards must be completed by Wednesday of this week Assessment Report to be completed in Abyasa Pro by the Mentor. Records of Performance should be uploaded to Abyasa Pro. To be completed by last Wednesday of placement. Link Tutor to review Assessment Report and complete brief summary at end of report.

Week 8 08.03.21


Complete impact report on progress in maths and English in current age phase Present impact report at final key review meeting with Mentor Review assessment processes across school Gather evidence of assessment processes taking place in school Use CPD time to visit/ observe and reflect on practice in a different Key Stage (eg FS or UKS2)

Assessment Report and RoPs must be submitted by Wednesday 10 March

Week commencing 15.03.20 - All UL and SD local Trainees return to LTU Final week of University-led training



At the start of Stage 3, Trainees receive their final top up training as partnership-led sessions (see Calendar). During Stage 3 of School-based training, the Trainees continue to plan sequences of learning, taking responsibility for the planning of a wider range of subjects or areas of learning and for most pupils in the class. NB: Where there are pupils with individual learning pathways, these should continue to be planned by the teacher.

The following subjects should be planned and taught:

• English/Literacy (including phonics in Foundation Stage and Key Stage 1) • Maths • PE (with the support of the class teacher) • A range of all subjects including science and foundation subjects if in Key Stage 1 or 2 • A range of specific areas of learning including Understanding the World and Expressive Arts and Design

if in EYFS

The planning should be completed with the class teacher initially at Stage 3. The Trainee should develop independence in planning across all subject areas. However, planning continues to be reviewed by the class teacher. Trainees can use the school’s weekly planning pro forma for all subjects during Stage 3. NB: at any time where the requirements for planning are not being maintained, Trainees will revert to writing individual lessons. Trainees should continue to plan on the individual lesson pro forma when they are planning for an observed lesson. During Stage 3 it is expected that the Trainee begins to adopt the role of the class teacher. This should take into consideration wider school responsibilities (see overview for further details). Trainees take on the responsibility for monitoring the progress of the whole class in maths and English/Literacy. They should gather baseline data at the start of Stage 3 and track pupils’ progress using formative and summative processes throughout the Stage. They should play an active role in pupil progress meetings and be able to identify where different groups of pupils have made differing amounts of progress throughout and by the end of their placement. Trainees use school’s recording procedures to track and monitor all pupils’ progress (including those with SEND) during Stage 3. Trainees should identify where there are gaps in their knowledge and experience, in order to use CPD time to fill these gaps. Trainees must provide the class teacher and Mentor with a copy of the Trainee’s completed and signed copy of the pro forma to support awareness of child protection


Trainees should take on board the wider school environment in Stage 3 Trainees should work towards building a bank of information and an understanding of what the school drivers are… For example The wider Curriculum The Performing Arts Character Education SSAT and World Class Learning Faith schools - Leading school in the Diocese

Trainees should observe the teaching and learning in a key stage where they are not completing a placement. For example, all 5-11 Trainees should spend at least one day in Early Years Foundation stage (EYFS). All 3-7 Trainees should spend one full day in Key Stage 2.

Trainee entitlement on placement Additional information PPA Planning, Preparation and Assessment

One half day per week Where possible with the class teacher

This could be divided into shorter sessions across the week. Where a class has a job share teacher, the Trainee should have time with both members of staff to support preparation for the following week.


One half day per week How CPD time is to be used in a weekly basis should be established at Key Review meetings Trainees should not use CPD time as additional PPA hours



OVERVIEW OF STAGE 3 PLACEMENT FOR TRAINEES, MENTORS AND LINK TUTORS

Week

Space for

Trainee/mentor notes Trainee Tasks Mentor Tasks

Week 1 w/c 22.03.21

All pro forma should be downloaded from LTU website New routines need to be observed Base line data collected Class tracking system for pupil progress identified

Gathering information and class data Observing the teaching in the new KS and learning environment Use teacher’s planning to teach groups in line with school policy Mon-Wed Thu-Fri One lesson/session of both • Maths • English/Literacy (including

Phonics) Prepare to plan the following weeks sequences of learning

Support Trainees with medium-term planning and gathering information Planning meeting with Class teacher this week to guide the Trainee on the objectives and content of the curriculum they will be expected to plan and teach Planning and preparation of resources should still be monitored and checked by the teacher Introduced to class tracking system for pupil progress Please make available all existing school resources to the Trainee

This week could be SBT OR Holiday All schools closed Good Friday (2 April) Week 2 w/c 29.03.21

4 days in school this week Planning completed by Trainee with support from the class teacher.

