Post on 24-Jun-2020
Early Years Professional Practice Handbook
2016-2017
FACULTY OF EDUCATION
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BA (Hons) Early Years Education with QTS
Full-Time Programme
PGCE Early Years with QTS
Full-Time Programme
2
Contents
Contacts 3 Welcome 4 Programme Overview 5 Professional Practice 8 DBS & Safeguarding 15 Health & Safety 18 Trainees ‘at risk’ 19 Assessment 20 Information for Class teachers 34 Information for Mentors 35 Information for Visiting Tutors 36 Role of Partnership Quality Officer 38 Information for Trainees 39 Key Priority Check Lists 42 Professional Practice Files 46 Health & Safety Clearance/ Pregnancy 48 Safeguarding – Management of a Cause for Concern 51 Disability Services Statement 53 Equality & Diversity – Policy Summary 54 Teaching Standards 2013 55 Education Partnership 57
NB: This Professional Practice Handbook contains information for BA (Hons) and PGCE
programmes. Most of the information in this booklet relates to both programmes. Any programme
specific sections are easily identified:
BA (Hons) Early Years Education with QTS
PGCE Early Years with QTS
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Contacts
Professional Support Team
Professional Support Team
Leader
Angela Atherton
earlyyearspartnership@edgehill.ac.uk 01695 584730
Early Years Team
BA Hons UG Full Time Programme
Leader
Hefin Williams
williamh@edgehill.ac.uk 01695 584495
BA Hons UG Full Time Year 1 Leader
Jennie Swift
swiftjen@edgehill.ac.uk 01695 657173
BA Hons UG Full Time Year 2 Leader
Rachael Sackville-Jones
jonracha@edgehill.ac.uk 01695 654750
BA Hons UG Full Time Year 3 Leader
Heidi Winrow
winrowh@edgehill.ac.uk 01695 657767
PGCE Pathway Leader
Jackie Sumner sumnerj@edgehill.ac.uk 01695 6319
PGCE Assistant Pathway Leader Senior Lecturer
Jackie Williams williaj@edgehill.ac.uk 01695 4498
Assistant Head of Early Years
Dr Tim Lucas lucast@edgehill.ac.uk 01695 584727
Assistant Head of Area
Liana Beattie beattiel@edgehill.ac.uk 01695 587961
Head of Early Years
Karen
Boardman boardmak@edgehill.ac.uk 01695 584020
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Welcome from the Head of Area: Early Years
It is with great pleasure that I welcome you to the Early Years Education Area and Team at Edge Hill
University.
The Early Years Education Team have a wide range and variation of early years expertise, and research
interests across the age ranges of 0 – 8 years and we look forward to working in partnership with all our
partner settings and settings to support our trainees on Professional Practice.
The very best collaborative partnerships share celebrations together, recognise talent, achievement and
success and support each other when things do not always go according to plan.
This handbook has been designed to give you an overall picture of our Professional Practice organisation
and how it affects you, either as a Partner Setting, Setting Manager, Class Teacher, Mentor or Trainee.
Please read it carefully so that you can make best use of the Professional Practice experience, requirements
and expectations in your role. It is hoped that the content of this Handbook is comprehensive, and assists
with ensuring Professional Practice is a valuable and enjoyable learning experience for all those involved.
We will ask and seek your opinion often and at key points across the year, as this is really important to us
and enables us to support your individual needs more effectively. Please do engage in this feedback and talk
to us about what is working well and how we can make improvements along the way to enhance our
partnership.
We look forward to working with you and sharing our success together!
Karen Boardman
(Head of Early Years Education ~ Faculty of Education)
Welcome from a partnership school Headteacher
Working with trainee teachers from Edge Hill University is an integral part of our school. Like children and
their learning, we are very aware the individuals on teacher training programmes have different starting points
and progress at different rates and it is our responsibility as Trainers to support you and develop your skills
and confidence.
It is important that we, as Mentors, celebrate your achievements whilst in school but also set challenging next
steps and targets. We are all privileged to work in schools to support the learning of young children and
every moment with a skilled class teacher is vital to a child's development.
Your Trainers will be assessing you against the Teachers' Standards however they are looking for you to
give 100% with everything you do in school. If you do that, then you can expect 100% support and guidance
in return. Added to that, try to show a thirst for knowledge and push the boundaries with your teaching. Your
lessons may not always go as well as you would have hoped however what is important is that you are able
to reflect and identify those next steps.
To be on a teacher training programme at Edge Hill you must have already shown outstanding potential
through your application and interview. Congratulations on your achievements thus far and I wish you the
best of luck and enjoyment throughout your training programme and hope to meet you at some point.
Greg Parker
(Head Teacher, LIPA Primary School)
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Programme Overview – BA (Hons) Early Years Education with QTS
Key Professional Practice requirements
BA (Hons) Phase 1a Year 1
Key Requirement and suggested progression: Year 1 Undergraduate
Whole Class Teaching
Group Work, Training Tasks, Team Teaching and Observations
Planning, Preparation and Assessment
Enquiry
Led
Learning
Trainees in year 1 will undertake Enquiry Led Learning. This involves visiting the setting on a
weekly basis and undertaking tasks as set by their tutor at University. They will then go on to
complete Phase 1a block practice. Trainees will observe the class at work and work with groups of
children under the direction of the class teacher, across all timetabled lessons.
Ensure some non-contact time is allocated to give the trainee opportunities to explore resources,
school policies, etc.
Block To build up to teaching and planning for 30-40% of the class timetable.
To be based in one class/ setting, with opportunities to visit other classes in other Key Stages for specific purposes where possible. 2 or more trainees in each class.
Weeks 1-2
To begin to plan for groups of learners and short whole class inputs (including adult led and child led activities and activities within the continuous provision plus outdoors).
20%
60%
20%
Weeks 3-4
To increase the amount of whole class
input.
30%
50%
20%
Weeks 6-8
To teach and plan for 30-40% of the class timetable.
30-40%
40-50%
10%
BA (Hons) Phase 1b Year 2
Key Requirements and suggested progression: Year 2 undergraduate and
Whole Class Teaching
Group Work, Training Tasks, Team Teaching and Observations
Planning, Preparation and Assessment
To build up to teaching and planning for 50-60% of the class timetable.
To be based in one class, with opportunities to visit other classes in other Key Stages for specific
purposes. Possibly a paired placement.
Week 1
To observe the class at work and to work with groups of children under the direction of the class teacher, in order to get to know the children and their range of attainment, as well as the Units of work being planned
80%
20%
Weeks 2-3
To begin to plan for groups of
learners and whole class inputs.
30%
50%
20%
Weeks 4-5
To teach and plan for 40% of the class timetable. To teach and plan for 50-60% of the class timetable.
40%
50%
10%
Weeks 6-8
50-60%
30-40%
10%
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BA (Hons) Phase 2 Year 3
Key Requirements and suggested progression: Year 3 undergraduate
Whole Class Teaching
Group Work, Training Tasks, Team Teaching and Observations
Planning, Preparation and Assessment
Enquiry
Led
Learning
Trainees in year 3 will undertake Enquiry Led Learning. This involves visiting the setting on a
weekly basis and undertaking tasks as set by their tutor at University. They will then go on to
complete Phase 2 block practice. Trainees will observe the class at work and work with groups of
children under the direction of the class teacher, across all timetabled lessons.
Ensure some non-contact time is allocated to give the trainee opportunities to explore resources, school policies, etc.
Block
To build up to teaching and planning for 80% of the class timetable.
To be based in one class, with opportunities to visit other classes in other Key Stages for specific purposes. Solo placement.
Weeks 1-2
To begin to plan for groups of
learners and whole class inputs.
To increase the amount of whole class input.
30%
50%
20%
Weeks 3-5
To teach and plan for 50% of the class timetable.
To teach and plan for 80% of the class timetable.
50%
40%
10%
Weeks 6-11
80%
10%
10%
The statements in part two of the Teachers’ Standards define the behaviour and attitudes that set the required
standard for conduct throughout a teacher’s career. A trainee teacher is expected to demonstrate consistently
high standards of personal and professional conduct. Much of the evidence for this section will be found in
other Standards and evidence specific to this section will be exemplified on a day-to-day basis. Please note
that additional evidence does not need to be collated for this Standard.
Trainees should be evidencing Personal and Professional Conduct at an excellent level to be
outstanding. Trainees should be evidencing Personal and Professional Conduct at a good level to be good.
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Programme Overview – PGCE Early Years with QTS
Our PGCE programme is designed to train our trainees to teach children aged 3-7 in order to gain a
recommendation for QTS. Over the course of their study they will benefit from high quality training through
partnerships with schools and learn how to enthuse and inspire young children with creative teaching. Our
trainees are trained across the Early Years Foundation Stage and National Curriculum Key Stage 1,
combining high quality on campus study with mentoring in schools.
Pre-Course Experience
Postgraduate trainees from Edge Hill University come from a wide variety of academic backgrounds.
All spend time in schools and/or early years settings before beginning their programme. Some have
a considerable amount of voluntary or paid experience in schools and/or early years settings, others
have less.
PGCE Professional Practice Phase 1a - Nursery
All trainees will spend 20 days in an Early Years Foundation Stage setting over a 7 week period, focusing on
Nursery provision for 3-4 year olds. The trainee will receive 1 visit from an Edge Hill University Visiting Tutor
towards the end of the placement.
This placement is not graded but is assessed at pass or fail. Trainees have a series of focused tasks to
undertake during this part of their training. The experience gained from these placement days is invaluable
in supporting their learning journey on the early years PGCE programme.
The knowledge and skills gained will also contribute to their Teachers’ Standards Portfolio (TSP), which is a
requirement for them to develop over the year in order to be recommended for Qualified Teachers Status
(QTS) at the end of their programme.
The school/setting will identify a mentor for the trainee for guidance and support. The trainee will receive a
visit from an Edge Hill University Visiting Tutor towards the end of the placement to review the progress and
to discuss the Professional Practice 1a Report. For more information, please refer to the Professional Practice
1a Requirements on the following pages.
Professional Practices Phase 1b and Phase 2 – Early Years Foundation Stage/Key Stage 1
All trainees will have graded Professional Practices in both Key Stage 1 and Early Years Foundation Stage
during the programme.
University Based Modules
Alongside the above professional practices trainees study a range of modules that cover: Teaching, Learning
and Curriculum Development; Early Years Personal and Professional Development, Early Years Research
and Early Years Specialism designed to enhance their professional practice.
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PGCE Professional Practice Phase 1a Nursery (0-3yrs) Key Professional Practice
PGCE Phase 1a
Key Requirement and suggested progression:
Whole Class Teaching
Group Work, Training Tasks, Team Teaching and Observations
Planning, Preparation and Assessment
Nursery placement
To build up to teaching and planning for 20% of the class/room timetable as appropriate.
To be based in one class/room, with opportunities if appropriate to visit other classes/rooms. 2 or more trainees in each class/room.
Weeks 1-5
To observe the class/group at work and to work with small
groups of children under the direction of the class
teacher/room leader, across all timetabled lessons/sessions.
Ensure some non-contact time is allocated to give the trainee opportunities to explore resources, school/setting policies, etc. Complete Focused Tasks (p9)
80%
20%
Weeks 6-7
To begin to plan for groups of learners and short whole class/group inputs (including adult led and child led activities and activities within the continuous provision including outdoors). Complete Focused Tasks (p9)
20%
60%
20%
During Phase 1a trainees will be encouraged to develop their skills of reflective teaching.
What is reflective teaching?
Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking
about if it works - a process of self-observation and self-evaluation. It is really important for trainee teachers
to reflect upon their own performance, in order to progress in their teaching.
After you have completed the focused tasks it is really important that you consider the following:
-What went well?
-Why did this activity or technique work?
-What would I take from the lesson?
-What should I try to successfully use again?
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PGCE Early Years Professional Practice 1a
Focused Tasks for weeks 1-5 (2 days a week)
1 How does the ‘key person’ system work in the setting? What could be improved?
2 Think about the continuous provision environment – indoors and outdoors How is play encouraged and supported? What is the balance of play and teaching? Do all children get access to outdoor play every day?
3 Observe the children engaged in play. What do you notice about how the environment is used by the children? What enhancements could you suggest? Why? Do boys use different areas to girls? Are all areas used effectively? How?
4 Who is responsible for planning in the setting? How does this work? How is this information shared with other professionals/parents/carers?
5 What assessment tool is used in the setting? Find out about how this informs planning and next steps?
6 Ask about the Progress Check at Age 2 (Integrated Review) if appropriate in your setting Who completes it? How does this fit into the EYFS? How are Parents/Carers involved? How are Health Visitors involved? Find out about the ‘transitions’ policy and practice in the setting for moving from nursery to reception.
7 How is early reading and phonics taught in the setting? Is there an early reading policy in place? Does there need to be? Gather some good quality examples of how early years practitioners teach early reading and phonics across all age ranges.
8 How is positive behaviour supported and enhanced in the setting? Gather some examples to discuss and reflect upon. Find out about the role of the SENCo in the setting. How is early intervention approached and monitored? Mentor and trainee meet to review progress and planning for week 6 and 7. Ensure arrangements for Visiting Tutor are in place.
