University of Chester - Associate Teacher Profile...

Faculty of Education and Children’s Services

Early Years Teacher Status

Associate Teacher Professional Journey File

2016/2017

PGCERT with EYTS 2016/2017 of 98

Contents

Section 1: Associate Teacher Profile

Section 2: Weekly Reviews

Section 3: Early Years Teachers’ Standards Log

Section 4: Teaching File Expectations


Section 1: Associate Teacher Profile

This section contains:

The Associate Teacher Profile

Part I (pre-programme)Part II Pre-course School-based Learning – Self Review - INITIAL AUDIT AGANST THE EARLY YEARS TEACHERS’ STANDARDSPart III (Associate Teacher Journey compliance check)Part IV Experience Log

Guidance notes for Associate Teachers and Mentors:

The intention in this section is for Associate Teachers (ATs) to have a professional profile that identifies personal details, prior experience and qualifications, relevant employment and voluntary activity and other significant learning experiences which contribute to their professional identity.

We envisage this to be a useful starting point in opening up dialogue with the ATs as to their initial developmental needs and a subsequent initial training plan. It is also of use in identifying how their strengths and previous experience may be utilised at the start of the course.



ASSOCIATE TEACHER PROFILE PART IProgramme Title

Postgraduate Certificate in Early Years Practice with EYTS (GE/GEM)

Year of Programme

2016/17 Insert a digital passport sized photograph here

University ID Number Title e.g. Mr, Mrs

Surname(s) or Family name(s)

Forename(s)in Full

Use of Car for placement -If yes please indicate whether you can offer transport to other students

Permanent Home Address

Postcode

Term Time Address

Postcode

Home Number Mobile Number

QUALIFICATIONS

Please indicate all ‘A’ level and ‘AS’ level results and/or any BTEC, GCSE or other recognised qualifications obtained.

Exam dateMonth Year Exam Level Subject Grade/Result

Title of First degree Classification

Subjects covered


Please indicate whether you hold any other awards/qualifications (including postgraduate academic)e.g. NVQ, Governing Body/Coaching Awards, Health and Safety, First Aid etc.

Date of AwardMonth Year Award level Subject Grade/Result

Skills Tests PASS DATE

NUMERACY TESTLITERACY TEST

RELEVANT PRE-PROGRAMME EMPLOYMENT

Previous Experience related to intended career:Work Experience Name and

PostcodeDescription of Experience Date of Experience

RELEVANT PRE-PROGRAMME VOLUNTARY ACTIVITY

Previous Experience related to intended career:Work Experience Name and

PostcodeDescription of Experience Date of Experience

INTERVIEW INFORMATION

Location: Date:

SPECIFIC CIRCUMSTANCES

If applicable - Please indicate any special circumstances you would like us to consider when selecting placements for you (e.g. if you have a registered disability, health problems, or if you have children, friends or relatives in settings/schools, [giving the name of the settings/schools]). Please note that, whilst the Programme Leader will try to take these circumstances into consideration, this cannot be guaranteed and other factors may take a higher priority.



ASSOCIATE TEACHER PROFILE PART II

Pre-course Setting-based Learning – Self Review INITIAL AUDIT AGANST THE EARLY YEARS TEACHERS’ STANDARDS

Associate Teacher:Early Years/Primary / age phase

Reflecting on the interview process and your experience of teaching and learning to date, please refer to Section 3 (Teachers’ Standards Assessment Criteria) and complete the tables below.

Early Years Teachers’ Standards

Experience to date of this Standard Next steps / key actions for development

Self-grade

No Experience N

Beginning B

Developing D

Experienced E

S1. Set high expectations which inspire, motivate and challenge all children:

Experience:

S2. Promote good progress and outcomes by children

Experience:

S3. Demonstrate good knowledge of early learning and EYFS

Experience:

S4. Plan education and care taking account of the needs of all children

Experience:


S5. Adapt education and care to respond to the strengths and needs of all children

Experience:

S6. Make accurate and productive use of assessment

Experience:

S7. Safeguard and promote the welfare of children, and provide a safe learning environment

Experience:

S8. Fulfil wider professional responsibilities

Experience:

PERSONAL AND PROFESSIONAL CONDUCT

Key Strengths in entering my initial teacher education programme

Key areas I am keen to develop

Associate Teacher’s Signature: Date:



ASSOCIATE TEACHER PROFILE PART III

Associate Teacher Compliance Check

Associate Teacher:

Early Years/Primary / age phase

The details contained in this form are essential in supporting the University’s ITE Partnership in monitoring its compliance with national regulations (ITT Criteria). Ensure details are full and accurate.

NB: Early Years ATs must be assessed against the Teachers’ Standards (Early Years) in EYFS.

Early Years ATs must be formally assessed against the Teachers’ Standards (Early Years) across the 0-5 years age range. Where the assessed placement is in 0-2 there must also be substantial time spent in developing understanding and experience with 3-5 years (or vice-versa).

In addition, they should have experience and be aware of curriculum expectations in KS1 (10 days).

Complete the table below applicable to the programme/age-phase training you are undertaking.

Duplicate the table for each new placement setting.

Ensure education and care audits are completed and housed with Teachers’ Standard (Early Years) 3 (subject knowledge of early learning and the EYFS).


Early Years

Placement Name and Postcode

Description of Context (e.g. NOR, PP/FSM,

SEND/EAL/Challenging Circumstances

Dates Total number of days in Professional Mentor Name (Setting Manager)

Room Leader / Class teacher

EYFS KS1

0 – 2 3 – 5 5 – 7

Other significant time spent in settings/school/college/other establishments contributing to TrainingWork Experience Name and Postcode

Description of Experience

NB Highlight key areas including, for example:EAL experience, Settings/Schools in Challenging

Circumstances, SEN&D

Dates of Experience

Associate Teacher’s Signature: Date:


Associate Teacher Profile Part IV: Experience Log

The log is a checklist to support you in gaining the breadth of experiences deemed necessary to be able to attain the Teachers’ Standards (Early Years) for EYTS. Keep this log in/with your Professional Journey File.

Complete the log as you progress through your Setting/School- based Learning placements. It can be completed in any order and at any time. Some of the experiences are long term and all you need do is write in start and end dates. Setting/School Policies: It is not always possible or desirable to take copies for your own use or reference. Nevertheless, you do need to familiarise yourself with policies and documents. Read the documents thoroughly and note key points and how specifically the policy impacts on your role as an AT within the school.

Policy Date read Policy Date read

Behaviour management Child Protection Policies/Safe guarding/’Keeping Children Safe in Education’

Equal opportunities E-safetyMarking and assessment Out door

learning/teachingEnglish as an Additional Language

Recording and reporting

Educational visits Health and Safety

Area - Observing & meeting When/how experienced

Track EYFS child for a day (profile child)

Track KS1 pupil for a dayObserve and discuss a range of lessons with different teachersObserve the teaching of mathematics in the base room and across the setting/setting with a specific focus on calculationHow mathematics planning is used in the base roomHow progression in early mathematical development is managed across the setting context

Observe high quality communication/language teaching in preparation for phonics teaching across the setting


Area - Observing & meeting continued When/how experienced

Observe the implementation of phase 1 phonicsShadow a teacher and/or teaching assistantDiscuss with room staff individual children’s needs and routines in the 0-2 age rangeObserve and discuss with room staff a range of learning experiences appropriate to the 0-2 age range.

Observe children’s development and learning, and provide information to key workers and other staffMeet SENDCO & discuss … Codes of practice and home/setting/school contracts Pupil Premium Inclusion policy and setting/school

procedures Able children, and Gifted and Talented

EAL Policy and not yet fluent pupils Raising achievement policy and

procedures LSA/TA deployment

Read the school’s OFSTED report, then …

Meet who is responsible for pastoral care

Meet a stakeholder (parent, governor) Meet Foundation Stage manager/

Setting/nursery deputy to discuss curriculum and/or discuss with mentor

Area – Pastoral When/how experienced

Work with room leader/class teacher

Involvement with pastoral system

Attend assemblies

Shadow break duty

Engage the children in a PSHEE activity/lesson

Area – Pastoral Continued When/how experienced


Meet with global dimensions/ citizenship co-ordinator and discuss school policies and issuesHave experience of working with an EAL child / pupilDevelop relationships with infant through involvement of care routines for example feeding, nappy changing and sleepShadow room staff during preparation of bottle feeds and mealsWork alongside a child’s key person to determine the role and relationship with the child aged 0-2 yearsPlan opportunities and experiences which contribute to the welfare and wellbeing of the very young childHave an understanding of the health of the very young child and be able to act appropriately in accordance with policy

Subject (EYFS) When/how experienced

Plan for groups of children/continuous provisionObserve children’s development and learning, and provide information to key workers and other staffTalk with external staff/outside agencies involved in the SEND processWork with children with special needs

The role of the practitioner in relation to managing SENDWork with foundation classesWork with 0 – 2 year old children: Work with babies (0 – 12 months) Work with ‘toddlers’ (1 – 2 year olds; Work with 2 year olds.Observe the holistic development of the child aged 0-2 and plan learning opportunities for age of childPlan opportunities for heuristic play to promote developmentObserve patterns of learning (schemas) in a child aged 0 – 2 yearsCreate a resource area or display in the room which enhances the learning environment for the baby or very young child

Subject (EYFS) When/how experienced


Observe and identify the changing needs of the baby during their growth and developmentWork in the pre-school room(s)Develop familiarity with & use of ICT resources to support learning and developmentGain familiarity with Health & Safety Policy

Child Protection: 2016 Safeguarding training

Identify and converse the designated Child Protection officer about policy and procedures in the setting/school.Complete a risk assessment for outdoor provision.Identify who you need to share this risk assessment with.Look at the different ways children are encouraged to risk assess for themselves.What opportunities have they for risk taking?Create a display in your class which enhances the learning environment e.g. learning prompts/interactive resourcesTeach in the outdoor environmentPrepare snack/food in line with the setting’s Health & Safety PolicyOpportunities to observe high quality phonics teaching across the settingEnsure you have had successful experience of developing phonological awareness at all phasesWork with KS1 classes

General When/how experienced

Attend staff/room/setting meeting(s) (subject to setting/school approval)

Attend INSET day(s) (subject to setting/school approval)

Experience compilation of reports/contribute to Learning Journeys

Become involved in planning for development and learning opportunities and organising the learning environment both indoors and outdoorsAttend parents evening/s and/or review day/s (subject to setting/school approval)

Identify an area of change and lead in this:

When/how experienced


Add in other relevant professional developments as appropriate (E.g. courses, INSET in setting/school, sports, music, extra-curricular activities, private tuition, previous career)

Nature of professional development

Location and date

Section 2: Associate Teacher SBL Assessment / Outcomes



The formal lesson observation form Weekly review meeting form Review point reports Record of Attendance Personal Academic Tutor (PAT) meeting form End of programme transition interview form


This section provides a record of all the formative and summative assessments related to the AT’s learning and progress.

Practice Observation: each week it is expected that ATs will be observed formally at least once and will have their lesson observation recorded using the University of Chester observation pro forma. In each observation and weekly review it is expected that the AT and the Professional Mentor (PM) will include a focus specifically on S2 (Promote good progress and outcomes by children); S3 (subject knowledge of early learning and EYFS) and S6 (Make accurate and productive use of assessment).

Weekly review meetings: are positioned to provide an opportunity for the AT and Professional Mentor to capture and review the AT’s progress.

Part 1: enables the AT and Professional Mentor to review targets from their last meeting, and identify supporting evidence and noting its location.

Part 2: provides an opportunity for the AT and Professional Mentor to reflect on the Setting/School-based learning that has taken place during the week. The intention is for this to form the basis of a discussion as to how additional Setting/School-based learning and developmental activities have had an impact on the AT.

Part 3: focuses on the impact the AT has had on children’s education and care. It is envisaged this may focus on individuals or cohorts (e.g. child profile children, EAL etc.) but it is expected that this discussion may focus on children’s progress over time including reference to whole group/class attainment with reference to assessments, data and individual/whole group/class/setting targets.

