Programme Handbook
BA (Hons) Early Years Education
Full Time Programme
2015-2016
Disability Support Services Statement
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SpLD (Specific Learning Difficulties) Support Team
Inclusion Team (Physical and Mental Health)
Our approach is friendly yet professional and you can discuss your individual learning
requirements in complete confidence. It is important to contact us as early as possible.
SpLD Support Team: Based in the University Library, 1st floor
You can contact us in relation to:
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SpLD assessments (Dyslexia, Dyspraxia)
Specialist SpLD support
Using assistive technology
Applying for Disabled Students’ Allowances (DSA)
Visual stress / Meares-Irlen
The Inclusion Team: Based in the Student Information Centre (SIC), ground floor
If you have specific requirements due to a physical or sensory impairment, mental health/anxiety
issues, health condition, an autistic spectrum condition, or needs emerge when you are studying
here, we can advise you on:
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Applying for Disabled Students’ Allowances (DSA)
Specialist and/or personal support
‘Reasonable adjustments’ to learning, teaching and assessment
Accessible facilities and equipment
SpLD Support Team
In person: University Library, Ormskirk, 1st floor
Tel: 01695 584372
E-mail: SpLD@edgehill.ac.uk
The Inclusion Team
In person: SIC, Ormskirk, ground floor
Tel: 01695 584190
E-mail: InclusionTeam@edgehill.ac.uk
2
Equality and Diversity – Policy Summary
Edge Hill University’s vision is to ‘provide an environment where everyone feels able to
participate, contribute, enjoy and influence their experience; and where inclusive practices
underpin everything we do. Respect for, and celebration of, individual diversity will shape
institutional strategy, direction and behaviour.’
The University seeks to identify and eradicate any practice which discriminates on the basis of
race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership,
pregnancy and maternity, religion, belief or none, or socio-economic background.
The University recognises that equality and diversity embraces all aspects of employment and
service delivery including curriculum; teaching; learning and assessment; research issues; and
extra-curricular activities.
The University makes it a condition of service and admission that staff and students adhere to the
Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student
Disciplinary Procedures, as appropriate.
The University makes every effort to ensure that traders, contractors, institutions, organisations
or individuals who interact with Edge Hill University are aware of the policy. Discovery by the
University of any inequitable policy or practice by them may result in Edge Hill University breaking
links and ceasing to do business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality and
Diversity Policy throughout the University.
Making Contact
Students are encouraged to make any concerns known. The first point of contact for this is the
Student Services Information Desk in the Student Information Centre on the Ormskirk campus
(01695 584554, or student services@edgehill.ac.uk). The Student Information Officer will refer
you on to an individual member of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services
Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.
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Contents
Page no.
Disability Support Services Statement
2
Equality and Diversity
3
Welcome
6
Introduction
7
Roles and Responsibilities
8
Overview of Programme
10
Trainee Voice
12
Edge Hill Students’ Union
16
Quality Assurance and Quality Enhancement
17
Teaching, Learning and Assessment
18
EHU ITT Professional Practices
19
Lines of Communication
22
Useful Contact Information for Trainees
23
The Role of the Personal Tutor
24
Employability, including References
26
Timetables and Assessment Schedules (XX Grids)
27
Code of Conduct
36
Attendance Expectations
42
Academic and Professional Review Meetings (APRM)
43
Exceptional Mitigating Circumstances (EMC)
46
Trainee Project Proforma
47
Assignment Extension Policy
50
On Programme Self Declaration Procedure
51
4
Safeguarding – Management of a Cause for Concern
53
Teaching Standards
58
5
Welcome
Welcome to the Programme
The Early Years Team welcomes you to the BA (Hons) Early Years Education
Programme and wishes you well with your studies.
The programme is an exciting and innovative grounding in early years education
designed to provide you with a high quality education and training experience and
prepare you for work in the challenging and rewarding UK early years sector.
You will work closely with the Teaching Standards (Early Years) and before you
begin in Years 1 or 2, will have the opportunity to apply for the Early Years Teacher
Status - Undergraduate Route which you will work towards in over the remaining
time on your programme.
The experienced early years teaching and placement team will endeavour to provide
a learning experience that will challenge you, whilst providing a rich combination of
work-based and classroom-based opportunities to learn and develop to your full
potential in this field. The course requires a great deal of commitment from you the
student, and in turn will provide both personal enrichment and assist your future
professional and vocational development.
We aim to make your studies lively and interesting by providing high quality teaching,
guidance and support. In return, we expect that you will actively engage with your
own learning and participate with other programme members in paired and group
activities. We recognise your commitment and value your feedback on how the
programme is designed and delivered and your comments will make a valuable
contribution towards shaping and refining the course still further.