PGCE Early Years Professional Practice 1a
Focused Tasks for weeks 6-7 (5 days a week)
9 Plan and deliver a series of 3 small group or whole class/group inputs using the Edge Hill planning template. Evaluate both the children’s learning and your teaching.
10 Using information gathered from task 2, plan for an area of continuous provision. Monitor the effectiveness of your chosen provision. Trainee meeting with Mentor to ensure Attendance Records are signed and PP1a End of Professional Practice Report Form is completed and signed at the end of the placement. Triangulation meeting with Visiting Tutor, Trainee and Mentor to discuss and sign the End of PP1a Report Form.
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Additional Guidance for PGCE Professional Practice 1a
Trainee/Mentor – checklist NB: PGCE Professional Practice Phase 1a
only
Tick √
Meet with the mentor/class teacher and discuss the following:
An introduction to the school context including: school organisation, routines, school policies (Health
and Safety, child protection), planning and assessment systems used by school.
Discuss Professional Practice targets with the trainee (use the Trainee Profile form to assist with this).
Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any
concerns with the trainee.
Support the trainee in gaining access to information and resources they may need.
Ensure trainee is clear of planning expectations for groups and any whole class teaching for induction
week.
Discuss Focused Tasks and Key Requirements of the Professional Practice with the mentor/class
teacher and ensure a timetable for completion is agreed.
Complete the Focused Tasks (p9) and Key Requirements for Professional Practice Phase 1a (p11).
Complete and sign attendance record.
Mentor/Class Teacher role – checklist NB: PGCE Professional Practice Phase 1a
only Tick √
Induction to the school/setting key policies and procedures, classroom and routines, children and their
ability levels
Training in the use of the school’s/setting’s planning and assessment systems
Support in relation to the management of behaviour and provide opportunities for your trainee to team
teach and observe/discuss teaching approaches
Each week discuss specific Focused Tasks and Key Requirements of the Professional Practice and
ensure a timetable for completion is agreed and monitor progress.
The Mentor/class teacher completes a ‘Learning Evaluation Record’ in week 3/4 and week 6/7 and
give verbal feedback to the trainee. Discuss targets, using the ‘Assessment and Grading Criteria’ as a
tool.
Week 6/7: Complete and discuss the Professional Practice 1a Report with the trainee. Triangulation
meeting with the trainee, class teacher/mentor and Visiting Tutor. Agree pass/fail and sign Attendance
Record.
Complete the online evaluation (you will receive an email with the link).
NB: Throughout the duration of the placement, raise any concerns with the PGCE Early Years
Pathway Leader, Jackie Sumner.
Visiting Tutor Visit week 6/7 – checklist NB: PGCE Professional Practice Phase 1a
only
Tick √
Discuss progress against the Focus Tasks & Key Requirements.
Review the two Learning Evaluation Records and highlighted Assessment & Grading Criteria evidence
towards pass/fail of PP1a.
Triangulation meeting with the trainee, class teacher/mentor and Visiting Tutor. Agree pass/fail and
sign Attendance Record. Agree pass/fail and sign Attendance Record.
Update Partnership Trainee Tracking database with notes of visits within 48 hours. raise any concerns
with the PGCE Early Years Pathway Leader, Jackie Sumner.
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PGCE Phase 1b
Key Requirements and suggested progression: PGCE
Whole Class Teaching
Group Work, Training Tasks, Team Teaching and Observations
Planning, Preparation and Assessment
To build up to teaching and planning for 40-50% of the class timetable.
To be based in one class, with opportunities to visit other classes in other Key Stages for specific
purposes. Possibly a paired placement.
Week 1
To observe the class and to work with groups of children under the direction of the class teacher, in order to get to know the children and their range of attainment, as well as any Units of work being planned
80%
20%
Weeks 2-3
To begin to plan for groups of
learners and whole class inputs.
30%
50%
20%
Weeks 4-5
To teach and plan for 40-50% of the class timetable.
40%
50%
10%
Weeks 6-8
50-60%
30-40%
10%
PGCE Phase 2
Key Requirements and suggested progression: PGCE.
Whole Class Teaching
Group Work, Training Tasks, Team Teaching and Observations
Planning, Peparation and Assessment
To build up to teaching and planning for 80% of the
class timetable.
To be based in one class, with opportunities to visit other classes in other Key Stages for specific purposes. Solo placement.
Week 1
To observe the class at work and to work with groups of children under the direction of the class teacher, in order to get to know the children and their range of attainment, as well as the units of work being planned
80%
20%
Weeks 2-3
To begin to plan for groups of
learners and whole class inputs.
To increase the amount of whole class input.
30%
50%
20%
Weeks 4-5
To teach and plan for 80% of the class timetable.
50%
40%
10%
Week 6-12
80%
10%
10%
The statements in part two of the Teachers’ Standards define the behaviour and attitudes that set the required
standard for conduct throughout a teacher’s career. A trainee teacher is expected to demonstrate consistently
high standards of personal and professional conduct. Much of the evidence for this section will be found in
other Standards and evidence specific to this section will be exemplified on a day-to-day basis. Please note
that additional evidence does not need to be collated for this Standard.
Trainees should be evidencing Personal and Professional Conduct at an excellent level to be
outstanding. Trainees should be evidencing Personal and Professional Conduct at a good level to be good.
12
Professional Practice
Initial Teacher Training (ITT) Professional Practices
Whilst on Professional Practice, a trainee’s first point of contact with the University will be their designated
Edge Hill University Visiting Tutor. This tutor will contact the trainee in advance of the Professional Practice
and provide their contact details. In the event that the trainee is unable to contact their Visiting tutor, they
must contact their Professional Practice Leader, who will direct the trainee to an appropriate member of staff.
Sourcing of Professional Practice Offers
For the purpose of this document where it states ‘school’ it refers to all schools, colleges and settings. There
is a dedicated team whose role it is to source Professional Practice offers for each programme and across
every area in the Faculty of Education, and schools are supported by the team in submitting offers, often a
year or more in advance of the Professional Practice start dates. Whilst this is necessary and helpful, it also
means that sometimes circumstances change at the school such as:
Ofsted-either pressures of an inspection looming or if an inspection alters the school
grade, particularly if a school goes into a specific category
Changes in staff eg maternity leave, jury service, absences, new head teacher
School Direct students allocated from an external school partner
Newly Qualified Teacher appointed-a trainee cannot be in a class with an NQT
The schools, colleges and settings in our partnership do not have to engage in ITT if they chose not to, which
is why the relationships we have with them are important and there are key contacts from the Faculty of
Education who liaise with each school, college and setting. It is damaging for the relationship if trainees
contact the school, college or setting directly, which is why we ask you to provide any details of schools,
colleges or settings and the relationship you have on the BOS with all other personal details needed for the
team to source and allocate Professional Practices appropriately.
The Faculty of Education has to ensure the quality of the Professional Practice and we take into consideration
previous Ofsted reports, feedback from trainees and tutors and feedback from the team of Partnership
Quality Officers, whose role it is to Quality Assure each school, college and setting and each Professional
Practice. There is an Accreditation Policy that is followed particularly with new schools to the partnership.
Contact Details for Professional Practice
All trainees will complete a Student Allocation Profile. This profile will be the information used to allocate a
trainee an appropriate Professional Practice for their training. It is the trainee’s responsibility that this is
completed in full and that the Faculty is kept up to date with any changes to the trainee’s circumstances. If a
Professional Practice is allocated based on the information the Faculty holds and the trainee notifies the
Faculty after allocation that there has been a change in the information, this may result in a delay to the start
of the trainee’s Professional Practice. Any change in a trainee’s address or contact details, or change in
personal circumstances, a trainee must ensure that they update Academic Registry and the Faculty as
appropriate, to ensure all information at the time of allocation is correct.
Professional Practice Allocations
Professional Practices are normally secured on behalf of all trainees by the Faculty team. However, if a
trainee is aware of a school, college or setting which they feel might provide a Professional Practice for them,
as they have previously undertaken voluntary work there, a trainee can identify this setting on their Student
Allocation Profile. The Faculty team will follow up the suggestion and in due course the Programme Leader
will notify the trainee of the result of the suggestion. Please note, this may not mean that this is where the
trainee undertakes their next Professional Practice as a Quality Assurance check needs to be undertaken to
ensure the training the trainee will receive is of high quality and that the setting has the capacity to provide a
high quality experience. All allocations will be based on the trainee’s training needs. Geography will be taken
into consideration so that a trainee is normally travelling no more than 1 hour 30minutes to get to their
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Professional Practice. Edge Hill University recommend using Traveline (www.traveline.org.uk) to calculate
the journey.
Notification of a Professional Practice
Trainees are requested to access the Go Portal on a regular basis and also to check their Edge Hill email
accounts, which will be used for urgent communications. This is where a trainee will be notified of their
Professional Practice allocation. Trainees will be expected to contact the school within 48 hours of notification
of their professional Practice.
After Allocation
If a trainee has any concerns or personal issues regarding the allocation of their Professional Practice, e.g.,
medical conditions, personal issues, financial issues, etc., the trainee should be report this within one working
day of the notification of the Professional Practice by completing a Professional Practice Rejection Form (on
VLE). This will then be scrutinised by both the Professional Practice Leader and Programme Leader who will
need to support the submission, and the Assistant Head of Area who will make the final decision. Please be
aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required. All trainees
should have considered all other options, e.g., submitting a Transport Request Form (when required travel is
very difficult), as the refusal of a Professional Practice Rejection Form could result in failing the Professional
Practice on a technicality, i.e., a trainee has been offered a suitable Professional Practice but has declined
it.
Number of days in school, college or setting
All trainees need to complete a minimum number of days/hours in school/college/setting, a total of 120 days
across their training programme. If a trainee does not complete the requisite amount of time they will not be
compliant and they cannot be recommended for QTS/QTLS at the end of the Programme. Trainees may
need to make up extra days at the end of the Professional Practice. A training programme lasts a full school
year so a trainee should not book any holidays until they have had their Professional Practice allocated, as
each school has different half terms and depending on the number of days a trainee has undertaken in school,
their programme may last until the end of July.
Timing of Professional Practices
Due to the large variety of schools, colleges, settings within our extensive partnership we need to be flexible.
This means that a trainee may start or end their Professional Practice at different points, within a specific
window of time. Please ref to the timetable in the programme handbook. There are also occasions where
schools withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results,
changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons, the trainee begins their
Professional Practice later than other trainees in their cohort, the trainee will continue to progress and develop
through the delivery of an enhanced training programme. The trainee will continue as a full time trainee and
have the opportunity to experience other aspects of the programme that their peers will engage with later on
in the programme, for example, a short placement at an SEND school. The programme is designed to be
flexible so that aspects can be moved around in order to ensure that differences in Professional Practice
dates and that training needs can be accommodated.
Deferred Professional Practices
A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional
Practice after its commencement for reasons beyond their control or if they cannot commence the
Professional Practice. In this situation, the trainee will need to contact their Edge Hill University tutor and
arrange to submit an application for acceptance of Exceptional Mitigating Circumstances. This is usually
termed an ‘EMC’. Once an EMC has been accepted, the Faculty team will work towards securing a repeat
Professional Practice. This requires special negotiation with schools, colleges, settings because of the
unusual timing of the Professional Practice. The trainee will be informed as soon as possible, but we ask the
trainee to maintain contact with the Programme Leader and engage in some voluntary work whilst awaiting
14
confirmation. The trainee must ensure that their contact details are up to date and known to both Academic
Registry and to the Programme Leader.
Referred Professional Practices
A Professional Practice is termed ‘referred’ when a trainee has failed a placement and been granted a second
attempt. In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s needs
and provide very specific support. Obviously, this requires special negotiation and a careful choice of setting.
The trainee will need to be patient throughout the process. Normally this will take place the following academic
year at the same time as the identified placement is due to begin. A trainee is not automatically entitled to a
‘referred’ Professional Practice; this will be offered at the discretion of a Faculty School Experience
Assessment Board. If a trainee is referred there will normally be additional costs incurred, which will be met
by the trainee.
Travel and Accommodation
If costly travel is incurred travelling to a Professional Practice, then support towards your expenses may be
claimed for, any distances over and above that which equates to your normal journey from your term time
address to the university. Claim forms (known as Trainee Expense Forms) are available from the Faculty of
Education Information Desk. The entire travel policy document can be found on the VLE.
Occasionally there may be opportunities for trainees to complete a Professional Practice at a location that is
an unreasonable distance from the home or term time address and in these instances accommodation will
be provided by Edge Hill University. Full details can be found in the Travel and Accommodation policy on the
VLE. Additional support with other expenses, whilst on a remote Professional Practice can be found in this
policy.
There will also be opportunities for trainees to identify either their home address or an alternative address in
which they may reside whilst undertaking their Professional Practice. If this is the case a trainee can indicate
this on the Student Allocation profile and inform the university if you are unable to do so. If a school is sourced
near to the alternative address you have identified financial support may be provided to support costs living
at this alternative address. Please see Travel and Accommodation policy on the VLE for further details.