A sequence of learning in • Maths • English/Literacy (including

Phonics) Observe and support • PE session • Physical Development (EYFS) Plan and teach one other subject/lesson Gather information on planning for and teaching of other subjects in the class. In preparation for teaching a wider curriculum

Trainee works under direction of the Class teacher and teaches a series of lessons Key Review Point 1 Mentor undertakes an observation of the Trainee and training tutorial to set early targets Completed on Record of Performance At this training tutorial Mentor also checks Trainee’s teaching file has adequate information for Stage 3 to begin If Trainee is not prepared Link Tutor should be contacted

w/c 05.04.21 EASTER FOR ALL

This week could be SBT OR Holiday Week 2 w/c 12.04.21

Planning completed by Trainee with support from the class teacher

A sequence of learning in • Maths • English/Literacy (including

Phonics)

Observe and support • PE session • Physical Development (EYFS) Plan and teach one other subject/lesson Gather information on planning for and teaching of other subjects in the class. In preparation for teaching a wider curriculum

Trainee works under direction of the class teacher and teaches a series of lessons Key Review Point 1 Mentor undertakes an observation of the Trainee and training tutorial to set early targets Completed on Record of Performance At this training tutorial Mentor also checks Trainees teaching file has adequate information for Stage 3 to begin If Trainee is not prepared Link Tutor should be contacted

Week 3 w/c 19.04.21

Planning completed by Trainee and reviewed by the class teacher prior to teaching


Phonics) • PE session (support the teaching)

or Physical Development (EYFS) • plan and teach more lessons of

the wider curriculum/foundation

Link Tutor may visit this week Key Review Point 2 Formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on Record of performance


Week

Space for Trainee/mentor notes

Trainee Tasks Mentor Tasks

subjects or specific areas of learning in the EYFS.

Moderation observation Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP) Link Tutor may visit this week Key Review Point 3 Formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on Record of performance Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP)

Week 4 w/c 26.04.21

Planning completed by Trainee and reviewed by the class teacher prior to teaching Developing the role of the class teacher From week 4 onwards Trainee should be planning and teaching up to 80% of the timetable



or Physical Development (EYFS) • plan and teach more lessons of

the wider curriculum/foundation subjects or specific areas of learning in the EYFS.

Link Tutor may visit this week Key Review Point 4 Formal observation by Mentor Training tutorial/feedback meeting Share and agree targets for next week based on Teachers’ Standards All completed on Record of performance Moderation observation Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP)

Week 5 w/c 03.05.21

Planning completed by Trainee and reviewed by the class teacher prior to teaching Trainees should now be establishing their professionalism within the wider school environment Examples of responsibilities should include: • Leading transitions • Leading key handover

times (start and end of the day)

• Contributing to parents/ carers consultations

• Supporting PTA and out of school clubs

• Contributing to displays/ learning areas

• Meeting parents • Playtime rota • Attending all staff



or Physical Development (EYFS) • Plan and teach more lessons of


1 x informal observation by class teacher completed on the informal observation pro forma Written feedback and targets discussed Planning meeting with class teacher early this week to guide the Trainee on the objectives and content of the curriculum they will be expected to plan and teach


Week

Space for Trainee/mentor notes

Trainee Tasks Mentor Tasks

• meetings and training • Contributing to pupil

progress meetings etc • Evidencing pupil

progress and demonstrating the role of the class teacher

Week 6 w/c 10.05.21

Continue as above Planned and taught subjects A sequence of learning in • Maths • English/Literacy (including



the wider curriculum/foundation subjects or specific areas of learning in the EYFS