The Team
Tim Lucas
Jackie Sumner
Jacqui Basquill
Luise Masterson Susan Westmoreland
Jan Ellis
6
Introduction
This handbook is designed to provide you with a range of essential information
relating to the background, content and overall structure of the programme. It should
also answer some of the initial questions you may have about academic study.
Module handbooks provide greater detail of each module. This handbook will show
you what is expected throughout the course and support you in managing your time
effectively. Please note however that some content may change and evolve as the
course progresses. Your tutor will inform you where this is the case and updates will
be made available via Learning Edge.
Delivery of the programme
The delivery of this programme will consist of face-to-face taught sessions
supplemented by on-line activities, student-based activity, personal reflection and
provision-based training (placements).
All of the modules will combine face-to-face delivery with some online learning or
individual tutorials. You will be fully trained in the use of Learning Edge, Edge Hill
University’s Virtual Learning Environment during your induction session with
Learning Services followed by a workshop later in the term. If you decide to access
the information at home you will need access to the Internet.
Sessions run over 10-week blocks normally with an Enhancement Week included at
the mid-module point.
Work-experience placements are a compulsory part of the programme and will be
undertaken on 2 days of the week as agreed with the Placement Development Coordinator. Working hours will be agreed with each placement provider, but will
typically be between 9am and 5pm each day. Each placement day must last for a
minimum of 7 hours. (See separate Placement Handbook for more detail.
Independent Study and Directed Learning:
There is an expectation commensurate with the academic level of this degree
programme that students will undertake a significant amount of study outside the
classroom. Tutors will remind you of this during module inductions. Taught sessions
will be supplemented by required reading, online activities, assignment work and the
completion of a Personal Development Portfolio alongside a number of placement
related tasks. Students will also be required to work together in study groups on
occasions to complete seminar activities which may include short presentations.
7
Roles and Responsibilities
Leadership of your Programme
Dr Tim Lucas
Programme
Leader
Year Three
Leader
lucast@edgehill.ac.uk
01695 584727
Subject Leaders
Jacqui
Basquill
Jackie Sumner
Course Leader
Year one and
three Leader
Senior Lecturer
Early Years
Year Two Leader
basquilj@edgehill.ac.uk
01695 587337
sumnerj@edgehill.ac.uk
01695 654319
Administrative Staff
Professional Support
Team
EarlyYearsPartnership@edgehill.ac.uk 01695 584556
Management of the [Early/Primary/Secondary/Further Education and Training]
Area
Karen
Boardman
Tim Lucas
Head of Early Years
boardmak@edgehill.ac.uk 01695 650766
Assistant Head of
Early Years
lucast@edgehill.ac.uk
01695 584727
You will be supported in a great many ways during the year. The following people
will work with you closely during your time on the Programme:
Personal Tutors 2015-2016
Heidi Winrow
Judith Farrell
Susan Mullin
Jackie Sumner
Rob Randall
Liz Ludden
Jacqui Basquill
Personal Tutor Year 1
Personal Tutor Year 1
Personal Tutor Year 1
Personal Tutor Year 2
Personal Tutor Year 2
Personal Tutor Year 2
Personal Tutor Year 3
8
The Personal Tutor as identified above is the named person who will work with you
throughout the year to support your academic and setting-based progress.
Module Leaders
Module
Code
Module Title
Module Leader
EYT1000
Personal and Professional Development
Jan Ellis
EYT1001
Prime Areas of Learning
Jackie Sumner
EYT1002
Child Development
Susan Westmoreland
EYT1003
Early Years Pedagogy
Jan Ellis
EYT1004
The Inclusive Early Years Setting
Jan Ellis
EYT2000
Rob Randall
EYT2002
Personal and Professional Development
Specific Areas of Learning
(Mathematics and Literacy)
Working Collaboratively
EYT2003
Transitions
Jacqui Basquill
EYT2004
Jacqui Basquill
EYT3002
Introduction to Early Years Research
Personal and Professional Development
and Employability
Specific Areas of Learning (Understanding
the World, Expressive Arts and Design)
Leadership in the Early Years
EYT3003
Exploring the National Curriculum
Jacqui Basquill
EYT3004
Early Years Research
Jacqui Basquill
EYT2001
EYT3000
EYT3001
Jackie Sumner
Jacqui Basquill
Tim Lucas
Jacqui Basquill
Jacqui Basquill
9
Overview of the Programme
Level EYT1000
EYT1001
4
Personal and Prime Areas of
Professional Learning
Development
EYT1002
EYT1003
EYT1004
Child
Development
Early
Years
Pedagogy
The
Inclusive
Early Years
Setting
30 Credits
Level EYT2000
5
Personal and
Professional
Development
30 Credits
EYT2001
20 Credits
EYT2002
20 Credits
EYT2003
20 Credits
EYT2004
Specific Areas
of Learning
(Mathematics
and Literacy)
Working
Transitions
Collaboratively
Introduction
to Early
Years
Research
30 Credits
Level EYT3000
6
Personal and
Professional
Development
and
Employability
30 Credits
EYT3001
20 Credits
EYT3002
20 Credits
EYT3003
20 Credits
EYT1004
Specific Areas Leadership in
of Learning
the Early
(Understanding Years
the World,
Expressive
Arts and
Design)
Exploring
the
National
Curriculum
Early Years
Research
30 Credits
20 Credits
20 Credits
30 Credits
20 Credits
Aims of the Programme
The aims of the BA (Hons) Early Years Education are to enable students:
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to develop a theoretical framework, which will underpin their professional
practice
to show systematic knowledge and understanding of current legislation,
frameworks and initiatives, in order to meet the needs of children, families and
communities
to reflect on and evaluate existing practice in relation to the Teacher's
Standards (Early Years) in order to initiate and lead quality improvement
.