External Examiners
Some trainees and schools/colleges/settings will be visited by External Examiners during the final week of
the Professional Practice. Details of External Examiner visits will be shared nearer the time. The role of the
External Examiners is to act as critical friends to Edge Hill University and to offer views about how we can
develop and improve our provision. Their role is not to visit trainees and schools/colleges/settings in order
to make judgements about their performance.
Trainee absence
Trainees who unavoidably miss occasional Professional Practice days will be required to give full and prompt
explanations to the setting/school and to Edge Hill University. Where absences are repeated, the Mentor or
Visiting Tutor may ask trainees for documentary evidence of the reasons for absence.
If you are absent for unavoidable reasons, you should:
- Notify the Visiting Tutor and the setting/school at the start of the working day of the
reason for and expected duration of any unscheduled absence.
- Make up any missed teaching and observations when you return to setting, at the
expense of Self-Managed Time.
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DBS and Safeguarding (Initial Teacher Training)
September 2016
Dear Colleague
Re: Disclosure and Barring Service (DBS) Checks and Safeguarding Checks relating to Initial Teacher
Training (ITT) trainees: updated guidance from Edge Hill University
I’d like to thank you for your support in working with trainees from the Faculty of Education, at Edge Hill
University, in providing outstanding training in your setting.
The following information sets out the Disclosure and Barring Service (DBS) and safeguarding checks which
are implemented for Initial Teacher Training trainees.
As an accredited provider of Initial Teacher Training (ITT) the University is bound by the ITT Criteria1 which
set out the following requirements:
“that all entrants, as part of the provider’s selection procedures, have taken part in a rigorous selection
process designed to assess their suitability to teach”.
Part of this criteria requires providers to have regard for the Department for Education’s statutory guidance
Keeping Children Safe in Education, when carrying out duties to safeguard and promote the welfare of
children. This includes ensuring that entrants on all routes, including salaried schemes, have been subject to
an enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s
barred list, and that records are kept showing that trainees have obtained these.
Our procedure in response to this DBS requirement is that every trainee is DBS checked and, where
appropriate, considered by a panel of professionals comprising representatives from partner schools, settings
or colleges and from the Faculty of Education.
It can be confirmed therefore that in order to enrol upon an Initial Teacher Training programme a trainee will
have:
completed an application form
had references checked
been interviewed face-to-face
the necessary qualifications
had an enhanced DBS check, including a check of the children’s barred list, and where the applicant
has lived outside of the UK, provided a DBS check from the country, or provided a good conduct
reference.
1 Initial Teacher Training Criteria supporting Advice, National College for Teaching and Leadership, June 2015
16
Sharing of information
You can expect that a trainee embarking upon a professional practice in your setting will carry with them an
ID card showing their photograph and a letter from the University confirming their suitability to train to teach.
Please be aware that the enhanced DBS check which is undertaken lasts the length of the trainee’s
programme of study, including cases where the programme lasts longer than three years.
You may also be aware that it is an offence under the 1997 Police Act, and a breach of the DBS Code of
Practice, for registered bodies (i.e. Edge Hill University) to share copies of DBS checks or any information
contained in a trainee’s disclosure with a third party. Accredited providers must not therefore share this
information with schools, settings and colleges, and trainees should not be asked to produce this
documentation for their host settings.
Childcare Disqualification Regulations
It has been confirmed that Initial Teacher Training trainees training on an Early Years or Primary route must
be asked to confirm that neither they nor, as far as they are aware, members of their household are
disqualified from working in childcare settings. I can confirm that declarations relating to the disqualification
requirements have been obtained from trainees.
Prohibition Order Check
It has also been confirmed that providers must check that trainees are not subject to a Prohibition Order. I
can confirm that this check is undertaken.
Employment Based Trainees
Please note that in respect of School Direct salaried trainees and Further Education and Training in-service
trainees it is the responsibility of the school or college to ensure that these checks are satisfactorily
undertaken, as per the details set out in the partnership agreement.
This letter may be used in relation to your school or college’s safeguarding procedures as required by Ofsted,
and, although you are not obliged to do so, you are advised to record this information in your central record.
I very much hope that these details provide you with the relevant information you require and also give you
confidence in the rigorous procedures which are in operation.
If you wish to discuss any aspect of this further please do not hesitate to contact me.
Yours sincerely
Karen McCormack
Assistant Head of Secondary Education, mccormak@edgehill.ac.uk
17
DBS and Safeguarding (Work Based Learning)
September 2016
Dear Colleague
Re: Disclosure and Barring Service (DBS) Checks: updated guidance from Edge Hill University
I’d like to thank you for your support in working with students from the Faculty of Education, at Edge Hill
University, in providing outstanding training in your setting.
The following information sets out the Disclosure and Barring Service (DBS) procedures which are
implemented for all undergraduate students undertaking work based learning.
Our procedures pay close attention to the information set out in the Department for Education’s statutory
guidance ‘Keeping Children Safe in Education’, with regard to the duties to safeguard and promote the
welfare of children. This includes ensuring that entrants to identified degree programmes have been subject
to an enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the
children’s barred list, and that records are kept showing that trainees have obtained these.
Our procedure in response to this DBS requirement is that every student is DBS checked and, where
appropriate, considered by a panel of professionals comprising representatives from partner schools, settings
or colleges and from the Faculty of Education.
Sharing of information
You can expect that a student undertaking a work placement in your setting will carry with them an ID card
showing their photograph and a letter from the University confirming their suitability. Please be aware that
the enhanced DBS check which is undertaken lasts the length of the trainee’s programme of study, including
cases where the programme lasts longer than three years.
You may also be aware that it is an offence under the 1997 Police Act, and a breach of the DBS Code of
Practice, for registered bodies (i.e. Edge Hill University) to share copies of DBS checks or any information
contained in a student’s disclosure with a third party. Providers must not therefore share this information with
schools, settings and colleges, and students should not be asked to produce this documentation for their host
settings.
This letter may be used in relation to your school’s safeguarding procedures as required by Ofsted, and,
although you are not obliged to do so, you are advised to record this information in your central record.
If you wish to discuss any aspect of this further please do not hesitate to contact me.
Yours sincerely
Karen McCormack
Assistant Head of Secondary Education, mccormak@edgehill.ac.uk
18
Health and Safety
The following statement is taken from cross-Faculty Health and Safety documentation. University refers to
Edge Hill and student to trainee teacher.
The University and you as a Professional Practice provider have a duty of care towards the student whilst on
the Professional Practice. In order to fulfil this duty of care the University will:-
Prepare the student for the Professional Practice and ensure they are aware of general
health and safety aspects. However, this is of a general nature and does not include the
specific information needed for any particular job or workplace.
Give the student an opportunity to feed back to the University on any problems experienced
with regard to health and safety whilst on Professional Practice.
Respond to any negative feedback received from students in relation to health and safety
practices during Professional Practice by informing the Professional Practice provider.
During the Professional Practice, we would expect our student to prove to be an effective, safe and reliable
individual. However, you will appreciate that during this period the student is under your control and therefore
the statutory duty of care and consequent liabilities rest with yourself.
As the students’ Professional Practice provider the University expects you to treat them in the same way as
your employees with regards to their health, safety and welfare. It is therefore the University’s expectation
that as Professional Practice provider you will:
Provide the student with information on the workplace health and safety arrangements,
including fire precautions, specific hazards and health and safety precautions.
Include the student in the risk assessment programme as it affects activities undertaken by
them.
Provide appropriate instruction and training in working practices and in the particular control
measures identified in the risk assessments.
Provide ongoing supervision and training for the student in the performance of their duties.
Have a system of recording and investigating accidents and incidents. We would ask that
you notify the University of accidents and incidents involving the student that you are made
aware of.
19
Trainee ‘at risk’
Trainees can face difficulties and challenges within a Professional Practice for many reasons. A trainee is
deemed “at risk” if they are not achieving the minimum standard required for the Professional Practice.
Phase 1a (undergraduate year 1 only): requires a “Pass” to progress onto Phase 1b. (This means the trainee
is Requires Improvement or better).
Phase 1b: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2.
Phase 2: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2.
If during a Professional Practice a trainee is deemed to be at risk of not meeting the minimum requirements
the relevant Year/Professional Practice Leader should be informed and they will make a decision along with
the mentor about the most appropriate strategies to implement.
These may include:-
Monitoring the situation and the trainees progress
Arranging a meeting or phone tutorial with the trainee
Gaining further information from the school, previous Visiting Tutor, personal tutor etc.
Arranging for additional visits from the Visiting Tutor, this will be arranged in agreement
with the Professional Practice Leader and the Assistant Head of Primary Education
(School based training)
Arranging for additional input from a Professional Practice support tutor
Arranging for a reduction in teaching timetable
Extending the Professional Practice beyond the scheduled end date
Implementing specific strategies according to the nature of the issues
As soon as any intervention is put into place a form will be completed and signed to inform the trainee that
they are at risk of failing the placement and that additional support has been put in place. Throughout the
process time limited targets will be set to support the trainee in making progress. These will be reviewed
regularly.
If, at any point in the Professional Practice the Mentor and or Visiting Tutor consider the trainee is still not
making sufficient progress towards the targets that have been set or that it is not likely the trainee will achieve
the minimum requirement for the Professional Practice the trainee will be informed the Professional Practice
has been unsuccessful and the practice will be terminated. All trainees are then invited to attend a compulsory
APRM (Academic and Professional Review Meeting) to meet with the Professional Practice/Year Leader and
the Assistant Head of Area to discuss the next steps.
If a trainee considers their ability to complete the Professional Practice successfully has been impacted by
Exceptional Mitigating Circumstances then they should consider submitting an EMC application. The
Professional Practice/Year Leader can advise if such a case arises.
20
Assessment and Grading of Trainees
As a partnership we are fully committed to our goal of ensuring that our training develops the quality of both
a trainee’s teaching and their impact upon children’s progress and learning over time. In addition, the outcome
of our last Ofsted inspection charged us with doing the following – ‘in assessing trainees progress against
the Teachers’ Standards, focus more clearly and accurately on trainees’ planning, teaching and their pupils’
learning’.
Assessment and Grading Guidance for trainees undertaking a professional practice
Our Vision
Placing the learner and the trainee at the heart of teacher education and training2.
Edge Hill University’s Faculty of Education Partnership is a learning community of schools, colleges and
settings working collaboratively with the University to design and deliver high quality training and education
which prepares trainee teachers to become outstanding practitioners, focused upon the learning and
progress of all learners.3
Our partnerships will work with trainees from the point of interview in order to realise the trainees’ potential
in becoming good and outstanding teachers. All trainees are expected to make a positive contribution to
learning from the beginning of their programme; with the learner, and the highest expectations for learning
and development, as central to the training programme. Trainees have the opportunity to train in a variety of
exciting, challenging and innovative schools, colleges and settings across the partnership, learning first-hand
from experienced teachers. Our holistic training programme puts the well-being of the trainees and the
learners they teach at its heart. This training programme should be seen as the first part of a teacher’s
professional development and our partnership is committed to ensuring a smooth and successful transition
to NQT induction.
Reaching an assessment judgement about a trainee’s attainment against the Teachers’
Standards
This guidance is designed to provide support to all members of the Edge Hill University ITT Partnership in
ensuring accuracy and consistency in the assessment of trainees.
Assessing trainees: important considerations
Remember the training programme is the first part of a teachers’ professional development and we are
committed to ensuring a smooth and successful transition to NQT induction.
A. The key factor in judging the quality of teaching over time is the impact teaching has on the
quality of learning of pupils/learners. (‘Initial teacher education inspection handbook,’ March 2015,
Paragraph 125).
B. When assessing the quality of trainees’ teaching over time, reference should be made to the
Teachers’ Standards in full (‘Initial teacher education inspection handbook,’ March 2015,
Paragraph 126). The bulleted sub-headings should be used to:
o track progress against the Teachers’ Standards;*
o determine areas for additional development;*
o identify strengths which indicate excellent practice;*
o enable the identification of aspects of, for example, outstanding practice for Good
(grade 2) trainees and good practice for trainees with Requires Improvement (grade 3)
in order to show that they are exceeding the minimum in aspects of the Teachers’
Standards.
* ‘Initial teacher education inspection handbook,’ March 2015, Paragraph 129, paraphrased.
2 National Association of School Based Teacher Trainers (NASBTT), Training and Assessment Toolkit 3 Learners refers to all stakeholders: trainee teachers, pupils, adult learners and mentors
21
C. The Standards need to be applied as appropriate to the role and context within which a trainee
is practising. Providers of initial teacher training (ITT) should assess trainees against the Standards
in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the
award of QTS.’ (‘Teachers’ Standards,’ Paragraph 6).
D. Trainees’ teaching over time should be assessed in relation to:
o the impact they have on the progress and learning over time of the pupils for which they
are responsible;
o the context and content of their teaching, over sequences of lessons; the quality of
teaching must be judged in terms of attainment in relation to the relevant
Teachers’ Standards and not on individual lessons.