Key Review Point 5 1 x informal observation may be required by class teacher, completed on the informal observation pro forma Written feedback and targets discussed Pupil Progress tutorial with Mentor

Week 7 17.05.21


Phonics) One lesson of both • PE session (support the teaching)


the wider curriculum/foundation subjects or specific areas of learning in the EYFS

Final Review Point begins Assessment Report to be completed in Abyasa Pro by the Mentor. Records of Performance should be uploaded to Abyasa Pro. To be completed by last Wednesday of placement. End of week - Link Tutor may return to school to complete Quality Assurance processes The External Moderation Team will be visiting selected schools Verification by the Link Tutor of a Trainee likely not meet the minimum requirement in the Teachers’ Standards must be completed by Wednesday of this week

Week 8 24.05.21





Final Review Point Completed by Friday 28 May Assessment Report and RoPs must be submitted by Wednesday 26 May Mentor has final tutorial with Trainee Link Tutor to review Assessment Report and complete brief summary at end of report.

Half Term

*Placement may be extended to support the trainee in gaining more evidence to demonstrate they have met the Teachers’ Standards and will take place over the Enhanced placement weeks (see below)

Enhanced placement w/c 7 and 14 June **If school has two-week half term the Trainee will only spend one week on enhanced placement

Where Covid-19 interrupts school placements it may not be possible to run Enhanced placements in 2021. We will continue to monitor the situation throughout the year.


Work-life Balance Teaching can sometimes be stressful and it is easy to take pupil misbehaviour, a lesson that went wrong, or even feedback from colleagues as something personal. Being an effective teacher, and staying in teaching, requires you to build habits of mind that will enable to you to learn even from the most difficult of days and to spend your time and energy only on things that will help you become an effective teacher. Paperwork We have worked hard to ensure that our paperwork is as purposeful as possible – it is designed to help you think through important issues about your planning, teaching, assessment and feedback.

Work to the clock The perfect lesson or resource does not exist, but sometimes teachers can spend hours trying to achieve perfection. Instead, give yourself a set amount of time to get something done, and then do it in that time. Get into this habit early, and as the course goes on and you pick up more teaching responsibilities you will be able to keep up with your workload. Read the advice The Department for Education has produced three useful guides about reducing workload for teachers, about planning, marking and data management. These can be found on the central DfE website. Some of the advice in them is summarised here, but you should also read them for yourself. Visit the DfE teaching blog: teaching.blog.gov.uk Planning and preparing resources efficiently • Work with your colleagues: Often the most effective planning is done collaboratively. Work with your

teacher in planning an overview of several lessons at once. • Plan in draft and in shorthand: Planning should give you enough guidance and information to run a lesson

and sequence – and no more. Focus on the things that matter, what knowledge do you want to teach them and what difficulties do you need to plan to overcome?

• Use the resources you already have in school: Teachers use many shared resources made by colleagues and other people. Good teachers adapt these and prepare for difficulties that Trainees might have with such resources. They don’t spend hours making new resources for each lesson

Marking and giving feedback efficiently • Be clear about which work you are going to mark: Be clear about the marking policy in school and follow

the lead of the teacher • Be clear about how you are going to mark: Feedback can take many forms – and some are more time

consuming without adding much benefit for teachers or pupils • Be clear about what your focus is: Use your success criteria to mark against and try to incorporate peer

review with the pupils too • Think feedback: Feedback is just as important for you as a teacher, as it is for pupils. Use your questioning

in lessons or use whiteboards to review pupils' learning. Pick up on misconceptions and deal with them. Highlight excellent learning and explain to all pupils what progress they have made. Oral feedback does not need to be recorded in books


Assessment against Teachers’ Standards Qualified Teacher Status (QTS) Everything in school is counted towards evidence of assessment for QTS. Examples of this can be found through planning and teaching lessons and assessing pupil progress; receiving and acting on feedback of observed lessons; target setting and reviewing own progress and observing other practitioners as part of continual professional development. Throughout the Stages of school-based training, evidence will be collected by Trainees, school Mentors and class teachers to assess Trainee progress across the Teachers’ Standards.