Part 4: provides an opportunity to set SMART targets for the forthcoming week. Again there is a specific focus on S2 (Promote good progress and outcomes by children); S3 (subject knowledge of early learning and EYFS) and S6 (Make accurate and productive use of assessment), which must be included each week.

Part 5: is the Associate Teacher’s weekly activity plan. This section enables the AT and PM to discuss how planned activities will meet the developmental targets identified in the review meeting and subsequent target setting. This can include lessons, professional development activities, working in other classes, group work, observations, inset, meetings etc.

Review point reports. These documents evidence the formal assessment review points of the programme. They provide a formative snap shot of the AT’s progress and a final summative judgement of the AT’s attainment.

Please note: all formal reviews must include a triangulation of views/dialogue between ATs, Professional Mentor and the University Link Tutor (ULT).

Record of Attendance- it is expected as part of AT’s professional responsibilities to keep a record of attendance on a daily/weekly basis. This ensures ATs meet the requirements of the validated programme in


terms of training and Setting/School-based learning days.

Personal Academic Tutor Meetings- it is expected that ATs will meet their PAT regularly to ensure effective academic and pastoral support. This meeting is reflective and focuses attention on the AT’s personal and academic progress.

End of programme interview- This is the final interview prior to the end of the course, and takes place with the PM and/or ULT. The purpose of the interview is to identify developmental focus for CPD and an evaluation of the current training programme/ provision.


OBSERVATION OF EARLY YEARS PRACTICEAssociate Teachers should be observed formally and given written feedback on a weekly basis, though it is recognised that informal observation may be undertaken at any time. Please note NOT all Standards will be or indeed need to be assessed during each observation. The AT should identify prior to the observation and circle below the focused standards. Please report on and grade EYTS Focus initially, then comment on other standards as appropriate.Associate Teacher:

EYTS FOCUS OF LESSON : 1 2 3

Setting: N / F1 / F2 Group (size):

Professional Mentor/Room Leader/Teacher/Tutor: Date:S1. Set high expectations which inspire, motivate and challenge all children:

(S1.1) (S1.2) (S1.3)B D G O

S2. Promote good progress and outcomes by children

(S2.1) (S2.2) (S2.3) (S2.4) (S2.5) (S2.6) (S2.7)B D G O

S3. Demonstrate good subject knowledge of early learning and EYFS

(S3.1) (S3.2) (S3.3) (S3.4) (S3.5)B D G O

S4. Plan education and care taking account of the needs of all children

(S4.1) (S4.2) (S4.3) (S4.4) (S4.5)B D G O

S5. Adapt education and care to respond to the strengths and needs of all children

(S5.1) (S5.2) (S5.3) (S5.4) (S5.5)B D G O


S6. Make accurate and productive use of assessment

(S6.1) (S6.2) (S6.3)B D G O

S7. Safeguard and promote the welfare of children, and provide a safe learning environment

(S7.1) (S7.2) (S7.3)B D G O

S8. Fulfil wider professional responsibilities

(S8.1) (S8.2) (S8.3) (S8.4) (S8.5) (S8.6) S8.7)B D G O

Key Strengths of Practice (At least three)To be added as evidence by Associate Teacher to Professional Development File. (also addressing Characteristics of Learning)

Dialogue arising out of this observation:To be focused upon in weekly review meeting(also addressing Characteristics of Learning)

Observer:

Role of observer: ________________________________________________________________________________

Associate Teacher:

Refer to Early Years Teachers’ Standards Log for guidanceB –Beginning, D – Developing, G – Good, O – Outstanding


OBSERVATION OF PRACTICE: additional notesThis form is to supplement the observer’s notes of the observation, where additional space is required. Please note: the observation analysis form should be completed as the formal record of the observation.

Associate Teacher:

Setting: Programme:

Mentor/Room Leader/Teacher/Tutor: Date:


Weekly SBL checklist - to be read in conjunction with SBL Guidance

Associate Teacher: Mentor: Draft Parts 1-3 of the weekly review and share

with your mentor prior to the scheduled weekly review meeting.

In the meeting discuss your progress against targets (previously identified/set).

Discuss your impact on children’s progress, highlighting examples, utilising the results of formative and summative assessments of individuals and groups (recorded on LP3a).

Discuss how the assessments and evaluation of the activities/session (LP3b) impact on your planning of subsequent sessions. This may also include detailed discussions in relation to identified learners and their progress (LP3 & child profiles).

Arrange to meet with your Associate Teacher, for approximately an hour for their weekly review meeting.

The AT should share parts 1 - 3 of this meeting with you prior to this time (this should ‘set the agenda). Although the formal lesson observation will inevitably feed into this meeting, it should focus more widely on developments the AT has made over the entire week and how the AT has impacted on children’s progress.

A key focus should be the AT’s progress on targets identified in the previous weekly meeting and against the standards continuum.

Identify new targets to address in the forthcoming week. This should spring naturally out of progress made thus far and dialogue with your mentor on your evolving practice.

With your mentor, identify when, where and how you will meet new targets - create a new weekly activity plan for the forthcoming week (weekly meeting- part 5). This should include work for your experience log, observations of other colleagues, engagement in wider school activities e.g. extracurricular activities.

Discuss ATs progress over the previous week, and set new targets with the AT for the forthcoming week in light of discussions.

Identify on weekly activity sheet where, when and how the AT can work towards new targets set (you may need to assist in arranging additional opportunities for the AT e.g. observations of colleagues, extracurricular opportunities, work in other rooms/classes/key stages).

Reflect (highlight) recent progress on Standards log - add justification statements with descriptions of suitable supporting evidence and ‘signpost’ clearly where this can be found (highlight/post it notes).

Ensure your mentor signs off (agreeing evidence is suitable and you have made progress).

Verify all progress made: Targets met, in weekly review. Progress in subject knowledge- audits/ progress

against S3. Progress along the standards continuum, including

justifications of AT progress with descriptions and scrutiny of effective supporting evidence.

Update your EYFS subject knowledge audits (in S3) to take account of new learning/ demonstration of secure subject knowledge/ teaching experiences.

Update your Experience Log to reflect new experiences over the week. Identify new opportunities with your mentor to gain a range of experiences e.g. observation of colleagues, extracurricular (add to weekly activity sheet)

Check AT files: Are all documents up to date? Are all activity/session plans and evaluations

completed? Does the experience log reflect SBL? Do subject knowledge audits reflect evolving

practice and progress to date? Check Child profiles are being completed/updated

with relevant additional information to support. Sign off AT’s record of attendance.

Update the Child profiles - you may wish to include evaluations (of the children’s progress/LP3), weekly review discussions and examples of children’s work (if applicable)

Update compliance check - to reflect any additional time spent in other key stages/age phases.


WEEKLY REVIEW OF PROGRESS

Weekly Review

Associate Teacher: Date:

Setting Manager/Class Teacher/Room leader/Professional Mentor:

Part 1 - Review of targets from last meeting

To include:How I addressed all my targets from the last Weekly Review, including Early Years Standards, training undertaken, and other matters:

Standard Target to be reviewed

Progress/ Evidence (Has the target been met) and location of

evidenceVerified

S2

S3

S6

Part 2 – Review of Setting/School-based learning

Review of Setting/School based-learning undertaken this week?

1. Observation of good practice e.g. AfL2. Personal reflection3. Characteristics of Effective Learning4. Professional Development Action5. SBL task6. Other

Issues to be discussed:Points from formal observations of the AT:

Other areas of discussion (including Professional Development activities; observation of practice; and other activities)


Part 3 – Professional Mentor and Associate Teacher discussion: how Associate Teacher impacted on children’s education and care

Part 4 – Weekly TARGET SETTINGTo include 3-4 targets each week. Some may be carried over from the previous week dependant on progress. The weekly target setting should inform and respond to the

forthcoming Weekly Activity Plan (Part 5)

Standard

Target (Objective) Reference to EYTS Standards wherever

applicableAction to be taken

(realistic)Success

Criteria/Outcome(specific, achievable)

Date to be reviewed

(time related )

S2

S3

Signed

Professional Mentor: Date:



Part 5- Associate Teacher Weekly Activity Plan Week beginning (This document should record all activities to be undertaken including teaching, observation, professional development activities, INSET, meetings, extra-curricular activities [e.g. after-school activities or club] etc.). The activities planned should be informed by, and inform, the weekly target setting (part 4)

Monday

Tuesday

Wednesday

Thursday

Friday

Date

This Associate Teacher is making satisfactory progress: Yes/No

If no, this Associate Teacher requires an Early Alert Yes/No

If yes, Cause for Concern activated: Yes/No Date

Mentor: Date:



SETTING/SCHOOL-BASED LEARNING REVIEW POINT DOCUMENTATION PROGRAMME

Postgraduate Certificate in Early Years Practice with EYTS (GE/GEB)RP1 RP2 RP3

ASSOCIATE TEACHER (AT) :

SETTING/SCHOOL EY Base Class/Year Group for the AT:

PROFESSIONAL MENTOR

SUMMARY GRADING: TEACHING ** as evidenced in Professional Development File**

B – Beginning, D – Developing, G – Good, O – Outstanding

Teachers’ Standards B D G O

S1: Set high expectations which inspire, motivate and challenge all children

S2: Promote good progress and outcomes by children

S3: Demonstrate good subject knowledge of early learning and EYFS

S3.4 Phonics

S3.5 Early Mathematics

S4: Plan education and care taking account of the needs of all children

S5: Adapt education and care to respond to the strengths and needs of all children

S5.3: Special Educational Needs and/or disability

S6: Make accurate and productive use of assessment

S7: Safeguard and promote the welfare of children, and provide a safe learning environment

S8: Fulfil Wider Professional Responsibilities

SUMMARY GRADING: PERSONAL AND PROFESSIONAL CONDUCT

B D G O

Mutual respect, safeguarding and child protection, honesty, integrity, trust

Attendance

Punctuality

Professional Dress (i.e. as appropriate within the setting/school)

Professional Language (i.e. modelling of appropriate English to children)

OVERALL GRADE for PERSONAL AND PROFESSIONAL CONDUCT

SUMMARY REPORT ON ASSOCIATE TEACHER'S ABILITY TO:PGCERT with EYTS 2016/2017

of 98

S1: Set High Expectations which inspire, motivate and challenge all childrenAreas of Strength

Areas of Development for the next phase of SBL

S2: Promote good progress and outcomes by childrenAreas of Strength


S3: Demonstrate good subject knowledge of early learning and EYFSAreas of Strength


S3.4: The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach systematic synthetic phonics in the teaching of early readingAreas of Strength


S3.5: The extent to which the Associate Teacher demonstrates knowledge and understanding of appropriate strategies in the teaching of early mathematics (please specify which topics taught)Areas of Strength


S4: Plan education and care taking account of the needs of all childrenAreas of Strength


S5: Adapt education and care to respond to the strengths and needs of all childrenAreas of Strength


S5.3: Special Educational Needs and/or disabilityAreas of Strength


S6: Make accurate and productive use of assessmentAreas of Strength


S7: Safeguard and promote the welfare of children, and provide a safe learning environmentAreas of Strength



S8: Fulfil Wider Professional ResponsibilitiesAreas of Strength


Personal and Professional Conduct.Areas of Strength


Professional Mentor Comments:

Associate Teacher Comment:

University Link Tutor Comment:

Has the Associate Teacher been identified as making poor progress? YES NO

If yes, has the Associate Teacher been provided with clear targets to support their progress? YES N/A

If yes, identify what stage of the process the AT is at (see also Policies & Procedures). Early Alert Stage Cause for

Concern (full)

SIGNATURES: DATE

Professional Mentor:

Associate Teacher:

University Link Tutor:

SETTING/SCHOOL-BASED LEARNING FINAL REVIEW POINT DOCUMENTATION


ASSOCIATE TEACHER (AT) :

SETTING/SCHOOL EY Base /Class / Year Group for the AT:

PROFESSIONAL MENTOR

PROGRAMME

Postgraduate Certificate in Early Years Practice with EYTS (GE/GEM) (RP4)

SUMMARY GRADING: TEACHING ** as evidenced in Professional Journey File**

B – Beginning, D – Developing, G – Good, O – Outstanding

Teachers’ Standards B D G O



S3: Demonstrate good subject knowledge of early learning and EYFS

S3.4 Phonics

S3.5 Early Mathematics



S5.3: Special Educational Needs and/or disability




SUMMARY GRADING: PERSONAL AND PROFESSIONAL CONDUCT

B D G O

Mutual respect, safeguarding and child protection, honesty, integrity, trust

Attendance

Punctuality

Professional Dress (i.e. as appropriate within the setting/school)

Professional Language (i.e. modelling of appropriate English to children)

OVERALL GRADE for PERSONAL AND PROFESSIONAL CONDUCT

OVERALL GRADINGB

BeginningD

DevelopingG

GoodO

Outstanding* * *FINAL GRADING* * * as per the Policies and Procedures DocumentTo be recommended for EYTS - ATs will normally be graded 'G' across all the Early Years Teachers’ Standards (including all parts of S3 and Personal and Professional Conduct). This effectively means the AT is graded as good against what is expected by the 'end of the EYTS programme' and is ready to be recommended for EYTS. To achieve an overall Grade 'O', ATs must achieve a minimum of six grade Os against the Early Years Teachers’ Standards and must demonstrate a high standard of Personal and Professional Conduct.