It is a programme of professionalism, creativity and a commitment to effective,
dynamic practice and teaching in working with young children which also aims to
develop:
 knowledge and understanding of early childhood development
 problem solving, thinking skills and appropriate research methodology.
 an understanding of the importance of the key factors that impact upon
children's learning and development
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progression and transition from the Early Years Foundation Stage to Key
Stage 1 and Key Stage 2
experience of working in early years settings supporting children's learning
and development through leading practice
The BA (Hons) Early Years Education is a full time programme where students will
develop as independent learners capable of critically evaluating their learning and
setting appropriate targets for their own future development.
The programme will develop knowledge, skills and understanding to support a
possible future career within the children's workforce in early years settings. This
degree will prepare students' knowledge and understanding well beyond that required
of the Teacher's Standards (Early Years).
The programme will seek to be as attractive and as accessible as possible to
applicants with a wide variety of qualifications and interests. In order to meet the
varying learning needs of students embarking upon the programme, the modules will
be pivotal in developing academic and key transferable skills. A planned, progressive
programme of study skills support, which complements the support available from the
University, will be embedded within this programme. In addition, students will receive
structured support from personal tutors who will be able to guide and support students
in relation to their individual needs.
The programme is designed to encourage students to become ‘lifelong learners'.
Students will be encouraged and supported in developing personal study targets
from the point of application onwards, and will be encouraged to progress to
independent research at the end of their programme. Progress will be mapped
through regular reviews of their Personal Development Portfolio. Opportunities will
also exist for students to pursue aspects of personal study through the professional
practice and research modules. Assessment methods will also allow students a
degree of choice of the topics researched, through negotiated selection of areas of
focus for assessment research.
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Students’ Voices
“All students should have the opportunity to be involved in quality enhancement and
assurance processes…….. In considering approaches it is important that higher
education providers create a culture and environment where students are
encouraged to take up the opportunities on offer.”
Chapter B5, QAA Quality Code
Our aim within the Faculty of Education is to go beyond mere consultation, or
representation of students in decision-making, and to try and create a genuine
partnership with each and every student. We believe that where a genuine
partnership exists, students not only identify enhancement opportunities but also
offer ways to take forward those enhancements. Our principle means of developing
this partnership is to create an environment in which all parties feel valued; and to
create a wide range of opportunities for any student to engage in dialogue which
leads to educational enhancement and assurance of quality.
The following list sets out some of the main ways in which every student can have a
voice within their programme:
o
o
o
o
o
o
o
Evaluation; including The National Student Survey and The NQT Survey
Staff-Student Consultative Forums (SSCFs)
Focus Groups
Boards and Committees
Course Representation
Curriculum Development
Personal Tutor discussions
The purpose of gathering students’ feedback is twofold. Firstly, it allows best
practice to be recognised, celebrated and built upon; and secondly, it allows areas
for improvement to be identified and acted upon.
In the past year students have fed back many positive things relating to BA (Hons)
Early Years Education; and, in addition, have raised the following points:
 Students commented that teaching and learning across the programme was
stimulating. They also commented that there was a lot of enthusiasm and
passion in teaching practices by the course team.
 Students felt that they were supported well by their academic tutors
 Trainees reported high levels of satisfaction with their assignment feedback,
confirming that this was received within agreed timescales. They felt that they
received good constructive comments and that their Tutor was very
approachable and helpful. They feel that they have a good student/tutor bond
with all their tutors and know that they can contact them if they have any
issues
Based on all of the helpful feedback received the programme team has undertaken
the following enhancements
 Purchase of high quality Early Years resources identified by students as being
useful whilst studying on the programme.