Pupil Progress The diagram demonstrates that all the standards support pupil progress. It can be used to support Trainees in their understanding of why specific pupils (groups or individuals) are not making expected progress. It can be used by Mentors, Trainees and Link Tutors to set targets in order to accelerate pupil progress.

Assessment Report (Notes for Trainees) Your Mentor will make judgments on your progress based on the impact of pupil progress against the Teachers’ Standards at the end of each Stage and using the guidelines complete an Assessment Report. It is important to note that Trainees are not assessed in the same way as experienced teachers. Your Mentor and class teacher will make judgments, during and at the end of each placement, to what extent you are meeting the Teachers’ Standards.


Individual Recovery Plan (IRP) An IRP is a support document written to pin-point key areas for development. If a Trainee is at risk of not meeting the minimum standard, they may need an IRP. An IRP should be completed by the Mentor with support from the Link Tutor and in consultation with the Trainee. This will detail:

• The targets they need to achieve; • The actions they need to take to meet these targets; • The support that will be given to the Trainee; • The date the plan will be reviewed; • If the Trainee does not meet the minimum standards by the review date, a Verification Visit will be

carried out and the Trainee may fail the placement. Further advice and support on writing IRPs is provided at Mentor and Link Tutor training and can be found on LTU website. Curriculum Coverage Our PGCE Trainees are on one of four Models of training and subsequently the content of their taught sessions will vary according to the bespoke pathway. To review the Curriculum content please refer to their specific programme handbook. An overview of the University-based assessments is provided at Mentor training. The Primary Partnership Leadership group are consulted at three points in the year and these sessions are used to review materials and the programme. Suspension of Placement A placement is considered to be suspended if it is deemed to finish before the published end of the placement period. Termination of a placement should be considered a final resort and should not be undertaken lightly or without consulting with University staff. Trainees should always be given targets and support, recorded on an Individual Recovery Plan, and opportunities to show progress against these before any placement is ended and allowed time to act on these targets. If a Trainee feels their placement has deteriorated to a situation where they wish to end the placement, they should speak to their Link Tutor in the first instance to discuss the issues. They should also seek advice and contact the School Partnerships Office who will ask a senior member of staff to contact the Trainee to discuss concerns. NB: Acts of unprofessional behaviour may result in a placement being terminated immediately without an IRP being previously given. Where Safeguarding has been compromised, schools should isolate the individuals involved and contact the University. If a school consider they are no longer able to honour a Stage 3 placement due to the unprofessional behaviour of a Trainee in Stage 2, the University will not automatically source an alternative placement. Acknowledgements: Many thanks to all members of the Partnership who have helped revise this content. Your dedication and support ensure we continue to strive for excellence.


Appendix 1

PRO FORMA TO SUPPORT AWARENESS OF CHILD PROTECTION No recognisable names should be used

I have read Part One and Annex A of Keeping Children Safe in Education (DfE) I know who the Designated Child Protection Officer is and have introduced myself to them I have discussed the schools reporting arrangements should a disclosure be made to me and am familiar with any action I must take. They are: I am aware of the school’s e:Safety policies. In particular, I understand guidance around bringing own devices into school and their use. (Note: a smart phone with internet access counts as a device). I am aware that schools are required to protect children who may be vulnerable to radicalisation and seek to support and protect children through promotion of British values. I have discussed the school’s approach and am aware that the document ‘The Prevent Duty’ is available through Moodle. Please tick above to confirm completion of tasks and then sign below Signed: ____________________________________ (Note the class teacher may share information around child protection issues with you if they judge it appropriate. It is essential you recognise the confidential nature of this information. However, some information may not be shared due to its nature.)


Appendix 2

Record of Performance

Please complete all parts and refer to and/or highlight the Teachers’ Standards enclosed. The review should include a range of evidence and the Trainee should have an opportunity to reflect on the impact of teaching and learning. This Record of Performance should be discussed at the Key Review meeting. All completed Records of Performance should be returned to the School Partnerships Office by email, with the Assessment Report, at the end of placement.