SUMMARY REPORT ON ASSOCIATE TEACHER'S ABILITY TO:


S1: Set High Expectations which inspire, motivate and challenge all childrenAreas of Strength

Areas of Development for CPD

S2: Promote good progress and outcomes by childrenAreas of Strength


S3: Demonstrate good subject knowledge of early learning and EYFSAreas of Strength


S3.4: The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach systematic synthetic phonics in the teaching of early readingAreas of Strength


S3.5: The extent to which the Associate Teacher demonstrates knowledge and understanding of appropriate strategies in the teaching of early mathematics (please specify which topics taught)Areas of Strength


S4: Plan education and care taking account of the needs of all childrenAreas of Strength


S5: Adapt education and care to respond to the strengths and needs of all childrenAreas of Strength


S5.3: Special Educational Needs and/or disabilityAreas of Strength


S6: Make accurate and productive use of assessmentAreas of Strength


S7: Safeguard and promote the welfare of children, and provide a safe learning environmentAreas of Strength


S8: Fulfil Wider Professional ResponsibilitiesAreas of Strength



Professional Mentor Comments:

Associate Teacher Comment:

University Link Tutor Comment:

Has the Associate Teacher been identified as making poor progress? YES NO

Has the Associate Teacher provided with clear targets to support their progress? YES N/A

If Yes, identify what stage of the process the AT is at (see also Policies & Procedures). Early Alert Stage Cause for

Concern (full)

SIGNATURES: DATE

Professional Mentor:

Associate Teacher:

University Link Tutor:


Record of Attendance

NAME OF ASSOCIATE TEACHER

As part of the programme Associate Teachers will be expected to attend all sessions at University and setting/school unless there is a genuine reason for absence. (see attendance policy in Policies and Procedures Handbook). It is part of their professional responsibilities to keep a record of attendance on a daily basis.

Associate Teachers must demonstrate that they have fulfilled the EY ITT Criteria for Setting/School-based learning by successfully completing the required number of days in settings/schools (minimum 120 days EY ITT).

See Programme Handbook for guidance.

Week Commencing Monday Tuesday Wednesday Thursday Friday MentorSignature

29th August Bank holiday

5th September

12th September

19th September

26th September

3rd October

10th October

17th October

24th October

31st October

7th November

14th November

21st November

28th November

5th December

12th December

19th December

26th December

2nd January

9th January


16th January

23rd January

30th January

6th February

13th February

20th February

27th February

6th March

13th March

20th March

27th March

3rd April

10th April Bank holiday

17th April Bank holiday

24th April

1st May Bank holiday

8th May

15th May

22nd May

29th May Bank holiday

5th June

12th June

19th June

26th June

3rd July

10th July


Faculty of Education and Children’s ServicesRecord of PAT Meeting/Review

Progress against the Standards for EYTS and Academic LearningASSOCIATE TEACHER

PAT TUTOR

PROGRAMME Postgraduate Certificate in Early Years Practice with EYTS

(GE/GEB)

DATE OF PAT MEETING

FILE SCRUTINY:

PJF SBL File Comments about AT files in these areas

Teacher Standards (Early Years) continuum in section 3 of the PJF is being reviewed.

LP1-LP4 used appropriately

Progress against the Teacher Standards (Early Years) at review points (including initial/starting point) is clearly demonstrated in terms of evidence and justifications (section 3).

Evidence for the Teacher Standards (Early Years) signposted within Section 4 (e.g. labelling of evidence in planning etc.).

Weekly review, observation and target setting processes are evident and supportive of progress.

Evidence of range of subjects/ ages taught, as well as teaching in other rooms/classes/key stages.

Weekly activity plans support target setting and indicate percentage of teaching time and directed time.

Use of LO1 (activity / lesson observation proforma) to observe a range of practitioners.

Subject knowledge Audits are completed, and have been logged on S3 standards’ continuum log and experience log.

Child profiles are being completed/ updated

Other findings: Other findings:

Progress against Teachers’ Standards (Early Years)

Beg

inni

ng

Dev

elop

ing

Goo

d

Out

stan

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PART 1 Teachers’ Standards (Early Years)S1 Set high expectations which inspire, motivate and challenge all childrenS2 Promote good progress and outcomes by childrenS3 Demonstrate good knowledge of early learning and EYFSS4 Plan education and care taking account of the needs of all childrenS5 Adapt education and care to respond to the strengths and needs of all childrenS6 Make accurate and productive use of assessmentS7 Safeguard and promote the welfare of children, and provide a safe learning environmentS8 Fulfil wider professional responsibilitiesProfessional Conduct


Review of progress with PATSubject Knowledge – Review of Teachers’ Standards (Early Years) continuumAT reflection on areas of strength.

AT reflection on areas to be addressed as identified (e.g. in assignment feedback or SK audits or teaching.

Subject Knowledge – Review of SK Audits and teaching experience.AT reflection on areas of strength.

AT reflection on areas to be addressed.

Academic LearningReflection on areas of strength.

Reflection on areas to be addressed as identified in assignment feedback

SMART targets as a result of meeting with PAT.Standards Targets Outcome Date to complete

Other areas of discussion:


End of Programme Interview – Guidance for Associate Teachers

Thank you for completing the Final Review (RP3)

Please ensure that you have a copy of the Final Review (RP3) form and your Professional Development File (PDF) available for this interview.

The purpose of the end of programme interview is for you to be best placed to share those specific targets which will help shape your practice and continuing professional development.

At the end of programme interview with your Professional Mentor and / or ULT / PAT please discuss:1. Each section of the Teachers’ Standards (Early Years), identifying (where appropriate) targets for your

first post-qualification post.2. Your focus for continued professional development.3. Evaluation of the current training programme / provision.

Please submit the end of programme interview, it is part of the overall process of being able to recommend you for EYTS.

A link to the end of programme interview will be emailed to you in early July 2017, in preparation for the end of course.


Section 3: Early Years Teachers’ Standards Assessment Criteria


The Associate Teacher – Teachers’ Standards (Early Years) (2013) Record, which includes: target setting against the Teachers’ Standards (Early Years); tracking the Teachers’ Standards (Early Years); the evidence of meeting and exceeding the Teachers’ Standards (Early Years).

Guidance notes for Associate Teachers and Professional Mentor:

The intention in this section is for Associate Teachers to have an on-going record of meeting and exceeding the Teachers’ Standards (Early Years), as applicable to Initial Teacher Training. In reference to each Standard (and in order to make judgements) – notes are provided in the form of:Questions: how well does the Associate Teacher?Evidence sources: these are indicative only and other evidence may be used if appropriate;Criteria: which identify Associate Teacher progress from Beginning to Outstanding;

Finally, there is a Target setting / Evidencing section which requires the justification of progress and the signposting of evidence.

We envisage this section to be used significantly at the main review points in the year when there is triangulated dialogue (between AT, Mentor and ULT, ideally at the same time whenever possible) to review progress against the Teachers’ Standards (Early Years) and when setting new targets for the next phase of SBL. Therefore, this section (in conjunction with the Review Points – Section 2) comes into play, normally in August/September (Pre Course), November/December (RP1), March/April (RP2), June/July (RP3).

REVIEW PROCESSBefore a Review Point meeting, the AT completes a self-monitoring exercise against the Teachers’ Standards (Early Years). ATs are required to:

shade the progress criteria (beginning to outstanding) to indicate where they are at that point (it is acceptable to highlight parts of criteria, where applicable);

complete the evidence grid identifying: (i) what their best evidence is; (ii) where it is; (iii) why it shows the progress they are claiming to have made.

During the meeting: the AT, PM and ULT discuss the evidence and the progress and agree where the AT is on the

continuum; if necessary, the shading and evidence grid are amended, based on the evidence; the PMr signs and dates the evidence to indicate that they agree with what the criteria and

evidence grid now indicate.

This, alongside the Attendance Record and Experience Log, is then used to inform the dialogue around the Review Point Document. As with other aspects of documentation it is the responsibility of the Associate Teachers to keep the Teachers’ Standards (Early Years) Record up to date both in terms of target setting, recording and justifying the quality of evidence.Please note the review is not to be completed separately but is a summative document which enables the formative strands to inform completion by the parties present.



Aspects of Associate Teachers’ performance: Self-Monitoring Against the Early Years Teachers’ Standards

How well does the Associate Teacher:

Establish fair, respectful, trusting, supportive and constructive professional relationships with children?

Help learners to show respect and sensitivity in their relationships with one another and the adults around them?

Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop?

Encourage children to try hard, recognise and value their efforts in all aspects of their work?

Establish high expectations of children’s attitudes to learning? Encourage and support children co-operate, to collaborate and listen to

others? Plan work and set goals that stretch and challenge children of all

backgrounds, abilities and dispositions? Understand and maintain high expectations taking account a range of

diverse needs through an inclusive approach? Understand and demonstrate the values and attitudes that they expect

from children, respect for others, positive attitude towards learning, care for the environment and social responsibility?

Support children in developing strategies for the resolution of conflict while preserving their self-esteem?

Demonstrate and model the positive attitudes, values and behaviours expected of children?

Evidence for this standard may be demonstrated by:

Planning documentation Clear classroom risks, resources and routines identified Resources planned to engage and stimulate sensitive the needs of

children Activities planned that are challenging and engaging for all children

Reflective Documents Evaluations reflect upon the learning environment Evaluations identify different progress between children and groups of

childrenActivity/lesson observations from Mentors and tutors

Health and safety risks communicated to children Children engaged in play and collaborative work Expectations made clear to children Associate Teacher is courteous to all children and demonstrates

enthusiasm Associate Teacher uses knowledge and understanding to challenge

inappropriate behaviour (as age appropriate) including sexist, racist, homophobic or other inappropriate personal comments

Children’s assessment records Assessment is undertaken regularly and children’s progress

monitored in order plan future learning Update learning journeys



Standards Beginning AT Developing AT Good AT Outstanding AT1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.

With advice, is able to establish a safe and stimulating environment to engage and sustain most children’s interest and learning.

Routinely able to establish a safe and stimulating environment to engage and sustain most children’s interest and learning.

Able to adopt and adapt a range of approaches to establish a safe and stimulating environment to sustain children’s interest in learning.

Uses innovative and creative approaches to establish a safe and stimulating environment that sustains children’s interest in learning.

There is evidence of mutual respect in the learning environment.

Sufficient (mutual) respect for most children to routinely accept and follow leadership and direction.