When making judgements, the full range of evidence should be utilised, including planning, discussions with
trainees and pupils, pupils’ responses in lessons and in their work books, the quality and impact of trainees’
marking and feedback, trainees’ assessment and planning records and evidence of their own and their pupils’
progress and learning over time.
E. Assessment must be informed by evidenced, professional judgements which are accurate and
rigorous. Judgements need to be based on the quality of the trainees’ teaching overall and reflect
their impact on pupil progress and learning over time. Weaknesses or strengths in some of the
Teachers’ Standards may have significant impact on performance in others. It is essential that
all grades, comments (regarding trainee and pupil progress and learning) and targets are
aligned with the grade descriptors for the grade being awarded.
The Teachers’ Standards: using the Assessment and Grading Criteria (see appendices)
The Assessment and Grading Criteria are presented as a practical interpretation of the criteria for individual
trainee’s assessment linked to the bulleted sub-headings for each Standard.
The Assessment and Grading Criteria also reference the Ofsted criteria for judging the quality of outcomes
for trainees as set out in the ‘Initial teacher education inspection handbook’ (March 2015).
The Teachers’ Standards provide a benchmark of the minimum requirements for recommendation for QTS
that should be expected of trainee teachers by the end of their training. It is expected however that all trainees
exceed the minimum level and will exceed the Teachers’ Standards at a Good (grade 2) or Outstanding
(grade 1) level by the end of their training, with no trainee identified as Requires Improvement (grade 3).
The Assessment and Grading Criteria should be used formatively by those assessing trainees to help track
progress against each Standard, to determine areas where additional development might be required, where
an intervention needs to be in place, or to identify areas where a trainee is already exceeding the Standards
beyond the minimum level. Using the descriptors from the start of the programme inevitably means that
trainees may attain lower grades in the early stages of their training. This approach provides an opportunity
to map the trainee’s progress, highlight priorities for professional development, support target setting and
provide the trainee with a clear pathway to reach their potential.
Given the importance of ensuring pupils’ progress and learning over time, please note that when
making a summative judgement in Professional Practice 2 about a trainee’s attainment TS 2 is a core
Standard. If a trainee achieves a Good (grade 2) in this Standard they can only achieve a Good (grade
2) overall, however, they could still achieve some Standards at Outstanding (grade 1) (see appendix
1).
22
Guidance for Part two: Personal and Professional Conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The
statements in part two of the Standards define the behaviour and attitudes that set the required standard for
conduct throughout a teacher’s career.
Much of the evidence for this section will be found in other Standards and evidence specific to this section
will be exemplified on a day to day basis. Please note that additional evidence does not need to be collated
for this Standard.
Trainees should normally be evidencing Personal and Professional Conduct at an excellent level to be
Outstanding (grade 1). Trainees should be evidencing Personal and Professional Conduct at a consistently
high level to be Good (grade 2).
The weekly training session - The Learning Evaluation
The weekly meeting that the Mentor has with their trainee is a training session in which the Mentor should:
Observe the teaching and learning (the time to be devoted to observation will vary from trainee to trainee, and according to their circumstances and needs, however, 20 minutes, is the suggested time for most trainees)
Review pupils’ progress and the impact that the trainee is having on the learning (including discussions with pupils, observation of pupils’ responses in lessons and in their work books; gathering of evidence from the trainee)
Talk to the TA, or other adults
Review pupils’ work books, including a consideration of the impact of trainee’s feedback and marking)
Read the trainee’s files (e.g. planning and evaluation files, including evidence of the trainee’s own progress over time; assessment files, including records and evidence of pupils’ progress over time)
Discuss the trainee’s progress against targets, including the trainee’s self-assessment
Highlight the trainee’s achievement on the Assessment and Grading Criteria grid
Complete The Learning Evaluation Form
Signpost and deliver training against targets and ensure appropriate interventions, so that the trainee can address the targets
This meeting should be recorded on the Weekly Meeting Record.
The Learning Evaluation Form, which includes the Assessment and Grading Criteria grid, should be
completed in the following way:
1. The Mentor should write the trainee’s current targets at the top of the proforma (these should be
taken from the current targets that the trainee is working on). These targets should be reviewed in
the discussion with the trainee and evidence of these being addressed should be captured in the
review of current targets.
2. The Mentor should highlight or circle for each Standard descriptor (on the Assessment and Grading
Criteria grid) the aspects that are achieved in the lesson, so that the trainee is aware of the level
s/he is currently operating at. The main focus of the learning evaluation is the impact that the
trainee's teaching is having on the learning and the progress in the lesson.
3. The Mentor should then reflect upon the evidence of the impact that the trainee's teaching is having
upon the children's learning and the progress they are making. Using all the evidence from the
lesson observed, from the trainee's files, from pupils’ books, and from relevant discussions, the
Mentor should identify key strengths and areas to develop, linked to relevant Standards, using
the Assessment and Grading Criteria as a reference.
4. Targets for the trainee to work on over the coming week should be identified; these should be
referenced to the Standards, should identify both generic and subject specific targets, and a clear
indication of how the trainee can achieve these should be shared.
23
5. The Mentor and the trainee should review the highlighted Assessment and Grading Criteria grid to
ensure the trainee understands the level s/he is currently operating at, based upon all of the
evidence.
6. If any of the descriptors are highlighted in the Inadequate (grade 4) column this should be indicated
on the proforma and the trainee's Visiting Tutor should be contacted immediately so that
appropriate remediation can be instigated as soon as possible.
7. If a trainee is identified as Requires Improvement (grade 3) during Professional Practice phase 2,
the Visiting Tutor should be contacted immediately so that, depending on the stage of training,
Requires Improvement (grade 3) intervention strategies can commence.
8. One copy of the proforma should be given to the trainee and one copy should be retained by the
Mentor.
9. It is the responsibility of the Visiting Tutor to review the completed Learning Evaluation Forms and
to input the grades awarded on to the database.
Interim Assessment
At the mid-point the interim review meeting replaces the weekly meeting. A joint observation of, and
triangulation meeting with, the trainee by the Mentor and Visiting Tutor takes place. Interim grades against
each Standard are agreed and targets are reviewed and agreed. At the interim review the trainee is also
given an overall interim grade based upon their Standards grades.
The sources of evidence to be used are the same as those set out in the weekly training section above.
NOTE: TS 2 is a core Standard at the summative point of Professional Practice 2, if a trainee only
achieves a Good (grade 2) in this Standard they can only achieve a Good (grade 2) overall, however,
they could still achieve some Standards at Outstanding (grade 1).
For every Standard there should be an agreed grade based on a 'best fit'; (i.e. the majority of the
characteristics for that Standard being evidenced at that particular level).
The Mentor should complete the Interim Assessment Form indicating the current grade for the trainee and a
target grade (as indicted on the interim report form) for the trainee by the end of their training, based on the
evidence and the potential of the trainee. Upon completion, the Interim Assessment Form should be emailed,
within 24 hours, by the Mentor to EarlyYearsPartnership@edgehill.ac.uk
Summative Assessment of each Professional Practice
At the end of each Professional Practice a triangulation meeting replaces the weekly meeting. A joint
observation of, and meeting with, the trainee by the Mentor and Visiting Tutor takes place. Grades against
each Standard are agreed and targets are reviewed and agreed. The trainee is also given an overall grade
based upon their Standards grades.
The sources of evidence to be used are the same as those set out in the weekly training section above.
NOTE: In grading a trainee’s final Professional Practice TS 2 is a core Standard, if a trainee only
achieves a Good (grade 2) in this Standard they can only achieve a Good (grade 2) overall, however,
they could still achieve some Standards at Outstanding (grade 1).
When preparing a summative report it is essential that there is a clear alignment between the overall grade
awarded, the Standards’ grades awarded, the related commentaries and the targets which are set.
The final grade for Professional Practice 2 will be awarded as follows:
Outstanding (grade 1)
All trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the
Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in the majority of
the Standards for teaching and all related to their personal and professional conduct. Much of the quality
of trainees’ teaching over time is Outstanding (grade 1) and never less than consistently Good (grade
2).
24
For a trainee’s final grading to be 1:
o pupil progress and learning over time must be good or better than expected;
o a minimum of five Standards must be graded 1 overall, of which TS 2 must be a grade 1
o there can be no grade 3 or 4 for any Standard.
Good (grade 2)
All trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the
Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in some of the
Standards for teaching and all related to their personal and professional conduct. Much of the quality of
trainees’ teaching over time is Good (grade 2); some is Outstanding (grade 1).
For a trainee’s final grading to be 2:
pupil progress and learning over time must be at least as expected;
at least five Standards must be graded 2 overall, of which TS 2 must be at least a
grade 2
any grade 3 Standards must be scrutinised and would require grade 2 features
(utilising assessment against the sub-headings);
there can be no grade 4 for any Standard.
The Mentor should complete the End of Professional Practice Report form indicating the final overall grade
for the trainee. Upon completion of this it should be emailed, within 24 hours, by the Mentor to
EarlyYearsPartnership@edgehill.ac.uk in order that the information can support completion of transfer
information to be shared with employers.
The triangulation meeting will normally take place when the trainee has reached a Good (grade 2) or
Outstanding (grade 1) level in their teaching. The timescale for this meeting will be identified in the
Professional Practice handbook, however, a different date may be agreed for some trainees which will be
agreed between the Mentor, the Visiting Tutor and the trainee, and confirmed by the Programme Leader.
Trainees Requiring Improvement to become Good (grade 2) or Outstanding (grade 1)
Any trainee in this category (RI) from the end of Professional Practice 1 onwards needs to be considered as
a cause for concern as early as possible. As soon as a potential RI trainee is identified the relevant
supervising staff must be alerted and immediate intervention, including sharply focused short and longer term
targets for the trainee, should be agreed and recorded on the Intervention Plan (see appendix 2). Explicit
training actions should be defined, monitored and recorded; and weekly updates maintained. The
interventions to secure progress will be entirely dependent upon the trainee’s individual needs but may
include: tutorial meetings, bespoke training sessions, observation of outstanding practitioners, and additional
professional practice training days. A trainee who reaches the end of Professional Practice 2 at an RI (grade
3 level) will be referred to a placement panel, chaired by the Associate Dean (partnership), in order that
appropriate decisions about the required next steps in support can be made.
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Appendix 1
Outstanding (grade 1)
To be graded Outstanding (grade 1) overall the trainee must be graded Outstanding (grade 1) in five of the
Teachers’ Standards, this must include TS2. The remaining four Standards must be Good (grade two) or
higher to be Outstanding (grade 1) overall.
Example:
Standard Grade Given Example A
Overall Grade Given
TS1 1 This trainee would be Outstanding (grade 1) - five Standards are graded Outstanding (grade 1), as is TS 2. No Standards are below Good (grade 2). For a trainee teacher to be graded Outstanding (grade 1) they need to consistently be Good (grade 2) or better.
TS2 1
TS3 2
TS4 1
TS5 1
TS6 2
TS7 1
TS8 2
Good (grade 2)
For a trainee to be graded Good, (grade 2) they must achieve a Good (grade 2) in 5 of the Teachers’
Standards, including TS 2. For any TS graded as RI (grade 3) the trainees must show they have achieved
elements of Good (grade 2) within the Assessment and Grading criteria. No grades can be Inadequate
Standard Grade Given - Example C
Overall Grade Given
TS1 2 This trainee can be awarded a Good (grade 2) as five Standards are graded Good (grade 2), including the core Standard TS 2.
TS2 2
TS3 2
TS4 2
TS5 1
TS6 2
TS7 1
TS8 1
Example for Good (grade 2) continued.
Standard Grade Given - Example D Overall Grade Given
TS1 2 This trainee could be awarded a Good (grade 2) overall as the core Standard, TS 2, is graded Good (grade 2) and they have five Standards at Good (grade 2), or higher. I would expect the trainee to be able to demonstrate they have achieved elements of Good (grade 2) within the Standard graded RI (grade 3).
TS2 2
TS3 2
TS4 1
TS5 1
TS6 RI
TS7 RI
TS8 RI
Standard Grade Given - Example B
Overall Grade Given
TS1 2 This trainee would be awarded a Good (grade 2) if, through conversation with their Mentor, they could prove they had achieved elements of Good (grade 2) within TS 8.
TS2 1
TS3 2
TS4 1
TS5 1
TS6 2
TS7 2
TS8 RI
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Requires Improvement (grade 3)
This grade is below the minimum expectation for Phase 2 (final Professional Practice), therefore the trainee
will require RI (grade 3) intervention.
For a trainee to be graded Requires Improvement (grade 3), they will not have 5 or more higher grades,
they are likely to have a combination of grades. They cannot be RI (grade 3) if they are graded inadequate
(grade 4) in any Standard; this is a fail.
Standard Grade Given - Example E Overall Grade Given
TS1 RI This trainee would be Requires Improvement (grade 3); they do not have 5 or more higher grades.