Trainee Name: Date:

Mentor Name:

Time: Start End

Lesson Subject: Yr Group: No of Pupils:

Trainee to complete part 1 prior to observation and return to Mentor electronically

1. Contextual information for lesson

a) Focus of lesson and, if relevant, its place in a sequence of lessons: b) Planned impact on Pupil Progress eg individual/groups/whole class c) Trainee’s response to their progress against current targets: d) Proposed focus for observation. This should be based on one of your areas for development/target Mentor to complete during the lesson observation 2. Commentary on the lesson What did the Trainee do to support pupils’ learning and aid them to make progress in the lesson? What went well? Use bullet points in session to identify specific teaching points.

Are there any aspects of teaching and learning that needed developing in this lesson?


Mentor to complete with trainee during the Key Review Point discussion 3. Considering the wide range of evidence: a) What evidence has been reviewed to make the commentaries? Context & content of the session Discussion with pupils Impact of Trainee’s questioning & responses to

pupils

Trainees files Pupils’ work Observation of pupils

Pupil responses Quality and impact of marking Differentiated for individuals/groups/whole class

b) Commentary on Pupil Progress over time using the full range of evidence available: individuals/groups/whole class? c) Commentary on how the trainee is meeting the range of Teachers’ Standards 1-8. d) What are the Trainee’s targets and actions? The Trainee should refer to their extended evaluation. Keep targets brief and provide an

action for the Trainee to follow for each target set.

Target (with relevant Teachers’ Standard referenced) Action (identify support Trainee will receive in achieving target)

4. Summary of trainee’s impact on pupil’s learning across all practice up to this point

Planning and Teaching have enabled pupils to make good progress (Secure) Planning and Teaching have enabled pupils to make at least expected progress (Developing) With support Planning and Teaching have enabled pupils to make at least expected progress (Emerging)

Trainee Name: Mentor:

Signature:

Signature:


Highlight to Identify Aspects of Teachers’ Standards Identified

Teachers’ Standards

PREAMBLE 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. PART ONE: TEACHING A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well-structured lessons

• impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.


6. Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

• make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the

feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and

courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on advice and

specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding to advice

and feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

• treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

• having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions • showing tolerance of and respect for the rights of others • not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual

respect, and tolerance of those with different faiths and beliefs • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them

to break the law. • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which

they teach and maintain high standards in their own attendance and punctuality. • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their

professional duties and responsibilities.

The Teachers’ Standards can be found on the GOV.UK website: https://www.gov.uk/government/publications/teachers-standards

http://www.gov.uk/government/publications/teachers-standards

http://www.gov.uk/government/publications/teachers-standards


Appendix 3

Informal Feedback from Class teacher

Name ……………….………..…………… Week Commencing ……/……/…… Observer …………………………..…….

Instructions to class teachers Thank you for supporting our trainee teachers in their professional development in your classroom setting. It is expected that they will receive feedback from the class teacher on lessons they have taught, in addition to the formal observations completed by the Mentor. Please use this simple format to record strengths and areas for development from one such lesson. Please provide written feedback. It will be shared with the Mentor at Key Review points/training tutorials and be used to set targets so that the trainee teacher can improve their practice. You should identify two strengths from the lesson, and one area where you think the trainee teacher should focus on improving. You should suggest ways in which the improvement could be achieved through actions. For reference, the Teachers’ Standards can be found at the back of this booklet and should be linked to the feedback.


Date: ……………………..……………. Topic: ……………..………………………….…. Class: ……………………….…...……. Class teacher: ..……………………….…..……

Strengths of the Lesson

1. 2. Relates to Teacher Standard Number (please circle) 1 2 3 4 5 6 7 8

Area to Improve (include actions or how CPD could be used)

1. 2. Relates to Teacher Standard Number (please circle) 1 2 3 4 5 6 7 8

Please comment on Pupil progress:


Appendix 4

Weekly Professional Reflection on Feedback Trainee Mentor Meeting Date Week of placement

Teachers’ Standards I need to refine and focus on: Example to take to my Mentor meeting:

My Highlights from this week… Trainee Wellbeing Overall this week I am feeling… Be honest

X in the box which most represents how you are currently feeling.