Mutual respect allows for a range of approaches to learning and the organisation of the learning environment.

Highly respected which allows a wide range of approaches to learning and organisation of the learning environment.

Increasingly demonstratessound understanding, presence and management skills to maintain a purposeful and safe learning environment

Routinely demonstrates the necessary, understanding, presence and management skills to maintain a purposeful and safe learning environment.

Increasingly utilises an extended range of strategies to maintain a purposeful and safe learning environment.

Able to demonstrate innovative and creative strategies to set up and maintain a purposeful, safe learning environment.

1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.

With advice and support, is able to set goals that stretch and challenge children of various backgrounds, abilities and dispositions, including those with special educational needs and/or disabilities, according to the context of the setting.

Able to set goals that engage most children in their learning including those from all backgrounds and with special educational needs and/or disabilities.

Sets goals that motivate, enthuse and challenge most children.

Sets goals that challenge and generate high levels of enthusiasm for, participation in and commitment to learning in all children.

1.3 Demonstrate and model the positive attitudes, values and behaviours expected of children.

Uses acknowledged strategies to create and sustains a positive, stimulating and engaging climate. Sets a good example through personal conduct.

Consistently demonstrates the positive attitudes, values and behaviour expected of all children.

Consistently and effectively demonstrates the positive attitudes, values and behaviour expected of all children and these show an impact on the conduct and behaviour of all children.

Always effectively demonstrates the positive attitudes, values and behaviour expected of all children and these show a positive impact on the conduct and behaviour of all children.


*AT EACH REVIEW POINT THE EXPECTATION IS THAT ASSOCIATE TEACHERS WILL SELF ASSESS AGAINST THE EYTS STANDARDS AND SELECT (AND COLLATE AT FINAL) BEST EVIDENCE TO SUPPORT CURRENT LEVELS OF ATTAINMENT*

Standard/ sub standard

Brief description of evidence, and how it illustrates having met current level of performance.

Mentor signature Date/Review Point:


Key aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards: S1



Aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards


Have a secure understanding of how learners learn? Construct and scaffold learning and analyse learner’s progress and

make accurate assessments of their learning and achievements? Monitor and assess progress and give feedback so that all children

make good progress in their learning? Plan for continuity and progression across the EYFS building on

children’s prior knowledge and attainment? Devise opportunities for individuals, groups and whole classes to

recall, review and draw conclusions about what they have achieved and guide and support them in what they need to do next to improve?

Encourage children to value their work, effort and achievements? Develop children’s capacity to learn from past exeriences? Engage learners in setting objectives for the development of their own

learning and development?


Planning documentation Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Activity/lesson planning takes account of wider objectives linked to social

and personal skillsActivity/lesson plans promote independent and collaborative working

Structure of activity/lesson reflects the needs of children and their learning e.g. appropriate pace and resources

Reflective Documents Evaluations identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence

children’s performanceLesson observations from Mentors and tutors Observation identifies clear introduction and sequences of learning Questioning builds on answers and children asked to build upon and reflect

upon their answers Effective use of plenaries to reflect upon learning Children are attentive at the start of episodes of learning Opportunities built into lessons to celebrate successAssessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback provided to children Building in opportunities for children to reflect upon their progress and

identify areas for development


S2: Promote good progress and outcomes by childrenStandard Beginning AT Developing AT Good AT Outstanding AT

2.1 Be accountable for children’s attainment, progress and outcomes.

With advice shows some understanding of how to monitor children’s attainment, progress and outcomes.

Able to evaluate and communicate the impact of teaching on learning outcomes for groups of children, including those with special educational needs and/or disabilities.

Maintains and communicates well detailed and informed evaluation of the impact of teaching which highlights the attainment and progress of the children in most lessons.

Systematic, in-depth evaluation of the impact of teaching takes into account and informs the contributions of others acting in support and enables children to make progress in all areas of learning.

Demonstrates developing ability to evaluate the impact of teaching on learning outcomes for some groups of children, including those with special educational needs and/or disabilities, according to setting/school context.

Aware of setting’s / school’s policy and practice and is broadly in line with this.

Follows setting’s / school’s policy and practice.

Fully understands and is able to model setting / school-level policy and practice and guide other professional colleagues.

Is developing awareness of setting/school policy and practice.

Provides extensive, varied examples of how sustained progression for all groups of learners has been secured.

2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.

Developing a knowledge and understanding of how babies and children learn and how to deal with barriers to learning.

Demonstrates developing knowledge and understanding of how babies and children learn and how this impacts on teaching

Has a developing a knowledge and understanding of how babies and children learn and how to deal with barriers to learning.

Has good knowledge and understanding of how babies and children learn and a clear recognition of how to deal with barriers to learning.

Has detailed knowledge and understanding of how babies and children learn and how to overcome potential barriers to learning.

Able to use targeted interventions to facilitate learning for all groups. Able to adapt teaching to respond to the strengths and needs of all babies and children.

Able to use well targeted interventions to facilitate learning for all groups. Checks babies’ and children’s understanding and routinely adapts teaching to respond to the strengths and needs of all babies and children.

Plans are differentiated/ personalised.

Consistently able to use well-targeted interventions to secure learning for all groups. Systematically and effectively checks learners’ understanding, anticipating and enacting where intervention is needed.


2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.

Demonstrates some knowledge and understanding of attachment theories, their significance and how to develop secure attachments for babies and children; including those with special educational needs and/or disabilities.

Able to apply knowledge and understanding of attachment theories in order to develop secure attachments for babies and children; including those with special educational needs and/or disabilities.

Able to apply knowledge and understanding of attachment theories, increasingly effectively, to develop secure attachments for babies and children; including those with special educational needs and/or disabilities.

Consistently applies knowledge and understanding of attachment theories to develop secure attachments for babies and children; including those with special educational needs and/or disabilities.

2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

Is developing knowledge of how children think and learn and providing openings and opportunities for sustained shared thinking.

Can select from a range of strategies to develop children’s independent thinking and learning and provides openings and opportunities for sustained shared thinking and reflection.

Able to use well targeted interventions to facilitate and develop children’s independent thinking and learning and provides openings and opportunities for sustained shared thinking and reflection.

Consistently able to use well-targeted interventions to secure children’s independent thinking and learning and provides openings and opportunities for sustained shared thinking and reflection.

2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.

Demonstrates developing ability to communicate appropriately with children, aged from birth to five; including those with special educational needs and/or disabilities.

Able to communicate appropriately with children, aged from birth to five; including those with special educational needs and/or disabilities.

Able to communicate, increasingly effectively, with children, aged from birth to five; including those with special educational needs and/or disabilities.

Able to communicate, with consistent effectiveness, with children, aged from birth to five; including those with special educational needs and/or disabilities.

2.6 Develop children’s confidence, social and communication skills through group learning.

Demonstrates some ability to apply knowledge and understanding of how to develop children’s confidence, social and communication skills through group learning; including those with special educational needs and/or disabilities.

Can select from a range of strategies to develop children’s confidence, social and communication skills through group learning; including those with special educational needs and/or disabilities.

Able to use well targeted interventions to facilitate and develop children’s confidence, social and communication skills through group learning; including those with special educational needs and/or disabilities.

Consistently able to use well-targeted interventions to facilitate and develop children’s confidence, social and communication skills through group learning; including those with special educational needs and/or disabilities.

2.7 Understand the important

Demonstrates some knowledge and understanding of the need to

Applies knowledge and understanding of the need to

Able to use well targeted interventions to facilitate the

Consistently able to use well-targeted interventions to facilitate the


influence of parents and/or carers, working in partnership with them to support the child’s well-being, learning and development.

establish positive relationships with parents and/or carers, to support the child’s well-being, learning and development.

establish positive relationships with parents and/or carers, to support the child’s well-being, learning and development.

development of positive relationships with parents and/or carers, to support the child’s well-being, learning and development.

development of positive relationships with parents and/or carers, to support the child’s well-being, learning and development.



Standard / sub standard

Brief description of evidence, and justification of how it illustrates having met current level of performance. Mentor signature Date/Review Point:

S2: Promote good progress and outcomes by pupils


Key aspects of Associate Teachers’ performance: Self-Monitoring Against the Standards: S2


S3: Demonstrate good knowledge of early learning and EYFS



Have secure pedagogical and subject/phase related knowledge and understanding?

Have knowledge of recent EYFS/NC frameworks and developments including national strategies and initiatives and critically evaluate and reflect upon the use of these?

Plan and set subject/phase related targets for individuals and groups of learners?

Break down ideas and concepts and sequence them logically to support the development of learners’ knowledge and understanding?

Answer learners’ questions confidently and accurately? Construct and scaffold learning, know when to make effective

interventions and respond to learners’ common misconceptions and mistakes?

Support learners in using and developing literacy, numeracy and ICT skills in their EYFS subject area/phase?

Demonstrate depth of knowledge and understanding of early reading, and SSP and use a range of strategies for the teaching of early reading and SSP and critically evaluate and reflect upon these?

Demonstrate depth of knowledge and understanding of early mathematics and use a range of strategies for the teaching of early mathematics and critically evaluate and reflect upon these?


Planning documentation Subject knowledge, key concepts and principles identified Activity/lesson plans, schemes of work and resources providing

examples of how children’s literacy is being developed Differentiated resources planned and utilised

Activity/lesson observations from Mentors and tutors Demonstration of clear subject knowledge and the ability to develop a

child’s understanding Use of guided reading and development of appropriate subject specific

vocabulary (as appropriate to the age range e.g. Reception/Key Stage 1

Questioning builds on answers and children asked to build upon and reflect upon their answers

Assessment records Assessment includes language and other literacy learning Summative, formative and diagnostic assessment of a child’s

understandingAdditional evidence

Subject knowledge audits must be included in this section Curriculum coverage audits must be included in this section Assignments



Standards Beginning AT Developing AT Good AT Outstanding AT3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.

Developing understanding and ability to use of knowledge of early childhood development and how this leads to successful learning and development at school.

Able to apply knowledge and understanding of early childhood development and how this leads to successful learning and development at school.

Increasingly able to apply knowledge and understanding of early childhood development and how this leads to successful learning and development at school.

Consistently and effectively applies knowledge and understanding of early childhood development and how this leads to successful learning and development at school.

Demonstrates developing ability to foster, promote and maintain children’s interest by effectively supporting learner progression and addressing misunderstandings.

Is able to foster, promote and maintain children’s interest by effectively supporting learner progression and addressing misunderstandings.

Increasingly able to foster, promote and maintain children’s interest by effectively supporting learner progression and addressing misunderstandings.

Is able to consistently and confidently foster, promote and maintain children’s interest by effectively supporting learner progression and addressing misunderstandings.

3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.

Demonstrates developing understanding and some awareness of how to widen children’s experience and raise their expectations.

Able to apply knowledge and understanding of how to widen children’s experience and raise their expectations.

Promotes a positive disposition towards learning.

Increasingly able to apply knowledge and understanding of how to widen children’s experience and raise their expectations.

Fosters a positive disposition towards learning in all children.

Consistently applies knowledge and critical understanding and a high level of awareness of how to widen children’s experience and raise their expectations.

Promotes high levels of scholarship and a positive disposition towards learning in all children.

3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

Demonstrates developing use and understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

Able to apply knowledge and understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

Increasingly able to apply knowledge and understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

Consistently and effectively applies knowledge and understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.



Standards Beginning AT Developing AT Good AT Outstanding AT3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.

Demonstrates a developing understanding of the role of systematic synthetic phonics in the teaching of early reading to develop children’s reading skills.

Demonstrates sufficient understanding of the role of systematic synthetic phonics in the teaching of early reading to develop children’s reading skills.

Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading to develop children’s reading skills.

Demonstrates a thorough understanding of the role systematic synthetic phonics in the teaching of early reading and applies this knowledge to provide engaging and challenging learning opportunities to develop children’s reading skills.

3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

Demonstrates a developing understanding of strategies for the teaching of early mathematics.