TS2 2
TS3 2
TS4 RI
TS5 RI
TS6 RI
TS7 RI
TS8 2
Standard Grade Given - Example F Overall Grade Given
TS1 2 This trainee would be Requires Improvement (grade 3) because they are RI (grade 3) for TS 2.
TS2 RI
TS3 RI
TS4 2
TS5 2
TS6 2
TS7 2
TS8 RI
Inadequate (grade 4): failure to pass Professional Practice
Standard Grade Given - Example G
Overall Grade Given
TS1 2 This trainee would not be awarded a pass grade in this Professional Practice as one Standard has not been demonstrated at an adequate level.
TS2 2
TS3 2
TS4 2
TS5 2
TS6 2
TS7 Inadequate
TS8 2
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Appendix 2
Intervention Plan
Name of Trainee: Name of Mentor:
Programme: Name of Visiting Tutor
Professional Practice: Name of school, college, setting:
Target Teachers’ Standards Reference
Actions Update, include date
Signed:……………………………………Date:……………………………………………….Trainee
Signed: …………………………………..Date:……………………………………..…Visiting Tutor
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Lesson/session observation:
Lesson Observation length of time to be
decided by the observer (or joint
observers)
Did you see evidence of good/outstanding
teaching?
Yes
The teaching was good or better, the pupils
made good progress, the lesson was well
planned and suited the ability of the pupils
However the student has the potential to be outstanding, therefore
you may opt to observe for an extended period
of time (up to 10 additional mins)
The teaching was good or better, the pupils made good
progress, the lesson was well planned and suited the ability ofall
pupils.
Now evaluate another LE methods
No
Continue to observe-(up to 10 additional
minutes)
After an extended period of time the
lesson is still RI (or less) expect for phase 1 this is expected standard. Stop the observation
and look for evidence of pupil porgress using another LE methods
Every Learning Evaluation (LE)
should include the observation of the
trainee teacher. The length of
observation will vary, please use
professional judgement here. The
minimum period of observation
should be 20 minutes. See diagram
for details.
29
Trainees’ own evaluation of their impact on Learners’ progress and
learning over time
What is reflective teaching?
Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking
about if it works - a process of self-observation and self-evaluation. It is really important for trainee teachers
to reflect upon their own performance, in order to progress in their teaching.
What should a trainee reflect/evaluate their planning, teaching and assessment?
After each formal Learning Evaluation (at least once a week) it is really important that the trainee reflects on
the holistic Learning Evaluation. The trainee should identify:
-What went well?
-Why did this activity or technique work?
-What would I take from the lesson?
-What should I try to successfully use again?
Such reflection can often help to shape a trainee teacher’s preferred personal teaching style.
What can I do next time to improve?
In order to successfully reflect the trainees should also reflect upon their own personal areas for improvement.
This can be based on the lesson that was partially observed, the discussion with the EHU mentor, comments
made by the learners or other adults in the room, or the quality of the learners work. This should help the
trainee to form targets and identity clear areas for improvements.
The reflection form should then feed into the discussion for the next Learning Evaluation. The Visiting Tutor
will expect to see these reflection sheets when they carry out their joint Learning Evaluations.
Other Learning Evaluation methods: Comment and reflection should be formally recorded on the Learning
Evaluation template please state the correct reference code. (See table below for codes).
Learning Evaluation method
Guidance Additional comments
Discussion with Mentor / Teacher Dis/M
This is an important conversation for the Visiting Tutor to undertake. In order to make a successful judgement regarding the trainees’ progress, the Visiting Tutor needs to know how much support the trainee has received when: What should be discussed through effective questioning/discussion?
- Any concerns about the trainee? - How well has the trainee integrated into school
life? - Is the trainee consistent in their approach?
- Planning the lesson (how much is the trainees work?)
- Marking the books of the learners, how accurate is the marking? Does the marking reflect school policy?
- Differentiation-how much help/guidance was provided to ensure all learners made progress? Was the work suitable to the needs to the learners?
- How is the trainees’ progression in relation to their targets?
This is also a conversation the Mentor should have with the class teacher (if this is a different person) in order to gather a real insight into how much of the Learning Evaluation is a true reflection of the trainee teacher.
30
Discussion with Trainee Dis/T
This discussion should be based on the trainees’ self-reflection from the previous Learning Evaluation, this should also lead into a review of targets and progress made. This is also an opportunity for the trainee to talk about their intentions regarding the lesson and offer supporting evidence to reflect the learners’ progress. Trainees should also be asked to consider:
- Have you had the opportunity to observe ‘good’ practice? What did you take from these observations?
- Do you believe you adhere to school policy?
- Have you taken the opportunity to attend school CPD sessions?
See notes on- Trainees’ own evaluation of their impact on Learners’ progress and learning over time It is suggested that a ‘check in’ before the lesson observation as well as feedback after the Learning Evaluation would be beneficial.
Discussion with Learners Dis/L
Learners are the best to ask regarding their own personal progress. It is important the learners are challenged yet the work is accessibly.
- Did you understand the task?
- Did you enjoy the task?
- Is this type of lesson ‘normal’ for the trainee teacher?
- Did the work challenge you? Make you think?
- Did you understand the purpose of the task?
- What can you do now that you couldn’t do before?
It should be arranged for the Visiting Tutor/ Mentor to meet with a group of learners after lesson.
Discussion with TA / Other Adult
Other adults in the room often have a great insight in the needs to the children, so asking questions about the suitability of the work for selected learners is good approach. Other questions to consider: As a TA:
- Do you have an overview of the lesson before hand?
- Do you feel you are deployed effectively?
- Does the trainee seek advice regarding individual (this could be linked to differentiation, behaviour management, engagement etc.)
- Does the trainees seek reflection after the lesson? To consider:
- Has the trainee built an effective relationship with the other adult in the room?
This only applies if there is another adult in the room.
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Learners’ responses within in the lesson and in their books / work Bks
When observing the lesson looking at the work in learners books (or observing a group activity) is a good indicator for the progress made within the lesson. This also allow the observe to see progress made over time, ensure the learners are acting on feedback and that the marking is informing the planning Things you could enquire about:
- Did the learners understand the task?
- Did the learners enjoy the task?
- Is this type of lesson ‘normal’ for the trainee teacher?
- Did the work challenge them? Make them think?
- Did the learner understand the purpose of the task?
- What can you do now that you couldn’t do before?
This can take place throughout the lesson as an informal conversation or in the meeting with the learners after lesson.
Quality and impact of Trainees’ marking and feedback (where appropriate) M/Fbk
Things to consider:
- Does the feedback adhere to the schools policy?
- Does the feedback highlight what the learner did well and offer a next step?
- If applicable to school policy, is there evidence of learners acting on their feedback?
You could also ask the learners how the feedback helps them to make progress.
This is an opportunity to look at learners’ books throughout the lesson. However it is an expectation that the trainee should be responsible for providing three (or more) books of their choice to demonstrate pupil progress (where appropriate)
Trainees’ assessment and planning records in their files
All trainee teachers are asked to collate three files whilst on Professional Practice (See table below). It is important that these files reflect the trainee teachers’ ability to record assessment, produce lesson plans and lesson evaluations, evidence their Teachers’ Standards and collate subject knowledge.
The information contained with the trainee files should be used for their reflection activities and assessments.
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The Target Setting Process
Weekly review: to be carried out by the EHU Mentor, the same process should be carried during the Visiting tutor visits.
Assessment points:
Visit two: joint Learning Evaluation with the EHU Visiting Tutor. After the Learning Evaluation a triangulation meeting will take place with the Mentor, Visiting tutor and Trainee. The Interim for should be completed.
Final Visit: joint visit with the EHU Visiting Tutor. After the Learning Evaluation a triangulation meeting will
take place with the Mentor, Visiting tutor and Trainee. The End of Professional Practice form should be completed.
NOTE: TS 2 is a core Standard at the summative point of Professional Practice 2, if a trainee only
achieves a Good (grade 2) in this Standard they can only achieve a Good (grade 2) overall, however,
they could still achieve some Standards at Outstanding (grade 1).
The Learning Evaluation Form
Learning Evaluation
•Complete the Learning Evaluation template (weekly).
•Using the Teachers' Standards record evidence to show the standards addressed/achieved.
•Reference the Learning Evaluation method(s) used.
•The Assessment and Grading Criteria grid should be used when reaching a judgement.
KeyStrengths
•Key Strengths: Please make direct reference to the Teachers’ Standards and the range of evaluation methods.
•Record the impact of Teaching on the Learners’ Learning and Progress (within the lesson and over time). Please make direct reference to theTeachers' Standards and the evaluation method used.
•The Assessment and Grading Criteria grid should be used when reaching a judgement.
Areas to develop and target setting
•Areas to Develop, (please make direct reference to the Teachers’ Standards and the range of evaluation methods.
•Agreed New SMART Targets (please make direct reference to the Teachers’ Standards).
•The Assessment and Grading Criteria grid should be used when reaching a judgement.
Feedback Mentor and or Visitng
Tutor
•Review progress towards targets set, (both short term and long term targets.)
•Allow the celebration of the trainee success.
•The feedback should directly feed into the trainees Teachers' Standards.
Interim Report Form
•Each of the Teachers’ Standards should be graded (using the Assessment and Grading Criteria Grid). The rule of best fit should be applied here, trainees do not need to achieved every element of the standard.
•See the section on Core Standards for guidance on grading.
•A predicated grade should also be set for the end of Phase 2. .
End of Professional Report Form
• The Student should submit the End of Professional Practice report form to the Mentor 1 week before the triangulation meeting, the student section should be pre-populated by the student on week before the meeting.
• Each of the Teachers’ Standards should be graded (using the Assessment and Grading Criteria Grid). The rule of best fit should be applied here, trainees do not need to achieved every element of the standard.
• See the section on Core Standards for guidance on grading.
33
This includes the Assessment and Grading Criteria grid and should be completed in the following way:
10. The Mentor should write the trainee’s current targets at the top of the proforma (these should be taken from the current targets that the trainee is working on). These targets should be reviewed in the discussion with the trainee and evidence of these being addressed should be captured in the review of current targets.
11. The Mentor should highlight or circle for each Standard descriptor (on the Assessment and Grading Criteria grid) the aspects that are achieved in the lesson, so that the trainee is aware of the level s/he is currently operating at. The main focus of the learning evaluation is the impact that the trainee's teaching is having on the learning and the progress in the lesson.
12. The Mentor should then reflect upon the evidence of the impact that the trainee's teaching is having upon the children's learning and the progress they are making. Using all the evidence from the lesson observed, from the trainee's files, from pupils’ books, and from relevant discussions, the Mentor should identify key strengths and areas to develop, linked to relevant Standards, using the Assessment and Grading Criteria as a reference.
13. Targets for the trainee to work on over the coming week should be identified; these should be referenced to the Standards, should identify both generic and subject specific targets, and a clear indication of how the trainee can achieve these should be shared.
14. The Mentor and the trainee should review the highlighted Assessment and Grading Criteria grid to ensure the trainee understands the level s/he is currently operating at, based upon all of the evidence.
15. If any of the descriptors are highlighted in the Inadequate (grade 4) column this should be indicated on the proforma and the trainee's Visiting Tutor should be contacted immediately so that appropriate remediation can be instigated as soon as possible.
16. If a trainee is identified as Requires Improvement (grade 3) during Professional Practice phase 2, the Visiting Tutor should be contacted immediately so that, depending on the stage of training, Requires Improvement (grade 3) intervention strategies can commence.
17. One copy of the proforma should be given to the trainee and one copy should be retained by the Mentor.
18. It is the responsibility of the Visiting Tutor to review the completed Learning Evaluation Forms and to input the grades awarded on to the database.
34
Information for the Class Teacher
All school colleagues have a crucial role in providing a high quality training experience for trainees.
However, trainees consistently report that the role of the class teacher is crucial in relation to their
continued development and training. They have identified that the opportunity to build a professional
relationship with an outstanding teacher enables feedback to be given and received in a way which
complements that of the school based Mentor.
Your role is particularly valued in the following areas:-
Key Training Requirements – checklist
UG BA (Hons): Professional Practice Phase 1A, Phase 1B & Phase 2
PGCE: Professional Practice Phase 1B & Phase 2 only
Tick
√
Ro
le o
f th
e C
lass T
each
er
Meet with the trainee and discuss the following:
Induction to the classroom and routines
Induction to the children and their ability levels
Training in the specific use of the school’s planning and assessment systems
Training and support in relation to the management of behaviour and classroom organisation in
the base classroom
Opportunities for your trainee to observe your teaching and discuss the approaches you employ
Joint teaching or planning sessions
Daily evaluative feedback and developmental ideas
Identification of further training opportunities in school
35
Information for the Mentor in School
The support you give our trainees is vital in ensuring that they are able to make excellent progress in
developing as outstanding teachers. Please follow the checklist, to guide you as you support the trainees
being trained by you.
Trainees will begin each Professional Practice with a range of starting points in terms of experience and
confidence. Please keep this in mind as you support their development. Your trainee’s progress is under your
direction and you may choose a variety of approaches to support their training which may include joint
teaching, joint planning, and observation of teachers in other classrooms as well as discussion of progress.