In the zone

All OK

Just about OK

Bit down

Sinking

Really struggling

Expand here if you want to…

What aspect of university/school training has supported you?

Plan your next steps and targets in brief …. (What action will you and the Mentor take?)

These targets should match those on your RoP or Informal Observation sheet


Appendix 5

GUIDANCE FOR BEST PRACTICE WHEN OFSTED CALL

Guidance for Headteachers, Mentors and class teachers It is possible that whilst our Trainee teachers are with you, you will receive notice of an inspection. Whilst we recognise that this is an extremely challenging time for you and your school team, we would hope that our Trainees can support you as well as benefiting from the experience. With the emphasis on supporting the school and our Partnership, we have provided guidance (below) and briefed our Trainees on what to do in the event of an Ofsted inspection. Please do: • Check DBS paperwork • Brief the Trainees and/or include them in the Ofsted briefings as you feel appropriate • Inform the School Partnerships Office & Link Tutor • Allocate responsibilities to the Trainees so that they are supporting the teachers in the preparation for

the inspection • Invite them to use their initiative or have a conversation about what would and what would not help • Please be aware that if a Trainee teacher is observed teaching, their ‘performance’ will count towards

the school’s overall grading • Please do find five minutes to debrief them. Trainees are often deeply committed to their placement

schools and will be keen to hear some feedback about the inspection Guidance for Trainees It is possible that, during your professional placement, your school will receive notice of an Ofsted inspection. Notification is often only given a day before the inspection. This is a very stressful time for all members of the school team. Your priority should be to the school – this is not a time to be concerned solely about your own needs. All experiences will be slightly different, but below are some suggestions about what to do to support a school when Ofsted call. Make sure the Headteacher and Mentor know and are reassured that you will do anything to support them. This might include helping with displays, tidying, helping with resources …etc: • be prepared to stay late and come in early to help teachers prepare for inspection • be prepared to be flexible and supportive (this is not a time to worry about your own needs) eg offer to

carry out playground duties to give the teachers some respite • be prepared not to teach – you may be asked to act as a teaching assistant • be aware that if you are teaching you may be observed by the Ofsted Inspection Team. Be prepared

for this • be prepared to be sent home (although this will be a rare occurrence) • be prepared to attend Ofsted briefings or not as requested by the Headteacher • be prepared to be briefed by the Headteacher or other senior staff • be prepared to be questioned by the inspection team or not • be aware of the importance of everything you say and do. Act professionally at all times • make sure you always have identification and your DBS with you • contact your Link Tutor so that they can offer support to the school and you Please remember your commitment and responsibility is to the school and the Partnership. For guidance on what to do should the university be inspected during your placement, please refer to the Quality in Partnership document.


Appendix 6

September 2020 Dear Colleague Re: Leeds Trinity University DBS Checks for Initial Teacher Education Trainees I can confirm that Leeds Trinity University has carried out the checks mentioned below and we are content in the knowledge that the Trainee(s) allocated to your school/academy has/have passed all relevant safeguarding procedures:

• DBS Enhanced Clearance • Prohibition Order Check (Barred List Clearance) • Child Care Disqualification ‘By Association’ Notification (Primary Trainees Only)

The Trainee(s) allocated to your school have been provided with a letter from Leeds Trinity University, held on their e:Vision account, confirming that they have passed the required safeguarding checks. They are asked to provide a copy of this letter to your school on the first day of placement. GDPR guidelines now mean that schools are no longer required to view or copy DBS certificates and do not need to record Trainee DBS numbers on the school’s single central register. If you require further information, please do not hesitate to contact the School Partnerships Office at [email protected] Yours faithfully

Deborah Garcia School Partnerships Manager

Brownberrie Lane · Horsforth · Leeds · LS18 5HD Tel: 0113 283 7206 www.leedstrinity.ac.uk

mailto:[email protected]

Documents

Primary PGCE Information Booklet School Direct Distance ......PGCE PRIMARY SCHOOL DIRECT DISTANCE STAGES 1-3 SCHOOL-BASED TRAINING INFORMATION FOR MENTORS, TRAINEES & LINK TUTORS 2020-21