Demonstrates sufficient understanding of strategies for the teaching of early mathematics.

Demonstrates a good understanding of strategies for the teaching of early mathematics

Demonstrates a thorough understanding of strategies for the teaching of early mathematics.

Increasingly applies this knowledge to devise appropriate learning opportunities to support children’s developing mathematical skills

Applies this knowledge to devise appropriate learning opportunities to support children’s developing mathematical skills.

Increasingly applies this knowledge to prepare and deliver engaging and challenging learning opportunities to develop children’s mathematical skills.

Consistently applies this knowledge to prepare and deliver engaging and challenging learning opportunities to develop children’s mathematical skills.


Key aspects of Associate Teachers’ performance: Self-Monitoring Against the Standards: S3



Aspects of Associate Teachers’ performance: Self-Monitoring against the EYTS Standards


Select and adapt teaching styles and strategies to suit the stage of the activity/lesson, and the learning of individuals, groups and whole classes as appropriate?

Manage the timing and pace of activities/lessons, intervene effectively and change direction and the shift in emphasis to support learning?

Use a variety of imaginative resources and innovative learning activities that interest and challenge children’s learning and put this into the context of the real world?

Design homework and out of class work that takes account of learners’ attainment, needs and interest that can be completed independently or with appropriate support?

Use the feedback from more experiences colleagues and the experience of observing others to identify ways of improving their practice?

Seek opportunities to engage in collaborative planning and teaching?

Understand the need to consider the role of parents and carers in supporting learning and development?

Know about the appropriate arrangements and risk assessments required for out of class activities?


Planning documentation Plans which show challenging learning objectives based upon prior learning Planning shows differentiation and effective use of time Planning that demonstrates an understanding of setting, school, EYFS

documentation, national curriculum, examination requirements, as appropriate Activity/lesson planning takes account of wider objectives linked to social

and personal skills Documentation supporting out of class learning Activity/lesson plans promote independent and collaborative working

Reflective Documents Accurate evaluations consistent with colleagues judgements Reflection activities that actively seeks to improve practice Evaluations and reflections that have led to improvements

Activity/lesson observations from Mentors and tutors Observation identifies enthusiasm for supporting learning and

development/teaching Observations of out of ‘class’ activities Activities/lessons utilising appropriate teaching and learning strategies

Child assessment records Assessment is consistent with setting/ school policy Appropriate and timely feedback to learners



Standards Beginning AT Developing AT Good AT Outstanding AT4.1 Observe and assess children’s development and learning, using this to plan next steps.

Demonstrates a developing ability to observe and assess children’s development and learning, using this to plan next steps in relation to the EYFS areas of learning and development.

Demonstrates they are able to observe and assess children’s development and learning, using this to plan next steps in relation to the EYFS areas of learning and development.

Increasingly able to observe and assess children’s development and learning, using this to plan next steps in relation to the EYFS areas of learning and development.

Consistently and effectively able to observe and assess children’s development and learning, using this to plan next steps in relation to the EYFS areas of learning and development.

4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

Demonstrates a developing ability toplan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

Demonstrates a developing ability tomaintain the pace of learning, and is increasingly able to respond to events; showing growing confidence to adapt their teaching in order to respond to the needs of children.

Demonstrates they are able to plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

Is able to maintain the pace of the learning, respond flexibly to events and have the confidence to adapt their teaching in order to respond to the needs of children.

Increasingly able to plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

Consistently and effectively able to plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

The pace of learning is well maintained and shows constructive use of time.

Learning is evident through well-paced, effective activities.

4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.

Demonstrates a developing understanding of how to work in partnership with parents and/or carers to support children in developing a positive disposition towards learning and stimulate their intellectual curiosity.

Demonstrates they are able to work in partnership with parents and/or carers to support children in developing a positive disposition towards learning and stimulate their intellectual curiosity.

Increasingly able to work in partnership with parents and/or carers to support children in developing a positive disposition towards learning and stimulate their intellectual curiosity.

Consistently and effectively able towork in partnership with parents and/or carers to support children in developing a positive disposition towards learning, stimulate their intellectual curiosity and to see the relevance of their learning.



Standards Beginning AT Developing AT Good AT Outstanding AT4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.

With advice and support, demonstrates a developing ability to apply knowledge and understanding of a variety of teaching approaches to lead group activities appropriate to the age range and ability of children; including those with special educational needs and/or disabilities.

Demonstrates they are able to apply a variety of teaching approaches to lead group activities appropriate to the age range and ability of children; including those with special educational needs and/or disabilities.

Increasingly able to use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children; including those with special educational needs and/or disabilities.

Consistently and effectively uses a variety of teaching approaches to lead group activities appropriate to the age range and ability of children; including those with special educational needs and/or disabilities.

4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.

Demonstrates a developing ability to evaluate the effectiveness of activities and approaches to teaching/learning.

Takes and acts upon advice and accept constructive criticism to improve practice.

Demonstrates they are able to evaluate and reflect on effectiveness of activities and approaches to teaching/learning, in order to improve on own practice.

Assesses the effectiveness of lessons and approaches to learning, seeking advice from colleagues on how to improve, and acts appropriately on feedback and targets.

Shows ability to learn from both success and ‘failure’ by systematically evaluating practice, including its impact on children.

Uses reflective practice in discussion with colleagues, accepts and acts upon advice and support.

Critically reflective in systematically evaluating their own practice, judging its impact on all groups of learners to inform future planning, teaching and learning.

Acts upon advice and guidance to develop their professional practice.





Key aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards:





Take into account the key factors that contribute to the development and well-being of learners?

Understand the extent to which different backgrounds and influences may have an impact on learning?

Know and understand the factors that can present barriers to learning, progress and well-being and how these barriers might be overcome?

Interpret and use data to identify targets for learners? Know how to identify the needs of children and differentiate

tasks, activities, resources effectively to support learners including those with special educational needs, those with disabilities, those for whom English is an additional language and those form diverse social, cultural, ethnic, religious and linguistic backgrounds?

Recognise differences in the rates of progress and attainment of children experiencing challenging circumstances?


Planning documentation Planning based upon prior assessments Planning identifies clear differentiation strategies Clear Assessment for Learning (AfL) strategies planned

Reflective Documents Awareness of social and emotional factors and cultural and linguistic factors that

influence children’s performanceActivity/lesson observations from Mentors and tutors

Observation identifies clear introduction and sequences of learning Questioning builds on answers and children asked to build upon and reflect upon

their answers Effective use of plenaries to reflect upon learning, when appropriate Children are attentive at the start of episodes of learning Support staff employed appropriately Child assessment records Assessment is undertaken regularly Record keeping is up to date and used formatively Use of data e.g. FSM, EAL, SEN(D)


S5: Adapt education and care to respond to the strengths and needs of all childrenStandards Beginning AT Developing AT Good AT Outstanding AT

5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

Knows and is beginning to understand how a range of factors can inhibit children’s ability to learn. In context is developing knowledge and understanding how best to overcome these factors.

Demonstrates a developing knowledge and understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

Demonstrates a secure knowledge and understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

Demonstrates a thorough knowledge and understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.

Knows that raising children’s achievement must acknowledge physical, social and intellectual development of children, and is developing awareness of how to adapt teaching to support children’s education at different stages of development

Demonstrates awareness of how physical, social and intellectual development can influence children’s educational outcomes.

Demonstrates a sound awareness of how physical, social and intellectual development can influence children’s educational outcomes.

Demonstrates an excellent awareness of how physical, social and intellectual development can influence pupil outcomes


S5: Adapt education and care to respond to the strengths and needs of all childrenStandards Beginning AT Developing AT Good AT Outstanding AT

5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.

Shows some understanding of the diverse needs of children.

Is beginning to differentiate some teaching and personalises some provision to meet individual needs of all children, including those with special educational needs and disabilities, and is beginning to evaluate approaches.

Demonstrates understanding of the diverse needs of children.

Is able to adjust teaching, and evaluate it, to meet the different needs of all children, including those with special educational needs.

Demonstrates sound understanding of the diverse needs of most learners.

Is able to adapt teaching effectively, and evaluate it to meet the different needs of most learners, including those with special educational needs.

Demonstrates an excellent understanding of the diverse needs of all learners.

Is able to adapt teaching effectively and evaluate it to meet the diverse needs of all learners.

5.4 Support children through a range of transitions.

Developing understanding and knowledge of how to support early childhood transitions.

Able to apply knowledge and understanding of how to support early childhood transitions.

Increasingly able to apply a range of strategies to support early childhood transitions.

Consistently and effectively applies a range of strategies to support early childhood transitions.

5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.

With advice and support, demonstrates a developing ability to recognise when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.

Demonstrates they are able to recognise when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.

Increasingly able to recognise when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.

Consistently and effectively recognises when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.





Know the assessment requirements and arrangements appropriate for the phase?

Make effective use of the setting’s/school’s: monitoring, assessment and recording policy?

Know how to prepare children for assessment activity? Know how to assess and use assessment appropriately

and effectively to monitor progress and attainment and develop and extend learning?

Relate assessment to learning objectives, learning activities and learning outcomes?

Use a range of assessment strategies including self and peer assessment effectively?

Give appropriate and timely oral and written feedback to motivate and reinforce learning and help children to set targets to improve?

Know, understand and use available data sets to improve the quality of teaching and learning and set appropriate targets for children?


Planning documentation Clear classroom routines identified Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Activity/lesson planning takes account of wider objectives linked to social

and personal skills Activity/lesson plans promote independent and collaborative working.

Reflective Documents Evaluations identify future learning targets

Activity/lesson observations from Mentors and tutors The use of effective feedback at individual, small group and whole class

level Questioning builds on answers and children asked to build upon and reflect

upon their answers Effective use of a range of strategies to identify children’s understanding Learners reflect on learning and set / review own targets Observes children’s activity and makes appropriate responses

Child assessment records Assessment is undertaken regularly Appropriate use of assessment and provision of feedback Record keeping is up to date and used formatively Children know how to progress to the next level

Additional evidence Assignments

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Standards Beginning AT Developing AT Good AT Outstanding AT6.1Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements.

Is aware of and has some knowledge of assessment expectations within the framework of the EYFS framework, and/or other relevant assessment frameworks, as appropriate.

Recognises opportunities for, and carries out, assessment of children within the framework of the EYFS framework, and/or other relevant assessment frameworks, as appropriate.

Uses well developed subject knowledge and accurate assessment of children’s prior skills, knowledge and understanding to plan effectively and set challenging tasks.

Draws on excellent subject knowledge to plan and set challenging tasks based on accurate assessment of learner’s prior skills, knowledge and understanding.

Has developing knowledge of the statutory assessment requirements.

Demonstrates knowledge and understanding of the statutory assessment requirements and, with guidance, can make appropriate and accurate assessments.

Carries out assessment effectively, and demonstrates a good understanding of statutory assessment requirements and makes appropriate and accurate assessments.

Assessment carried out effectively, and demonstrates an excellent knowledge of statutory assessment.

6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.

With advice and support, demonstrates a developing knowledge and ability to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.

Demonstrates they are able to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.

Increasingly able to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.

Consistently and effectively able to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.

6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.

Demonstrates a developing ability to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals.

Demonstrates they are able to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals.

Increasingly able to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals.

Consistently and effectively able to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals.





Make use of the relevant setting/school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, self-control and independence so that all learners can make progress?

Ensure that children know the boundaries of acceptable behaviour and understand the consequences of their actions?

Minimise the impact of negative behaviour of some children on teaching and the learning of others?

Establish and maintain effective relationships in the classroom between teacher and child, other adult to child and child to child?

Understand the link between learners’ behaviour and their involvement and engagement with learning?