A trainee is not able to pass a Professional Practice until the University has received a copy of the
‘End of Professional Practice Report Form’. This form can be downloaded from the Partnership
Website:http://www.edgehill.ac.uk/educationpartnership/early-years-education/professional-
practice-information/
Key Training Requirements – checklist
Tick √
Ind
uc
tio
n
Meet with the trainee and discuss the following:
An introduction to the school context including: school organisation, routines, school policies (Health and Safety, child
protection), planning and assessment systems used by school.
Discuss Professional Practice targets with the trainee (use the Trainee Profile form to assist with this).
Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any concerns with the trainee.
Support the trainee in gaining access to information and resources they may need.
Ensure trainee is clear of planning expectations for groups and any whole class teaching for induction week.
Discuss specific tasks required of the Professional Practice and ensure a timetable for completion is agreed.
Introduce relevant schemes of work.
Complete and sign attendance record.
Each w
eek o
f P
rofe
ssio
nal
Pra
ctice (P
P)
Learning Evaluation including observation of the trainee teacher; give verbal feedback plus complete, sign and discuss
written feedback (using the Edge Hill University Learning Evaluation (LE) proforma, as soon after the evaluation cycle as
possible).
Discuss Professional Practice targets with the trainee as a result of the LE, using the Assessment and Grading Criteria as a tool.
Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any concerns.
Support the trainee in accessing information and resources.
Ensure trainee is clear of planning expectations for groups and whole class teaching for each week of the Professional Practice.
Discuss specific tasks required of the Professional Practice and ensure a timetable for completion is agreed.
Complete and sign attendance record.
Raise any concerns with the Visiting Tutor.
Mid
PP
Complete a joint Learning Evaluation with Visiting Tutor and complete the Interim Assessment Form together, ensuring that this
is shared with the trainee. Provide the Visiting Tutor with the weekly observation grades to date.
Review trainee progress towards the requirements of the Professional Practice and set clear targets.
Begin to consider the content of the final report form.
Fin
al W
eek Complete the End of Professional Practice Report Form. Share and discuss this with the trainee and Visiting Tutor in a
triangulation meeting and ensure the report is agreed and signed.
Complete and sign trainee attendance record, subjects taught document and any other document required by the Professional
Practice.
Complete the online evaluation (you will receive an email with the link).
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Information for Visiting Tutors
UG BA (Hons): Professional Practice Phase 1A, Phase 1B & Phase 2
PGCE: Professional Practice Phase 1B & Phase 2 only
It is critical that the school alerts the Programme Lead (UG) or Pathway Lead (PG) if the Visiting Tutor
visits have not taken place. This is an integral part of the programme and it is therefore essential each setting
receives the correct number of visits.
During the Professional Practice you will undertake three visits, the timings of which are indicated below.
Please ensure that both trainee and the school based Mentor understand that you are the first point of contact
in between visits if required. Additional visits may be required and these can only be undertaken once
confirmed by the relevant Professional Practice Leader.
Please ensure that each of your visits are recorded on the Partnership Database. This MUST take place
within 48 hours of the visit, as it is a critical part of your Visiting Tutor role.
Mentor Class teacher Trainee Tick √
Vis
it 1
– I
nd
uc
tio
n v
isit
Guide the Mentor to the on-line ITT Mentor training package http://www.edgehill.ac.uk/educationpartnership/early-years-education/training-for-edge-hill-university-partnership-trainers/ and the crucial role of the Mentor. There is now open access to the training package.
An introduction to the school (if needed) to include: school organisation, routines, school policies (Health and Safety, child protection) planning and assessment systems used by
school.
Ensure Professional Practice targets have been set with the trainee: are the targets SMART, robust and are regularly reviewed?
Ensure a timetable for completion is agreed and is appropriate for effective completion of the Professional Practice.
Ensure the trainee knows where to access information and resources they may need within the school setting.
Check paper work has arrived show where the signposts are for the paper work http://www.edgehill.ac.uk/education/education-partnership. This includes the Learning Evaluation forms, the Interim form etc. Ensure the setting feel confident in their role
Ensure the setting is familiar with the stage of the trainee’s progression. Are their expectations realistic and reflect where the trainee is regarding their development within the series of PP? The expectations are clearly outlined on page 9, you may like to guide
your Mentor through the expectations.
Meet the trainee regarding their experience within the setting. The conversation may include: What elements of the placement have you enjoyed? What success have you had so far within the PP? Do you have any concerns? Check the trainee files are in order and reflect the expectations of the programme. NB: it may be better to have this conversation with just the trainee
Do all concerns (if any) have an agreed action?
When the trainee is ready ensure
the trainee is clear of planning expectations for groups and any whole class teaching.
Joint Observation.
This should be arranged at the convenience of all parties involved. It could be with the Visiting Tutor and the class teacher or the Visiting Tutor and the Mentor.
37
Mentor Class teacher Trainee Tick √ V
isit
2
Prior to the Learning Evaluation observation ensure there are no new issues and that any concerns previously raised are being addressed.
Complete a joint Learning Evaluation observation with class teacher or
Mentor. Through a triangulation meeting complete the Interim Assessment Form together. This form MUST be completed using the Assessment and Grading Criteria Form. Ensure the grading is shared with the trainee. A predicted grade for the end of training should be added to the Interim Form.
VT observe the feedback given to the trainee.
Review Professional Practice targets with the trainee as a result of the observation, using the Assessment and Grading Criteria as a tool.
Maintain an overview of the trainee’s engagement with the Professional Practice and discuss any concerns
Collate ALL lesson observation grades and ensure ALL the observation
grades including the observation from today are uploaded on the Partnership Database
Complete and sign attendance record.
Joint Learning Evaluation.
This should be arranged at the convenience of all parties involved. It could be with the VT and the class teacher or the VT and the Mentor.
Vis
it 3
Prior to the Learning Evaluation ensure there are no new issues and that or any concerns previously raised are being address.
Complete a joint Learning Evaluation observation with class teacher or
Mentor.
Observe the feedback given from the class teacher or the Mentor.
Complete ‘End of Professional Practice Report Form’; share and
discuss this with the trainee and Mentor in a triangulation meeting and ensure the report is agreed and signed.
Along with the Mentor, complete and sign trainee attendance record, subjects taught document and any other document required by the Professional Practice.
Collate ALL remaining lesson observation grades and ensure ALL the observation grades including the observation from today are uploaded on the Partnership Database (formerly the POD)
Advise the class teacher or the Mentor how to access the online evaluation (they will receive an email with the link).
38
Role of Partnership Quality Officer (PQO)
The Partnership Quality Officer is a key quality assurance role in the Edge Hill University ITT Partnership. A
Partnership Quality Officer is identified for a group of schools, colleges or settings and makes contact with
them via a visit or a telephone call to ensure that all trainees are receiving their entitlement to training, that
the training they are receiving is high quality and that all expectations are being met by the school, college,
setting. They ensure that there is consistency in training across the ITT Partnership and identify any effective
practice that can be shared across the Partnership.
The Partnership Quality Officer responsibilities include the following:
1. Work with a designated group of identified partner schools, colleges, settings (cluster) to
assure and enhance the quality of the Professional Practice and the training for Edge Hill
University (EHU) trainees in each school, college, setting
2. Share the vision and priorities of working in Partnership with the identified contact in each
school, college, setting
3. Take responsibility for the knowledge EHU holds on each school, college, setting
4. Work with the identified contact in each school, college, setting to ensure that the
partnership agreement is signed and fulfilled appropriately
5. Ensure all trainees are receiving their support entitlement from all the Edge Hill University
Mentors
6. Identify any trained/ untrained EHU Mentors, when they were trained and by whom, and
take appropriate action
7. Arrange a once termly visit or phone call, depending on whether a trainee/s are in the
setting, to schools, colleges, settings on their cluster list to meet with the identified contact
in each school, college, setting and trainees
8. Provide update training to identified contact in each school, college, setting on the
allocated cluster list
9. ‘Signpost' staff to the relevant departments within EHU for Professional Development and
School Improvement
10. Support the completion of the requests for offers that each setting completes
11. Check the Partnership database, prior to a PQO visit
12. Be the point of contact between the school, college, setting and EHU for additional
Professional Practice requests
13. Liaise with Central Student Recruitment to share key messages about working in
partnership with EHU
14. Complete a full report, termly, on schools, colleges, settings within the allocated cluster
15. Retain a paper copy and submit an electronic copy of the report within 1 week of the visit
to the AHOA with Partnerships responsibility
Any issues or concerns identified are addressed by either the PQO, the Professional Support Team or the
AHOA as appropriate. Once a term the Assistant Head of Area collates all PQO responses and produces a
termly report for the Partnership Programmes Board
39
Information for trainees – who do I ask if have a query of concern?
Responding to trainee concerns - lines of communication (related to Professional Practice)
Additional information related to Professional Practices
Issues of a more practical nature, such as transport, finance, etc., should be raised by completing
the appropriate form, available from the FoE Reception
Any concerns or personal issues regarding the Professional Practice, e.g., medical conditions,
personal issues, financial issues, etc., should be reported within one working day of the notification
of the Professional Practice by completing a Professional Practice Rejection Form, obtainable from
FoE Reception. This will then be scrutinised by both the Professional Practice Leader and
Programme/Pathway leader, who will need to support the submission, and the Assistant Head of
Area/Head of Area who will make the final decision. Please be aware that, in some cases, further
documentary evidence, e.g., a doctor’s note, may be required.
All trainees should have considered all other options, e.g., submitting a Transport Request Form
(when required travel is very difficult), or applying for additional funding (when genuine financial
hardship is a factor), as the refusal of a Professional Practice Rejection Form could result in failing
the Professional Practice on a technicality, i.e., a trainee has been offered a suitable Professional
Practice but have declined it.
Trainees must complete a minimum number of days/hours in school/college/setting. If a trainee does
not complete these days, they will not be compliant and they cannot be recommended for QTS at
the end of the Programme. Trainees may need to make up extra days at the end of the Professional
Practice.
Trainees should work alongside qualified teachers when planning out of school/college/setting
activities. The final arrangements and risk assessments are the responsibility of the
school/college/setting.
For wider support outside the faculty please access support from Student Services or Learning Services.
Student Services for
Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support
Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday
Tel –- 01695 584554 https://www.edgehill.ac.uk/studentservices/student-information-desk/
Learning Services for
Library/ IT help / Media Facilities /SpLD support
Tel – 01695 650800 Email, live chat or text message – ehu.ac.uk/askus https://www.edgehill.ac.uk/ls/about/
If you have a concern or query in relation to your Professional Practice.
If your Professional Practice has not yet started please contact your Personal Tutor
If your Professional Practice has started then please contact your Mentor or your Visiting Tutor.
If necessary your Personal Tutor or Visiting Tutor will refer your queries or
concerns on to your Programme/Pathway Leader. NB: Due to data protection
we cannot discuss your training with anyone other than you. NB: You should not
make contact with the Dean of Education or the Head of Area.
40
Planning and Assessment
Within University based sessions and other Professional Practices trainees will develop their knowledge and
understanding of how to plan effectively and assess for pupil progress.
During the Professional Practice, your trainee will need careful induction into how your school undertakes
these processes. During any Professional Practice it is permissible and advisable for a trainee to use the
planning structures and proformas within school. However, the generic short and medium term planning
exemplars are included on the Partnership Website www.edgehill.ac.uk/educationpartnership/early-years-
education/training-for-edge-hill-university-partnership-trainers/ may be adopted during a Professional
Practice.
All trainees should complete a lesson evaluation proforma for every lesson they plan and deliver. The
reflections from these should help Mentor in school and the trainee to set relevant targets.
Additionally, during your trainee’s time with you they will observe a range of outstanding teachers in different
classes. It is crucial that trainees capture this information and are supported in reflecting how this practice
can impact on their continued development. This is a very challenging skill for trainee teachers who may
need support in this process
Personal and Professional Development (PPD)
Personal & Professional Development (PPD) is the foundation of all that we as a Partnership do with trainees,
both in University and with you as school-based mentors. The PPD element of the curriculum is academically
assessed through written assignments, alongside the portfolio aspects of curriculum subjects and school
based Professional Practices. The following information sets out what the trainees learn before each
Professional Practice in University and what they need to learn in school whist on Professional Practice from
their Mentor and Class Teacher.
However, please use this flexibly depending on the context of the school and the particular targets identified
for the trainee.
Professional Practice Phase 1A
Teachers’
Standards: EHU training has provided: Expectations of school-based training:
T8
Expectations of a trainee teacher
Expectations of a trainee teacher in the classroom and school time management school and class routines contextual analysis
T8 Effective professional relationships focusing on
role of support staff Working as part of a team – understand the role of
TAs and other adults in the classroom
T8 Safeguarding – an initial introduction Share policies and procedures
T3, T4, T5,
Introduction to the role of the EYFS/ National Curriculum (including spiral learning) and an overview of the planning process – trainees will have experienced how to annotate short term plans to inform learning experiences for small groups within adult led tasks and continuous provision.
Give a working overview of the planning process Share planning documents with trainees Give trainees practical opportunities to see the
planning / teaching process in action Give trainees opportunities to follow teacher’s
plans to work with small groups
T6, T7 How to observe in the classroom
Provide opportunities for focused observations of a range of experienced professionals across subject areas and also of children in a variety of contexts
T1, T2, T4,
T6
Introduction to classroom terminology and AfL
Learning theories – trainees will have an understanding of how theory links to practice
Give a clear explanation of classroom acronyms (i.e. LO etc.). Share any AfL strategies used in your classroom
41
T5, T7 Introduction to possible barriers to learning Share class information and strategies used to meet
the needs of all children (including unseen children, EAL, SEN/D, G&T, ethnic minority, etc)
Professional Practice Phase 1B
Teachers’
Standards: EHU training has provided: Expectations of school-based training:
Consolidation of everything in Phase 1a and... Consolidation of everything in Phase 1a and ….
T1, T2. T3,
T4
Curriculum: Understand how to make learning
motivating and engaging (including P4C, LOtC, (not part time UG trainees) Mantle of the Expert, TASC wheel, de Bono)
Medium term planning
Give trainees opportunities to explore a range of teaching and learning strategies. Share examples of effective medium term planning and model how these inform short term plans
T2, T4, T5 Lesson planning and progression
Creativity in lesson delivery
SEN – the role of the Senco and supporting children with SEN
Have the opportunity to identify specific examples of how learning theories link to actual practice in the classroom, and begin to apply this in their own planning and teaching
T1, T7, T8 The importance of a positive teacher / pupil
relationship, including an awareness of more complex behaviours and management of these
Allow trainees access to class and school reward and sanction systems and policies. Where appropriate to develop their own systems of classroom management
T8 Effective professional relationships focusing on
role of support staff and parents Give the opportunity (if appropriate) for trainees to
attend a parents’ evening.
Share systems of communicating with parents with trainees – e.g. letters home, reports, etc.
T1, T2, T5 An introduction to Individual Education
Plans/Education and Health Care Plans Share examples of IEPs/EHCPs with trainees and
how these work in practice
T2, T6 An overview of summative and formative
assessment Demonstrate how formative and summative
assessment is used in class and in school in relation to pupil progress
T4 Effective use of learning time (including
independent learning, homework, guided group work etc.)
Share timetables with trainees, enable them to observe effective teaching strategies. View examples of effective homework and how this links with class learning
T8 Safeguarding – to know how professionals work
together Share policies and procedures
Professional Practice Phase 2
Teachers’
Standards: EHU training has provided: Expectations of school-based training:
Consolidation of everything in Phase 1a and 1b
and … Consolidation of everything in Phase 1a and 1b and ….
T2, T6 The wider role of the teacher, including
accountability with regard to pupil progress – SATs, OFSTED, individual progress and attainment
Share school and class policies and procedures with regard to assessment, inspections and classroom observations and performance management
T1, T2, T5 An understanding of how to inspire and
motivate all children in a diverse classroom Give trainees opportunities to explore and use a range
of teaching and learning strategies to motivate and include all children
T8 Reporting pupil progress to a range of
audiences
Give trainees opportunities to celebrate children’s achievements through activities such as report writing, school assemblies, notes home to parents, parents’ evenings, etc.
T1, T8 Employability:
Writing letters of application Interviewing techniques Observation lessons
Support trainees as appropriate with their job applications (e.g. reading letters and ideas for teaching)
42
Key Priority Checklists
Whilst in school, trainees will continue to receive training in relation to both their subject knowledge and their
pedagogical skills linked to the following National Priorities: Many of the National Priorities will be addressed
through the Enhancement Placement, however trainees should track these priorities and alert their mentor if
they are needed extra support of experience which a priority areas.
Teaching pupils with SEN/D
Teaching Eaarly Reading & Systematic Synthetic Phonics
Mathematics
Behaviour and Discipline
Teaching pupils with English as an Additional Language
Assessment
In order to support trainees and mentors in identifying areas for development, school partners have been
involved in mapping the progression that needs to take place in order for trainees to be well-prepared to
embark upon their first teaching posts.
This should be used to shape self-assessment, reflective discussions, to track progress and to identify next
steps. To further support trainers, specific training has been linked to the relevant Professional Practice.
However, this can be used flexibly depending on the context of the school and the particular targets
identified for the trainee.
Teaching pupils with SEN/D
Professional Practice Phase 1A (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
The role of the class teacher in relation to managing SEND
How the needs of learners with SEND are addressed
How SEN is managed within the school setting
The roles of responsibilities of other adults in relation to SEND
The roles of external staff / agencies in the SEN process
Observing children with a range of SEND and being supported in reflecting how learning is presented at their
developmental (rather than chronological age)
Professional Practice 1B (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
The role of the SENCO in managing SEND, supporting teachers and children.
How differentiation and inclusion are effectively managed in the classroom
How planning is organised to cater for children with SEND
Professional Practice Phase 2
Trainers to provide school based training on the following, Comments/update
How planning consistently addresses the needs of children with SEND.
How the needs of all learners can be consistently addressed in an inclusive way.
Early Reading & Phonics
Professional Practice Phase 1A (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
An induction focusing on the structure of the programme and materials used in teaching and assessing
systematic synthetic phonics including phonically decodable texts and reading schemes
Opportunities to observe quality systematic phonics teaching at KS1
Opportunities to plan, teach and assess a sequence of 3 phonics sessions with a small group of children
43
Professional Practice Phase 1B (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
An induction focusing on the structure of the programme and materials used in teaching and assessing
systematic synthetic phonics including phonically decodable texts and reading schemes
An opportunity to observe a systematic synthetic phonics session in KS1 and then, with the support of the
class teacher, plan and deliver a sequence of 3 phonics sessions with the group of children observed. One
of these sessions to be observed and graded using the systematic synthetic phonics observation prompt to
give the trainee subject specific feedback leading to specific target setting for phonics. This should happen
in KS1 even if the trainee is placed in KS2.
Professional Practice Phase 2
Trainers to provide school based training on the following, Comments/update
An induction focusing on the structure of the programme and materials used in teaching and assessing
systematic synthetic phonics including phonically decodable texts and reading schemes
Opportunities to observe high quality phonics teaching across the school
Opportunities for trainees to ensure they have successfully taught phonics and spelling at all phases across
their school placements according to individual trainees’ professional development needs.
Mathematics
Professional Practice Phase 1A (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
Observation of the teaching of mathematics in their base class and across the school/setting with a specific
focus on calculation
How mathematics is planned for in their base class with a focus on differentiation
Discuss school progression documents and planning overviews for mathematics (with either Mathematics
Subject Leader or Class Teacher)
The resources that are available to support the teaching and learning in mathematics
Professional Practice Phase 1B (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
Observe the teaching of mathematics in their base class and across the school/setting with a specific focus
on addressing errors and misconceptions and effective mathematical questioning
How mathematics is planned for in their base class with a focus on differentiation
How to utilise support staff in mathematics lessons
Discuss school progression documents and planning overviews for mathematics (with either Mathematics
Subject Leader or Class Teacher)
Teach mathematics with a specific focus on calculation in another classroom
Professional Practice Phase 2 (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
Observe the teaching of mathematics in their base class and across the school/setting with a focus on
problem solving, enquiry and/or mathematical reasoning
How mathematics planning in their base class with a focus on differentiation
Discuss school progression documents and planning overviews for mathematics (with either Mathematics
Subject Leader or Class Teacher)
Teach mathematics with a specific focus of problem solving and mathematical reasoning
Behaviour
Professional Practice Phase 1A (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
The school behaviour policy and how it is applied
The use of sanctions and rewards
How transitions, routines and relationships are managed in the school and classroom and how these impact
on behaviour
How effective teacher-pupil relationships impact on behaviour
To develop profiles of individual children which provide the trainee with opportunities to consider why the
child exhibits certain behaviour
Professional Practice Phase 1B (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
Observations of teachers in other key stages with a specific focus on behaviour management.
How their teaching, learning and relationships impact on behaviour
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Professional Practice Phase 2 (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
Developing their own behaviour approaches and effectively implementing these in the classroom.
Trainees should receive specific feedback (and targets if appropriate) in relation to their behaviour
management through planned observations.
English as an Additional Language (EAL)
Professional Practice Phase 1A (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
The schools’ policy on pupils who are newly arrived in the school and have English as an Additional language
(EAL)
The role of the class teacher and teaching assistants in supporting a pupil with EAL
How to support a newly arrived pupil who has little or no English
Professional Practice Phase 1B (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
The schools’ policy on pupils who are newly arrived in the school and have English as an Additional language
(EAL)
The role of the class teacher and teaching assistants in supporting a pupil with EAL
How to support a newly arrived pupil who has little or no English
Roles and responsibilities of external staff and organisations (EMASS and NALDIC) that support EAL pupils
Professional Practice Phase 2
Trainers to provide school based training on the following, Comments/update
The schools’ policy on pupils who are newly arrived in the school and have English as an Additional language
(EAL)
Assessment of all EAL learners
How to work with parents to support an EAL pupil
Differentiation of class activities, the classroom environment, staff and planning for EAL pupils
Adapting planning to support all EAL pupils no matter what level of language acquisition they have
Assessment
Professional Practice Phase 1A (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
How formative assessment is organised
Record keeping systems
How assessment information is used in planning
How assessment is planned for
The ways in which learners are assessed
Professional Practice Phase 1B (UG) Phase 1 (PG)
Trainers to provide school based training on the following, Comments/update
Formative and summative assessment is organised
Pupil Profiling
The effective use of additional adults in the assessment process
Planning for assessment through medium term planning
How the achievement of individuals and groups is used within subsequent planning
Professional Practice Phase 2
Trainers to provide school based training on the following, Comments/update
Assessment of children’s learning within the curriculum
Reporting to parents (written and verbal)
The consistent application of assessment for learning
The consistent use of effective record keeping
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Trainee Information
Timetables
For information regarding student’s timetables and suggested window for Professional Practice dates,
please refer to the specific Programme Handbook.
All Handbooks are available online and can be found at:
http://www.edgehill.ac.uk/educationpartnership/early-years-education/programme-handbooks/
Trainee absence from School
Trainees who unavoidably miss occasional Professional Practice days will be required to give full
and prompt explanations to the school/setting and to Edge Hill University. Where absences are
repeated, the Mentor or Visiting Tutor may ask trainees for documentary evidence of the reasons for
absence.
If you are absent for unavoidable reasons, you should:
Notify the school before 8am of the reason for and expected duration of any unscheduled
absence.
Notify Edge Hill University on earlyyearspartnership@edgehill.ac.uk
Make up any missed teaching and observations when you return to school, at the expense
of Self-Managed Time.
Expenses
Prior to starting Professional Practice a trainee will need to think about expenses that they will incur until they
receive them back e.g. transport and decide if they can manage these costs. Trainees can seek advice on
how to manage their money from the Student Money Advisors. For further information please contact
moneyadvice@edgehill.ac.uk .
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Professional Practice Files
Trainees are required to maintain well-organised Professional Practice files. They must be prepared in
advance of the practice and kept up to date. These are documents that will be shared with class teacher,
Teachers, Mentor, Visiting Tutors and External Examiners. Those responsible for monitoring trainee progress
will make written comments and provide detailed assessment, using the Edge Hill University proformas,
which must be kept in the files. The files must contain evidence of trainees’ planning, teaching, evaluation,
assessment, self-reflection and targets.
Each trainee is to have 3 school files (although they may have more than one of each by
the end of a long Professional Practice).
File 1 = Evidence of Feedback and Targets and must include:
File 2 = Planning and Lesson Evaluation
File 3 = Assessment and Record Keeping
Trainee Profile Lesson Plans (annotated plans)
Group records
Individual Development Plan – Professional Practice target section
Medium Term Plans (or annotated school versions to reflect understanding)
Whole class records
Completed Report Forms – to date
Learning Evaluation reflection Further notes as appropriate
Highlighted Assessment and Grading Criteria grids
Copies of the school polices (especially the behaviour policy)
Child profiles/case studies to highlight how you have impacted on progress
PP1a – 2 children PP1b – 3 children PP2 – 3 children
Timetable
Attendance record
Code of Conduct
Log of Mentor/Personal Tutor meetings
All Learning Evaluations collated from current and previous Professional Practice
Previous Assessment and Grading Criteria records
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Ofsted Inspection of Initial Teacher Training and Partnership Role
The inspection process is a two part process and the University and its Partnership will have two days
notification of an Ofsted Inspection.
Stage One – can take place at any point during the summer term; with a focus upon the quality of training
and observations of trainees teaching (final year trainees) and learners’ progress.
Stage Two – will occur in the autumn term, following the completion of the training programme and will focus
on the quality of NQTs’/Former Trainees’ teaching and learners’ progress as a result of the training provided
by the Partnership.