Planning documentation Room organisation clear routines identified Planning showing the effective use of additional support Planning showing consideration of clear behaviour support

strategiesReflective Documents Evaluations identify future learning targets Awareness of social and emotional factors and cultural

and linguistic factors that influence pupil performanceActivity/lesson observations from Mentors and tutors High expectations and effective and appropriate behaviour

management strategies observed Variety of styles, variation of tone and language

appropriate to audience Effective relationships with children being developed Setting/school policies for behaviour used appropriatelyChild assessment records Records of sanctions and disruptive children maintained,

as appropriate to the setting


S7: Safeguard and promote the welfare of children, and provide a safe learning environmentStandards Beginning AT Developing AT Good AT Outstanding AT

7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

Is beginning to demonstrate understanding and knowledge of the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

Demonstrates a developing knowledge and understanding of and how to apply the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

Demonstrates good knowledge and understanding of and how to apply the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

Demonstrates a thorough knowledge and understanding of the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child and how to apply this in practice.

7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.

With advice, is able to establish a safe environment and employ practices that promote children’s health and safety.

Routinely able to establish a safe environment and employ practices that promote children’s health and safety.

Able to adopt and adapt a range of approaches to establish a safe environment and employ practices that promote children’s health and safety.

Uses innovative and creative approaches to establish a safe environment and employ practices that promote children’s health and safety.

7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them.

Developing understanding and knowledge of child protection policies and procedures.

With advice and support can recognise when a child is in danger or at risk of abuse, and know how to act to protect them.

Demonstrates a developing knowledge and understanding of child protection policies and procedures.

Demonstrates they are able to recognise when a child is in danger or at risk of abuse, and know how to act to protect them.

Demonstrates good knowledge and understanding of child protection policies and procedures.

Increasingly able to recognise when a child is in danger or at risk of abuse, and know how to act to protect them.

Demonstrates a thorough knowledge and understanding of child protection policies and procedures.

Consistently and effectively able to recognise when a child is in danger or at risk of abuse, and know how to act to protect them.






Key aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards: S7PGCERT with EYTS 2016/2017

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Involve themselves in the wider role of the setting/school; for example, through partnership with children/families. PSHCE, assemblies, out of school learning, extracurricular activity, staff meetings and CPD activity?

Seek support and communicate effectively with other colleagues?

Recognise the value, expertise and benefits to learning of co-operative working?

Plan for, brief and deploy effectively other adults in and out of the ‘classroom’?

Review their professional learning and practice on a regular basis and identify strategies to improve?

Seek out guidance and support from Mentors and other colleagues and use the feedback to improve practice?

Promote equality of opportunity and diversity in teaching and learning?

Demonstrate sensitivity to home background, ethnicity, culture and religion when communicating with parents and carers?

Acknowledge the contribution that parents and carers can make to the children’s learning and wellbeing despite home circumstances or experiences of education?


Planning documentation Participation in jointly planned activities Development and sharing of resources

Reflective Documents Effective use off feedback from Mentors/tutors Identification of professional development (CPD) needs Evaluate and act upon advice and suggestions

Activity/lesson observations from Mentors and tutors Participation in wider setting/school activities Consultations with parents, pastoral staff, SENCO, other teachers to support

and plan for children Team teaching Understands and implements whole setting/school policies e.g. dress code,

communication with parents, assessment and recording procedures – as appropriate to the setting

Child assessment records Parents consultation and general communication with parents in line with

school policy and proceduresAdditional evidence

Assignments and audits


Standards Beginning AT Developing AT Good AT Outstanding AT8.1 Promote equality of opportunity and anti-discriminatory practice.

With advice and support can identify how they can promote equality of opportunity and anti-discriminatory practice.

Beginning to contribute positively to promoting equality of opportunity and anti-discriminatory practice.

Proactive in making a positive contribution to promoting equality of opportunity and anti-discriminatory practice.

Effectively makes a significant contribution to promoting equality of opportunity and anti-discriminatory practice.

8.2 Make a positive contribution to the wider life and ethos of the setting.

With advice is identifying opportunities where a positive contribution to the wider life and ethos of the setting can be made

Beginning to contribute positively to the wider life and ethos of the setting.

Proactive about making a positive contribution to the life and ethos of the setting.

Is consistently proactive and makes a significant contribution to the wider life and ethos of their setting.

8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

With advice and support can identify how they can contribute to establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

Beginning to contribute positively to establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

Proactive in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

Effectively takes a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

8.4 Model and implement effective education and care, and support and lead other practitioners including EY Educators.

Is developing the ability to model and implement effective education, care and support and lead other practitioners including Early Years Educators.

Has some ability to model and implement effective education, care, and support and lead other practitioners including Early Years Educators.

Able to model and implement effective education, care and support and lead other practitioners including Early Years Educators.

Clear evidence of effective modelling and implementation of effective education, care, and support and leading other practitioners including Early Years Educators.



Standards Beginning AT Developing AT Good AT Outstanding AT8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.

Is beginning to take responsibility for improving professional practice through appropriate professional development, and takes and acts on advice to advance their own professional development and that of others.

Engages with own professional development and takes responsibility for improving/advancing the professional practice of others.

Proactive with their own learning and professional development and in leading the improvement /advancement of the professional practice of others.

Proactive with their own learning and professional development in order to improve professional practice.

Acts upon feedback from colleagues.

Is beginning to understand their role in leading the professional development of colleagues.

Shows willingness to take advice and feedback from colleagues and engage in discussion about improvements and areas for development.

Takes responsibility for leading the professional development of colleagues.

Shows willingness to take advice and act upon feedback from colleagues and engage in discussion about improvements and areas for development.

Is proactive in leading the professional development of colleagues.

Is open to Coaching and Mentoring and respect the advice and guidance offered by colleagues.

Clear evidence of effective leadership of the professional development of colleagues.

8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.

Is beginning to reflect on and evaluate the effectiveness of provision, and shape and support good practice.

Recognises and takes opportunities to reflect on and evaluate the effectiveness of provision, and shape and support good practice.

Is increasingly able to reflect on and evaluate the effectiveness of provision, and shape and support good practice.

Consistently and effectively reflects on and evaluates the effectiveness of provision, and shape and support good practice.

8.7 Understand the importance of and contribute to multi-agency team working.

With guidance and support is able to understand the importance of and contribute to multi-agency team working.

Demonstrates ability to understand the importance of and to make a contribution to multi-agency team working.

Demonstrates a good understanding of the importance of and is able to make a positive contribution to multi-agency team working.

Clear evidence of effective understanding of the importance of and has made a positive and effective contribution to multi-agency team working.


Personal and Professional Conduct

Standard Prompts Areas specific to this section will be exemplified by Associate Teacher teachers when they are: Early Years Teachers uphold public trust

in the profession and maintain high standards of ethics and behaviour, within and outside settings, by treating children with dignity, building

relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to an early years teacher’s professional position

having regard for the need to safeguard children’s 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 children’s vulnerability or might lead them to break the law.

Early Years Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach

Early Years Teachers must maintain high standards of attendance and punctuality.

Early Years Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and

punctual and prepared for activities/lessons following procedures for reporting their own absence or lateness, and making suggestions for cover work for their room/

class registering children and coding absences helping children and young people to become confident and successful learners addressing the class in ways which demonstrate authority and mutual respect; e.g. learning children’s names and using

them aware of relevant issues in the rooms/classes they teach and talking with support staff and pastoral staff about the needs

of children discussing any concerns about children with relevant colleagues e.g. notify the relevant member of staff relating to

academic and pastoral matters (usual room leader/teacher for emotionally distressed children) meeting with the SENCO and other support staff to ensure understanding of setting’s/schools’ approach to SEN and

disability sensitive to social background, ethnicity and religious beliefs when interacting with children. This may be evident in

activity/lesson observations and/or their evaluations. clear which of their own personal beliefs may be sensitive and plan ways to respond to children if they arise within

setting/school situations taking responsibility for maintaining the quality of their teaching practice, upholding the values of the teaching profession

and working as part of a team and co-operate with other professional colleagues dealing appropriately with incidents of intolerance or prejudice when they arise in the’ classroom’ or elsewhere in the

settting/school e.g. racism, homophobia, sexism, religious prejudice, personal appearance demonstrating an understanding of the child protection procedures in the setting/school clear who to contact when issues arise e.g. know who the named child protection person is within the setting/school and

follow policy relating to child protection knowledgeable about the relevant setting/school policies and statutory regulatory frameworks in relation to promoting

values/ethos and able to explain how these policies inform their own planning and teaching e.g. in relation to EAL, SEN, literacy, behaviour; and promoting good relations between groups

aware of cyber bullying and prevention schemes aware of fire procedures, health and safety measures, first aiders etc. aware of their statutory professional responsibilities including the requirement to promote equal opportunities and to

provide reasonable adjustments for children with disabilities, as provided for in current Equalities legislation aware of any tensions or difficulties in the setting/school as a whole or in the classes they teach, and know what to do

about this putting the wellbeing, development and progress of children and young people first


Personal and Professional Conduct

Standard Prompts Areas specific to this section will be exemplified by Associate Teacher teachers when they are:responsibilities. demonstrating respect for diversity and promote equality and striving to establish productive partnerships with parents

and carers demonstrating honesty and integrity and uphold public trust and confidence in the teaching profession


Section 4: Teaching FileThis section contains:

Activity/lesson plan proformas Activity/lesson plan proformas (EYFS) Activity/lesson evaluation proformas Planning proformas (planning with an additional adult) Medium term plan proformas Activity/lesson observation proformas (for observing other teachers / colleagues)


It is expected that as the programme progresses this section will become a file or files in their own right.

This should be a working document compiles of your activity/lesson planning, evaluations, resources and other materials the AT will need to be organised on a daily basis.

Your teaching File(s) will become a file (or files) in its own right. Be clearly divided into sections; Updated daily and with the AT in the setting/school for inspection by your Professional Mentor, class

teacher and University Tutor; Shared with your Professional Mentor/ class teacher/ at least once a week, especially with regard to

your assessment and planning; A professional document therefore:

Is shared only with those in the professional setting; Is free of spelling and grammatical errors should be preferably word-processed but can be

handwritten. (All handwriting must be legible); Conforms to the principles set out in the Faculty Ethics Code. Children must be referred to by

their first name only. Photographs of children should only be taken under the direction of the Professional Mentor/class

teacher, and must remain the property of the school/setting. The AT must not use their own camera to take photographs of the children. Photographs of children participating in PE, games or swimming must not be taken under any circumstances.

Please NoteIt is essential that your initial planning is shared with your Professional Mentor/class teacher/room leader/manager before teaching begins.

Planning:The following proformas are to be completed by the AT and used as evidence to support the Early Years Teachers’ Standards. Guidance is given for each form and exemplars can be found on the personal journey website.

a) LP1 – Activity/ Lesson Plan Front profomab) LP2 – Activity/ Lesson Plan – working plan (to be used to deliver the activity/lesson)c) LP3 – Activity/Lesson Evaluationd) LP4 – Planning for an additional adulte) MP1 – Medium Term Planning formf) LO1 – Activity/Lesson Observation (for ATs to make notes on their observations of colleagues)g) CP1 – Child profile proforma

* * *All these forms should be available at any given time. It is recommended that the AT keep hard PGCERT with EYTS 2016/2017

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copies in the SBL Teaching file* * ** * * * For all activities/lessons taught the following forms should be completed: LP1, LP2, LP3, LP4

a) LP1 – Activity/Lesson Plan Front proforma :This should be completed by the Associate Teacher for every activity/lesson/group work that they take responsibility for teaching. This form demonstrates that the AT has been conscious of all the factors needed to be taken into consideration when planning a lesson or activity. The AT should word process this form.

b) LP2 – Activity Plan/Lesson Plan – Working Plan:

EYFS Planning Guidance

The following documents are to support the AT in planning outstanding provision in an Early Years setting. There is a degree of choice as Early Years setting can vary considerably in their organisation and delivery. Please note, where used, the term ‘teaching’ is meant in its widest context and refers to all forms of interaction with learners which promote and support learning/development.

ACTIVITY/LESSON PLANNER: this can be adapted electronically to address delivery to a whole class or small group. One of these will be completed for any activity/lesson that the AT delivers and engages in with the children.

This is the form that should be used by the AT to deliver the activity/lesson. It should show enough detail so that another adult can teach the activity/lesson but not too much information so that it cannot be followed at a quick glance. It is suggested that bullet points (instructions) are used so that the AT does not need to memorise the activity/lesson or make additional notes on other pieces of paper.

In this plan there should be specific detail to the types of strategies that are being used. For example where there is differentiation it should be clear as to the type and the task that is being set for the group/individuals.

The AT can annotate on these plans during the activity/lesson or when evaluating the activity/lesson so the AT can show where adaptations have been made whilst teaching (where something went particularly well or to indicate what did not work and what the AT did/ would do about it)

CONTINUOUS PROVISION PLANNER (WEEKLY if required): this is to engage the AT in the powerful learning of continuous provision. It should enable them to see how through play and investigation the learning they have presented can be extended. It addresses the areas and characteristics of learning in the areas of the setting.

HALFTERM/PROGRESSION PLANNER: these are to offer choice so that the AT can plan more in keeping with the setting. It is not envisaged that both will be completed.

CHILD-INITIATED: this, of course depends on the setting and how the curriculum is driven forward. Again it is engaging the AT in what is required to develop and support children’s learning.

OBSERVATION SHEET: this supports assessment and draws the AT into the language of Areas of Learning and Characteristics of Learning, also the idea of planning for next steps.

c) LP3 – Activity/lesson EvaluationOne of the keys to good teaching is the completion of good activity/lesson evaluations/reflections. An evaluation should be completed for every activity/lesson/group work taught in order to ‘feed forward’ and inform future planning.

It is suggested a number of blank hard copies are kept in the SBL teaching file so that the evaluation is completed when the activity/lesson has finished or soon thereafter. This can also be completed when you are team teaching or leading a starter. Completing the evaluations are key to noting the finer details and reflections on the activity/lesson. Leaving the evaluations for a few days can mean that some details are


forgotten. Therefore it is advised that evaluations are handwritten the same day.d) LP4 - Planning with an additional adultThis form should be completed prior to every activity/lesson that an additional adult is working in the room/classroom. This should give the additional adult clear focus and knowledge of what they should be doing. It is advised that this is discussed prior to the activity/lesson, and completed with the additional adult.

e) MP1 - Medium Term Planning formThe AT should be able to provide evidence that they can engage with the curriculum and plan for sustained teaching over the medium term. Therefore it is advised that the AT engages in this learning process prior to the final review.

The AT may need guidance and help from the Mentor in planning for the medium term. There should be evidence of engagement with the curriculum, planning for continuity and progression, demonstrate a range of teaching strategies differentiation, inclusion and assessment.

These medium term plans are used as evidence of S4 Teachers Standards for EYTS.

f) LO1 – Activity/Lesson Observation (for ATs to make notes on observations of colleagues)This form is for the AT to make notes during observations they make of other practitioners/class teachers. These observations are professional development activities and there should be a clear focus for the observation set by the Mentor as part of the target setting process or on a particular strategy.

These observations are useful evidence against the standards for EYTS.

g) CP1: Child Profile ProformaAims:

Enable Associate Teachers to gain a greater understanding of assessment, target setting and tracking of children’s progress

Enable Associate Teachers to gain a greater understanding of factors that affect children’s attainment

In completing the Child Profiles, Associate Teachers must demonstrate that they are aware of (including systematic synthetic phonics, early reading and early mathematics):

each child’s attainment in relation to national age-related expectations and baseline attainment at the start of the year and/ or key stage/ age phase;

how the child’s attainment has been tracked over time; each child’s quantitative and qualitative targets, and how these impact on planning; contributory factors that may have impacted on the child’s learning and attainment;

Associate Teachers must also provide evidence of how they have (for systematic synthetic phonics, early reading and early mathematics):

monitored the child’s progress towards targets; planned for and assessed the child’s learning in relation to their targets

Outstanding Associate Teachers will: demonstrate a degree of autonomy and initiative in addressing the above; liaise with appropriate colleagues in the setting/school in support of the child’s learning


Using the Child Profiles for SBL and UBL assessmentAssociate Teachers are to complete a minimum of two child profiles per placement and are encouraged to draw upon quantitative and qualitative data in the Child Profiles as evidence towards Teachers’ Standards (Early Years) and to support critical reflection in academic assignments, where appropriate.

The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation to the Teachers’ Standards (Early Years) identified below:5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development

and how best to address these.5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and

communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.

5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.

6b) make use of formative and summative assessment to secure children’s progress

Presentation of Child ProfilesAside from the cover sheet, there is no set presentation format for the Child Profiles. They should provide evidence of Associate Teachers’ impact on each child’s learning from the very beginning of SBL.

Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and/ or targets.

The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. Associate Teachers should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching.

Child Profiles – examples of possible content Records of child tracking Details of qualitative and quantitative targets (and assessment made in relation to these) Observations Examples of summative and formative assessment that has been completed (e.g. using APP) Work samples (annotated to demonstrate relevance)


LP1: ACTIVITY/LESSON PLAN – Front Proforma

Name: Class: No: Date:

Assessment of individual learners (from the previous activity/lesson)Individual / Group LO1 LO2 LO3 Commentary: (drop relevant information from LP3a) to include specific comments relating to the learning that has been assessed from the

previous activity/lesson, areas of difficulty

Area of Learning/National Curriculum Reference (where applicable)

At least 3 Teachers’

Standards to be evidenced during

the activity/ lesson.

S3S2


Learning Objectives:What will be learnt? (At least one)

Learning Outcomes:What MOST learners should be able to demonstrate during/by the end of the activity/lesson (differentiation for individuals/groups on LP2)

Assessment Opportunities:What evidence will be gathered to confirm learning outcomes have been achieved?

1 1

2 2

3 3

Personalised learning, differentiation and inclusion:Identify strategies for individuals/groups

Teaching approaches, strategies and organisation:( including key concepts, questions, vocabulary)

Resources:other than those standard to the teaching space

PSHCEE/SMSC/Functional Skills ( not all need to be addressed in every lesson) :Literacy, ICT, Numeracy, EAL and other cross-curricular opportunities taken up


LP2: ACTIVITY/LESSON PLAN – Working Plan

Time (approx)Learning Objectives (number)

Learner Activity:What are the learners doing?What is strategy for learning?What is the differentiation for the activity(enable/extend)?

Teacher Activity:Including class management, organisation, teaching points and questions – a separate script may be used (indicate when here).

Learning outcomes addressed:

Assessment opportunities:Assessment of learning; How will evidence be recorded?


LP3a: Assessment of Child / Pupil Learning

Assessment of individual learnersIndividual/Group LO1 LO2 LO3 Commentary: to include specific comments relating to the learning that has been assessed, areas of difficulty and how this will be

addressed in the following activity/lesson (this is a significant aspect of S6 and should be used to inform the next activity/session/lesson and teaching approaches- this should be dropped into LP1)


Key: x - not achieved √ - achieved √√ - achieved easily

LP3b: Evaluation of Teaching

Commentary on the activity/lesson:Comments relating to what went well and what the emerging development areas are.To include reference to the activity/lesson plan, the quality of my subject knowledge, the teaching strategies/approaches used, and assessment of the children’s learning.

Commentary moving forward:As a consequence of what you have learnt about your teaching, what are you taking forward into the next activity/lesson?


LP4: Planning with an Additional Adult

Planning with an Additional AdultDate Activity/Lesson/ Focus

Objectives1

2

3

Activity (a brief account of the activity and the AA’s role in any whole class introduction, shared reading, mental and oral, etc.)

Resources needed

Key vocabulary to use

Key questions to use

For completion by the Additional Adult after group workNames(First name only)

Achieved or made good progress

Needs additional assistance

Notes/Targets

123123123123123


MP1: Medium Term Plan (suggested)

Programme of Learning ExperiencesActivity/Lesson no.

LEARNING OBJECTIVES(to be refined in Activity/Lesson Plan)

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES & ASSESSMENT OPPORTUNITIES

POINTS TO NOTE(EG: key points; ‘difficult’ topics; health & safety, spiritual, moral, social & cultural elements, literacy, numeracy, EAL. ICT)

Children should learn to: Teachers should plan to: Children should demonstrate they can:

Teachers should consider how to:








LO1: Activity/Lesson Observation (for ATs to make notes on colleagues observations)

Observation with a focus of your choice, e.g. Teaching Strategies/ Class Management/ SEND/ QuestioningYear No. of ChildrenActivity/Lesson Objectives

Learning and Teaching Strategies(can be changed in line with focus)

Class Management and Behaviour support of specific children or groups(can be changed in line with focus)

At the beginning of the activity/lesson

During the activity/lesson

At the end of the activity/lesson

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CP1: Child Profile Proforma (**minimum of two per placement**)

Child A/B

Gender Male/ Female Age (years / months)

Date of Birth Year Group

Special Educational Needs and Disability (if appropriate)/ Other significant information

Hobbies and interests

Curricular strengths and areas of weakness

Baseline information

(Subject/ English and Maths attainment levels for primary pupils)Consider start of Key Stage and academic year

Progress this year to date

Current progress towards curricular targets(English and Maths attainment levels- primary pupils)

Current targets

Qualitative and quantitative targets

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Record of Supporting Learning Through Child-Initiated Activities

Date:

Time:

Duration:

Context: (Number of children, area of setting, resources, relevant previous experience, adult in area etc.)

What learning did the children show through their actions or communication? (Provide evidence of what you observed)

What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organization, previous input etc.)

How did you support and/or extend this learning? (e.g. did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open that enable children to show their thinking?)

What needs to be provided to take this learning forward? (adult support, planning, resources, organisation etc.)

Evaluation: How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?)

Overarching Principles:1: Unique Child 2: Positive Relationships 3: Enabling Environments 4: Learning and Development

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Weekly FS1 / FS2 Planning for Continuous Provision


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Area of Provision Eg: water, sand, role play

AREA OF LEARNINGPSED/C&L/PD/MD/

L/UW/EA&D

Characteristics of Effective Learning

(CEL)

Need / interest identified & Evidence /Theme (What)

Opportunities for Assessment (AfL) Resources needed to provide for this need /

interest

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Early Years Foundation Stage (FS1/FS2) LESSON / ACTIVITY PLAN

Area of Learning and Development / CoL:

Lesson / Theme / Activity title:

Name of adult and role:

Date:

Time:

Length of session:

Age and no of children:

Whole class / small group

Student Personal Professional target from weekly review (e.g. behaviour management / use of praise or a particular Teachers’ Standard)

Phase of Development Focus (see the EYFS Phases of Development)

Prior learning / interests (Anything you noticed through observation as part of previous learning / evaluation that will inform / support the children’s learning in this plan?)

Key Vocabulary: (Think how you are enhancing the children’s vocabulary and understanding / think about the age appropriateness of what you say. Use of higher order questioning.)

Resources and materials required (What equipment will you need to carry out the activities?)

Organisation (Who introduces the activity e.g. trainee / class teacher / classroom assistant / other adult? How will the children be organised during activity e.g. directed / free choice / as individuals / in groups / whole class / in a base / outdoors? Also consider is this activity for the whole class / small group / following child’s interest?)


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Differentiation for (Consider SEN&D, EAL, PP, equal opportunities here. Ask yourself how each activity allows for different learning preferences and what choices there are available to the children e.g. choosing whether to work independently or in a pair / choosing whether to work at a pc or writing in a conventional way / choosing where to work i.e. on the carpet or at a table)

Input/Modelling (This should be designed to catch the children’s attention. How will you introduce the session? What stimuli will be provided e.g. visual aid, story, objects, visit, visitor, song, poem?)