The Inspection of ITT will focus on three key areas of judgement:
Outcomes for Trainees
Quality of Training across the Partnership
Leadership and Management of the Partnership
Inspection activities will include:
Observation of trainees teaching and learners’ progress
Discussion with trainees
Observation of school-based mentors
Discussion with school-based mentors
Observation of university-based teaching sessions
Discussion with university tutor teams
Discussion with NQTs/former trainees
As a Mentor your discussion with Ofsted Inspectors will focus on the following:
Have you been trained by Edge Hill University’s partnership to undertake your role as a
school-based mentor?
When were you last trained? Please note that your training happens every time you meet
with the University Tutor/Visiting Tutor.
What are the area’s current priorities for improvement?
How well do trainees attain in your school/college/setting?
How is the trainee you are currently training progressing? What grade is s/he currently
operating at and what are his/her current targets?
How is your voice heard within the Edge Hill University partnership?
How effective is the communication from the university?
How do you evaluate the training that takes place in your school/setting and what is the
improvement process that is undertaken?
If you need any help, advice or support with this aspect please contact
EarlyYearsPartnership@edgehill.ac.uk and a member of the team will be in touch.
The Partnership Training Calendar is available on the website
www.edgehill.ac.uk/educationpartnership/early-years-education/
The Early Years Education Area website has details of all training events, networks and access to the Online
Training Package. You will also find our latest Improvement Priorities for the Early Years Education Area.
48
Insurance
Edge Hill University assumes that you will have Employer Liability and Public Liability insurance in place for
the period of the Professional Practice/Placement and that these will apply to a trainee/student as they would
to any other member of your staff. If this is not the case, or if this creates any problems or questions, please
let us know at the earliest possible date.
Edge Hill University (Associate) Tutors
Edge Hill University Tutors who have only occasional contact with pupils and are not left unsupervised with
children, do not require DBS / CRB clearance, provided they are at all times in the company of individuals
that have been cleared.
Health Clearances
All trainees/students on entrance to a programme must complete a health assessment form, which is
forwarded to our Occupational Health Service provider for assessment and, where necessary, further
discussion or examination by a qualified Occupational Health Nurse Practitioner or Consultant.
Teachers and those training to become teachers need a sufficient standard of health and physical fitness
(Fitness to Teach, 2007). Teaching is a demanding career and teachers have a duty of care for the pupils in
their charge. The health, education, safety and welfare of pupils are an important factor in deciding on an
individual’s health and physical capacity to train and subsequently to teach.
Sometimes health problems only emerge after a trainee/student has started their programme. If these could
affect ‘fitness to teach’ then it is important that you raise any concerns that you have with the
Placement/Course Leader. This will enable the programme team to decide on the appropriate course of
action.
These procedures may additionally include the completion of a Risk Assessment.
Pregnancy
Disclosure of pregnancy is at the trainee/student’s discretion, but in the interests of health and safety and to
ensure that appropriate support is provided, we strongly advise trainees/students to make this known to their
tutor or other appropriate member of University staff at an early stage.
On the occasion that a trainee/student discovers that they are pregnant mid-placement; they should inform
their mentor or teacher. If this happens, please ask the trainee/student to contact their University tutor.
Alternatively, ask their permission to contact the University.
We will then organise risk assessment procedures to be carried out within two working days of notification
and identify appropriate steps to support the trainee/student and partner institution. If the pregnancy goes
beyond 34 weeks, the trainee/student must provide a note from their doctor stating that she is fit to work.
49
A Flow Diagram of the Risk Assessment Process if a Trainee/Student is Pregnant
Trainee Teacher/Student advises Personal Tutor of pregnancy OR has
given birth in last 6 months OR is breast feeding
Trainee Teacher / Student
Copy of Risk Assessment Forms to be retained by Professional Practice/
Placement Mentor
Personal Tutor undertakes a full Risk Assessment with the Professional Practice/Placement Mentor and
Trainee Teacher/Student
Personal Tutor, Professional Practice/Placement Mentor and Trainee Teacher/Student determine the
suitability of Professional Practice/Placement
Edge Hill Pregnancy RiskAssessment to be completed
New Professional Practice/Placement sought and process begins again. This may
cause a delay to the actual start date
If unsuitable:
Trainee Teacher/Student to provide Personal Tutor with the MAT B1 proforma
when provided by GP (after 20 weeks)
If unsuitable:
Personal TutorProgramme
LeaderCourse /
Year LeaderHead of
Area
Copy to be provided to:
50
Trainee Teacher/Student advised to contact Personal Tutor and Professional Practice/Placement Mentor to re-assess if there are any new health concerns relating to the pregnancy
Carry out a Risk Assessment based on the initial assessment and any medical advice provided by the Trainee Teacher’s/Student’s GP or midwife
Edge Hill University has the right to pause (or transfer) the Professional Practice/Placement if it is felt that this will be harmful to the pregnant mother or baby’s health
Has a risk been identified?
Postpone (defer) the Professional Practice/Placement
for as long as necessary
Regularly monitor and review*
Can the risk beremoved
Remove Risk
*Risk Assessment should be reviewed on a weekly basis by the Personal Tutor
No Yes Yes
No
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DSO – Designated Safeguarding Officer FoE – Faculty of Education
HoA – Head of Area
SAFEGUARDING: MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A
CHILD/VULNERABLE ADULT
Safeguarding is everybody’s responsibility and there may be occasions where we need to act quickly to
identify and minimise any risks to children/vulnerable adults.
This policy sets out the actions that must occur if a student/trainee has a concern for the safeguarding4and
welfare of a child/vulnerable adult during the Professional Practice element of their programme. It also
clarifies how a student/trainee will be supported throughout any process of enquiry.
POLICY TITLE MANAGEMENT OF A CAUSE FOR CONCERN ON
PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
NEXT REVIEW DATE June 2017
REVIEW RESPONSIBILITY K McCormack
LAST REVISION MADE June 2016
The following sets out the actions to be taken by a student/trainee and Faculty staff
* The FoE (DSOs) are Karen McCormack, email: mccormak@edgehill.ac.uk, Tel: 01695 650994, and Leon Fraser,
email: fraserl@edgehill.ac.uk, Tel: 01695 584314.
Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported
(please note the specific details should not be shared).
4 Please note this procedure also applies to a cause for concern which may fall under The Prevent Duty
Student/trainee must inform the
setting/college/setting’s DSO immediately
(within 24 hours) using the details
provided during the induction into the
Professional Practice.
Student/trainee must inform the Faculty of Education DSO immediately
(within 24 hours) using the designated email safeguarding@edgehill.ac.uk
and must be copied to the appropriate HoA.
The HoA will ask the trainee to complete an incident reporting form and
submit this to the Faculty DSO, who will refer to the appropriate body, as
necessary (and concerns of a serious nature will be reported directly to the
local authority’s Safeguarding Officer).
The HoA will advise the student/trainee to seek
support from their Personal Tutor.
The HoA will advise the student/trainee to seek support from their Personal
Tutor.
The setting / college / setting’s DSO will
guide and support the student/trainee in
following the setting/college/setting’s
relevant procedure.
The FoE’s DSO will contact the *relevant setting / college / setting’s DSO to
ensure the appropriate procedures are in place.
Student/trainee to be informed of outcome by HoA.
As appropriate, the HoA will work with the relevant Personal Tutor to ensure
the student/trainee is supported in their Professional Practice.
Student has concerns relating to safeguarding of a child / vulnerable adult
The FoE’s DSO will seek and record the outcome, and share with HoA and
with other colleagues within the University, as necessary.
The FoE’s DSO will ensure the partnership database details are amended,
as necessary.
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STRICTLY CONFIDENTIAL
INCIDENT REPORTING FORM TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR CONCERN ON
PROFESSIONAL PRACTICE
(Please include the full names of all concerned) Name of reporting student/trainee: ............................................................................................................. Student no.: ……………………………………………………………………………………..…………………. Programme: ………………………………………………………………………………………………….……. Name of Personal Tutor: ........................................................................................................................... Professional Practice and name of school/college/setting: ................................................................................................................................................................... Date of alleged incident, or cause for concern: ......................................................................................... Time of alleged incident, or cause for concern: ……….………………………………………………………. Reported to (please include name(s) and role(s)): ................................................................................... Nature of alleged incident, or cause for concern: ........................................................................................................................ ........................................... ........................................................................................................................ ........................................... ................................................................................................................................................................... ........................................................................................................................ ........................................... ........................................................................................................................ ........................................... ................................................................................................................................................................... Name of Designated Safeguarding Officer in school/college/setting: ....................................................... Incident reported to Designated Safeguarding Officer in school/college/setting on: …............................ Signed: Student/Trainee: ………………………………..................................... Date: ………………………….… Please also print name
To be returned to the relevant Head of Area to forward to the Faculty Designated Safeguarding Officer.
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Disability Support Services Statement
SpLD (Specific Learning Difficulties) Support Team
Inclusion Team (Disability or Health Condition)
Our approach is friendly yet professional and you can discuss your individual learning requirements in
complete confidence. It is important to contact us as early as possible.
SpLD Support Team:
You can contact us in relation to:
SpLD assessments (Dyslexia, Dyspraxia)
Specialist SpLD support
Using assistive technology
Applying for Disabled Students’ Allowances (DSA)
Visual stress / Meares-Irlen
In person: University Library, Ormskirk, 1st floor
Tel: 01695 584372
E-mail: SpLD@edgehill.ac.uk
The Inclusion Team: Based in the Student Information Centre (SIC), ground floor
If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health
condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you
on:
‘Reasonable adjustments’ to learning, teaching, assessment and exam modifications
Accessible facilities and equipment
Support on placements
1- 2 -1 Academic and other forms of support
Applying for Disabled Students’ Allowances (DSA)
In person: SIC, Ormskirk, ground floor
Tel: 01695 584190
E-mail: InclusionTeam@edgehill.ac.uk
54
Equality and Diversity – Policy Summary
Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate,
contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do.
Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’
The University seeks to identify and eradicate any practice which discriminates on the basis of race,
disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and
maternity, religion, belief or none, or socio-economic background.
The University recognises that equality and diversity embraces all aspects of employment and service
delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular
activities.
The University makes it a condition of service and admission that staff and students adhere to the Equality
and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures,
as appropriate.
The University makes every effort to ensure that traders, contractors, institutions, organisations or
individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any
inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do
business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy
throughout the University.
Making Contact
Students are encouraged to make any concerns known. The first point of contact for this is the Student
Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or
student services@edgehill.ac.uk). The Student Information Officer will refer you on to an individual member
of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk
or from Edge Hill University’s web site www.edgehill.ac.uk
55
Teachers’ Standards (DFE 2013)
PART 1 - TEACHING
S1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
Indicative prompts:
establish a safe and stimulating environment for pupils, rooted in mutual respect
set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
Indicative prompts:
be accountable for pupils’ attainment, progress and outcomes
be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
guide pupils to reflect on the progress they have made and their emerging needs
demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
encourage pupils to take a responsible and conscientious attitude to their own work and study
S3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
Indicative prompts:
have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
S4. PLAN AND TEACH WELL STRUCTURED LESSONS
Indicative prompts:
impart knowledge and develop understanding through effective use of lesson time
promote a love of learning and children’s intellectual curiosity
set homework and plan other out-of-class activities to consolidate and extend the knowledge & understanding pupils have acquired
reflect systematically on the effectiveness of lessons and approaches to teaching
contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS
Indicative prompts:
know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
56
S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
Indicative prompts:
know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
make use of formative and summative assessment to secure pupils’ progress
use relevant data to monitor progress, set targets, and plan subsequent lessons
give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
S7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
Indicative prompts:
have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
Indicative prompts:
make a positive contribution to the wider life and ethos of the school
develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
deploy support staff effectively
take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues
communicate effectively with parents with regard to pupils’ achievements and well-being
PART 2: PERSONAL & PROFESSIONAL CONDUCT
Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school.
treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
showing tolerance of and respect for the rights of others
not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law
Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.
Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
57
Education Partnership
Professional Practice Information
All resources can be located via our Education Partnerships website where documentation and information
can be viewed and downloaded from the link below:
http://www.edgehill.ac.uk/educationpartnership/early-years-education/
The documentation required for Professional Practice include:
Visiting Tutor Checklist
Health and Safety Checklist
Trainee Attendance Record
Lesson/Session plan
Visiting Tutor Feedback Form
Learning Evaluation Record
Assessment and Grading Criteria
Reaching an assessment judgement about a trainee’s attainment against the
Teachers’ Standards
Interim Assessment Report
End of Professional Practice Report
Early Years Trainee/Student Teacher Profile/Career Entry Development Profile
(CEDP)
Evaluation forms
Attendance Record
Code of Conduct
DBS Information
Professional Practices/Placements
If you are able to offer more professional practices and/or the number of trainees that your setting can
accommodate then please contact the Partnership Development Officer, Mark Rawsthorn
rawsthom@edgehill.ac.uk or telephone 01695 657342 who will assist you.
Professional Practice Evaluations
At the start of each Professional Practice, Mentors and Visiting Tutors will receive a link from
earlyyearspartnership@edgehill.ac.uk to complete the professional practice evaluations, as soon as these
have been completed and all relevant paperwork has been submitted any payments will be processed.