Activity (How will you develop the stimuli? What is the learning? Think about your role, other adults’ role and the children’s role: possible adult roles - observe, interact or intervene? What will the children do? Directed play, activities, games etc)

Continuous Provision / Possible extensions / Developments (Consider activities that you have modelled in a previous lesson / activities that can become CP activities and allow choice e.g. using a part of the role play area, or playing a game as a group)

Conclusion / Plenary (How will the activity end? What will you do? Review with the children what they have learnt? Encourage the children to share their learning / creations e.g. painting, Lego model. Thank the children for their participation)

Assessment opportunities (AfL) (Who? What? How? When? Who will you observe? Consider areas you will focus on. How will you assess and how will you know if they have understood? Success Criteria. When will you assess? Answer each of these questions)


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EYFS (2015) Area of Learning and Development:

Class: FS1 / FS2(Nursery / Reception)

Age of Children: Number ofChildren:

Week beginning: Adults: (teacher / TA / other SS)

Focus Learning Intentions & Outcomes (which part)

Success criteria:

Links to other Areas of Development: (Prime: PSED/ C&L/ PD & or Specific: Literacy M / U of the W / Exp A&D)Teacher directed warm-up: Carpet time / small group – specify (rhymes / songs / conversations / dialogue / stimuli)

Learning Intentions & Outcomes (objective in your own words)

Content / key points Language for Adult-Directed Teaching (& opportunities for dialogue )

Activities (that support Learning Intentions/Outcomes & differentiation) Resources

Continuous Provision (extension activity / self-chosen or on-going previous adult modelled activity)

Assessment (AfL) (who, what, when. how)

1

2

3

4


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FS1 / FS2 Observation Sheet (Adult-led or Child-initiated)

Name of child / children: Child-initiated / interest:

Or

Key person / teacher:

Date: Adult focus (LO supported by a link to phases of development)

Observation Next Steps Characteristics of effective learning

What learning did the children show through their actions or communication? (Provide evidence of what you observed)

What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organisation, previous input etc.)

What needs to be provided to take this learning forward? (adult support, planning, resources, organisation etc.)

How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?)

How did you support and/or extend this learning? (eg did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open questions that enabled children to show their thinking?)

Playing and exploringActive learningCreative and thinking criticallyPrime areas Specific areasPersonal, social and emotional development

LiteracyReading

Making relationships

WritingMathematics

Self-confidence and self- awareness

Numbers

Managing feelings and behaviour

Shape, space and measures

Communication and language

Understanding the world

Listening and attention

People and communities

Understanding The worldSpeaking Technology

Physical development

Expressive arts and design

Moving and handling

Exploring and using media and materials

Health and self care

Being imaginative


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FREQUENTLY ASKED QUESTIONS- ASSOCIATE TEACHERS:

General:Do I have to do everything electronically?Handwritten documents are fine, as long as they are legible. It is advised that work be produced electronically but this is not obligatory. Electronic work is easier to share with tutors and mentors rather than hard copies which may have to be photocopied numerous times. All work produced electronically must regularly and routinely be printed off and hard copies kept in files.

Weekly review meeting: Do I have to have a weekly review? How long should it last?You are entitled to a weekly review every week. The length of the review will be dependent on your progress, work and training needs. You should come to the meeting fully prepared, having reflected on your learning over the week, and have evidence to support having met targets (set in the previous meeting), and having met any standards.

The weekly review is essential!

It is time allocated to ensure you have sufficient support during your school based learning, and so that your mentor can monitor and report on your progress. This is the key meeting to set and review targets, discuss your impact on children’s progress, and set new targets and create a new weekly activity plan.

You should come to the weekly review with the form almost entirely completed- this is not something for your mentor to do!

The timing/day of the weekly review is for you and your mentor to agree upon.

Standards Log:How many pieces of evidence do I need?For each standard, and at each review point (interim and final) you will need to support your current level of attainment at that point. Quality not quantity is the message. There is a page before each standard in the standards log which details numerous examples to support your evidence collection. You should be proactively seeking opportunities and evidence to demonstrate you have met a standard.

Prior to your Review Point meeting, you will complete a self-monitoring exercise against the Teachers’ Standards (Early Years) and shade the progress criteria (beginning teaching to outstanding teaching) to indicate where you are at that point. It is acceptable to highlight parts of criteria, where applicable. You will also complete the evidence grid to show what and where the evidence is to justify and support the level of progress, and articulate how it evidences that level of progress.

Your mentor and university tutors will be able to give you additional support and guidance to ensure your evidence is consistent and coherent and of high quality. There may be many opportunities to cross reference evidence against more than one standard; however one piece of evidence cannot be used more than twice. This is an ongoing process and part of a learning dialogue between you and your mentor and ULT. The information provided by you will be reviewed (discussed/ ratified) at the review(s).

How often should I update my standards log?You must have updated your standards log prior to review points, and ready for the triangulation meeting (between you, your mentor and the university tutor). It should reflect your professional journey, and record at key assessment points your progress against each standard.

Target setting:Do I set my own targets? Or does my mentor set them?Targets arise from lesson observations and dialogue with the mentor, or other ATs or other members of staff.

EYTS 2016/2017Overarching Principles:

1: Unique Child 2: Positive Relationships 3: Enabling Environments 4: Learning and Development

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Targets you set for yourself should be discussed regularly with your mentor, in addition to those that the mentor may set at the weekly review meeting, or that arise naturally from your setting/school based learning experience.

How many targets should I be set each week?3-4 each week. You must have a target that addresses development in S3 each week. You will also agree with your mentor on which targets will be the focus for your weekly formal activity/lesson observation.

Planning: Do I have to use the University planning pro forma for every lesson I teach?For every activity/lesson that an AT teaches (solo) all planning documents (LP1, 2, 3 and 4) must be completed (for those ATs teaching in EYFS they must use the EYFS planning documents- Lesson/Activity Planner, Continuous Provision Planner, Half term/ Progression Planner, Child Initiated, Observation Sheet).

Why are there 2 documents for the lesson plan?LP1This should be completed by you for every activity/lesson/group work that you take responsibility for teaching. This form demonstrates that you have been conscious of all the factors needed to be taken into consideration when planning an activity or lesson. The AT should preferably word process this form. LP1 also identifies which standards (and how) the AT will be evidencing during the activity/lesson. This document allows the AT to recap on the learning and previous knowledge of the pupils and prior learning targets.

LP2This is a suggested proforma. There may be other forms of planning (e.g. PowerPoint presentation, handouts etc.) which may supplement or replace this form.

This is the form that should be used by you to deliver the activity/lesson. It is suggested that bullet points (instructions) are used so that you do not need to memorise the lesson or make additional notes on other pieces of paper.

This proforma should show continuity with LP1 in that this clearly indicates where during the activity/lesson Learning Objectives and outcomes indicated on LP1 are covered/assessed.

Both LP1 and LP2 should be written in sufficient detail to allow another colleague to teach the activity/lesson if/when required.

LP3 Do I have to do a lesson evaluation for every lesson?Yes- an evaluation enables you to ensure effective planning for children’s progression following an activity/ lesson, and allows you to refine your approaches and strategies. It is strongly advised that you make your evaluations as soon as is practicable after the activity/lesson; this means reflections are fresh and accurate. Handwritten notes and annotations are perfectly acceptable but do not replace the evaluation forms.

LP4 This form should be completed prior to every lesson that an additional adult is working in the classroom. This should give the additional adult clear focus and knowledge of what they should be doing. It is advised that this is discussed prior to the activity/lesson, and completed with the additional adult.

Medium term plan:Can I use my setting/school’s Medium term plan pro forma?Initially you will need to reflect on existing plans used in your setting/school, this will inevitably mean you are analysing the setting’s/school’s existing work.

Can I use my setting’s/school’s existing medium term plans?



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You need to be able to provide evidence that you can engage with the curriculum and plan for sustained teaching over the medium term.

You may need guidance and help from the mentor in planning for the medium term and in creating your own plans, but there should be evidence of your engagement with the curriculum, planning for continuity and progression, demonstrate a range of teaching strategies differentiation, inclusion and assessment.

As with activity/lesson plans, these need to be shared with your mentor prior to delivery.

Child Profile:How many child profiles should I have?You need to complete a minimum of two child profiles per placement.

How do I choose the children to use for my profiles?Your programme may have stipulated a specific focus with regards child profiles. Some secondary ATs like to use children from their form group (if they are attached to one), as they will see them daily. Your mentor will be able to advise you on possible/suitable children to use. You may wish to be proactive when selecting a child to focus on as this may enable you to provide further evidence against a standard e.g. EAL child, SEND, behavioural difficulties etc. or link to particular research you are undertaking.



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FREQUENTLY ASKED QUESTIONS- MENTORS:Weekly review:How often and for how long do I need to meet with my AT for their weekly review meeting?As a guide weekly reviews should take place once a week and last approximately 1 hour (although this may vary according to the progression of the AT and the timing/point of the placement). The weekly review should be used as a stand-alone meeting to review the entire week of learning and experience in school, and should not incorporate formal feedback from a lesson observation. Activity/lesson observations should not impinge on time for the review meeting.

How much input should I have on the weekly review form?ATs should share their weekly review document with you prior to the meeting. You can discuss their reflections, and prompt new targets through dialogue (on Part 1). You will need to assist the AT in reflecting on how they have impacted on children’s learning/progress (Part 3)Through dialogue with the AT you should also help in creating new targets for the forthcoming week, and how these can be achieved by inputting on the weekly activity plan/ timetable.

Observations:How often do I need to observe my Associate Teacher?ATs are entitled to one formal observation, and formal written feedback per week. The AT should be observed informally regularly and given verbal feedback to consolidate progress and maintain and improve practice, and to safeguard children’s progress.

Am I the only person who can observe my Associate Teacher?It is advisable for the AT (wherever possible) to receive formal feedback (and written) from one person - usually the subject mentor/professional mentor – over a series of lessons so that there is some continuity. However, observation from a range of colleagues, across a setting or school is also advantageous to the AT for numerous reasons, particularly for example in primary feedback from the literacy and mathematics subject leaders is invaluable.

Can I use the setting/school’s observation forms when observing an AT?All formal observations need to be recorded on the Chester proformas. This ensures clarity and consistency for ATs’ assessment against standards and a shared approach across the partnership. Informal observations could use the school format, preferably with reference to the Teachers’ Standards (Early Years) clearly indicated. This would keep AT feedback specific and focused and enable to AT to utilise these for their evidence.

Standards Log:How often do I need to monitor the standards log?Associate Teachers and you should be reflecting on this in the weekly review meetings to assist in the target setting process and ensure ATs are able to meet all the expectations of the standard. The standards log will be used to record the ATs current rates of progress, and signpost evidence at each formal review point. The AT must be well prepared for this and have this evidence logged/organised prior to a review point, marking their progress level on the standards continuum.

Target setting:Do I have to set the targets?Yes. This is something you and your AT should work on together. The AT should have completed a self-audit against standards’ at the start of their programme /SBL and this is a useful starting point for setting developmental targets. Targets should be revisited weekly as part of the on-going dialogue and the further development of the AT (in conjunction with the weekly activity plan).

Planning:Planning proformas (LP1&2)Can the AT use the school’s planning proformas?ATs should use the Chester University planning proformas for all lessons they deliver.



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If the school/setting has a specific planning requirement that is not included on the current planning documents the AT/ setting/school can add to the form, nothing should be removed.

Review points:Do I write the formal review (interim/final)?The review documents should be a collaborative venture between the AT and mentor, completing the sections in draft ready for the triangulation meeting with the ULT. This will ensure that all parties feel confident that they have arrived at the right judgements. Furthermore, it will clarify future targets and training needs for the AT.



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Section 5: Primary Subject Knowledge Confidence Audits


Subject Knowledge Confidence Audits (EYFS)


The intention in this section is for Associate Teachers to complete and revisit their subject confidence audits on a regular basis throughout the Programme. We envisage this to be a useful starting point in opening up dialogue with the Associate Teachers as to their initial confidence levels as well as their developmental needs. Subsequent targets can then be identified in order to ensure AT progression is monitored, supported and assured.

*Ensure subject and curriculum coverage audits are completed/updated and housed in S3.*



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