 Visits to China Town (Liverpool).
12
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Visit to Outstanding Early Years Setting.
Visit to Merseyside Maritime Museum.
In 2015-16 the following enhancements are also planned
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Visit to Seven Stars Early Years Development Centre (Leyland).
Forest School Experience.
Paediatric First Aid training.
Expert Speakers for example from the Faculty of Health and Social Care.
Further purchases of Early Years resources and equipment to enhance the
programme.
The table overleaf sets out the ways in which the student voice will be captured
during the coming academic year.
13
Student Voice Overview
September
Potential
Students
October
November
December
January
February
March
April
May
June
End of year
‘Big
Evaluation’
Focus
Group
July
Aug.
Feedback questionnaire after each open event/recruitment event
Feedback questionnaire after each interview, including questions about the rigour of the selection process
Students
First Week/
Induction
Day Survey
Partnership
Programmes
Board
HoA Focus
Group
Faculty
Board
SSCF
Student
Consultative
Meeting 1
Mid-year
‘Big
Evaluation’
NSS Survey
SSCF
Student
Consultative
Meeting 2
ISS Survey
Faculty
Board
Partnership
Programmes
Board
Partnership
Programmes
Board
Faculty Board
Feedback to students after:
SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’
Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees.
14
Staff-Student Consultation
The process of Staff-Student Consultation is set out below:
Year Group
Programme
Area
Aim – To gather feedback at individual course
and/or year level within the programme in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt, on-going feedback.
Aim – To gather feedback on the programme
as a whole in order to celebrate achievements
and successes, and to identify any issues; and
provide feedback via the production of the
Staff-Student Consultative Forum (SSCF)
Meeting Summary, within an agreed timescale.
Aim – To gather feedback across the Area in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt feedback to students via the
production of the Staff-Student Consultative
Forum Meeting Summary, within an agreed
timescale.
-
1 / 2 consultative representatives per
group to be elected and trained in role
-
A minimum of two SSCFs per year to be
planned
-
Programme Leader and SU to train all
consultative representatives, and to
confirm processes/expectations at the
start of the year
-
For undergraduate programmes 1-3
trainees to attend from each year
(undergraduate).
-
-
-
On-going feedback mechanisms to be
established via e-mail/Blackboard, as
appropriate, and Year Leader/Course
Leader to receive on-going feedback
Year Leader/Course Leader to produce
an overview of actions on a termly basis
for management team review
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
-
Number of focus groups per year to be
planned by the Head of Area or Assistant
Head of Area
-
Timing to be planned by the Head of Area
or Assistant Head of Area
-
For PGCE programmes, a representative
from each group to attend
-
Chaired by Head of Area or Assistant
Head of Area
-
Chaired by Programme Leader
-
-
Year Leaders to attend and appropriate
partners
Minutes of meetings discussed, and
actions confirmed, with Area Management
Team
-
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
Focus to be confirmed but linked to Area
priorities and issues raised at previous
stages of the process across all
programmes
15
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Quality Assurance and Quality Enhancement
External Examination
Degree‐awarding bodies are responsible for the quality of their educational
programmes and the standard of the awards to which they lead; and the external
examination system within UK higher education is one of the principal means for
assuring both.
Within the Faculty of Education we work with External Examiners and External
Consultants, according to the needs of the Area; and both of these roles are taken by
experts in their subject, or field of work. The External Examiner is a colleague from
another Higher Education Institution, and the External Consultant is a colleague from a
setting, school or college. External colleagues are independent experts who has no
significant prior association with the programme team.
Our externals are valued partners at Edge Hill University and the work they undertake
allows programme teams to be assured of the quality of the programmes delivered
and, at the same time, supports programme teams in identifying enhancement
opportunities in order to continue to improve programmes.
All external colleagues will visit a sample of trainees on placement, will observe them
teaching, and may look at trainees’ files. They will also talk with school colleagues. All
of these activities allow externals to judge the quality of the programme being
delivered.
Externals also review samples of assessments in order to judge the accuracy and
fairness of marking being undertaken; and, they will meet with a group of trainees at
the university to discuss all aspects of their studies.
At the end of the year externals attend the relevant assessment boards in order to
confirm that the marks and awards being made are made fairly and rigorously.
At the end of the examination process external colleagues write a report which outlines
their findings, observations and judgements. This is a significant document which
allows programme teams to celebrate strengths and identify areas to develop. The
reports are located in the relevant area of the VLE for you to read; along with the
programme team’s response to the report.
The External Examiner(s) for your programme is/are:
Dr Pam Jarvis; Senior Lecturer, Institute of Childhood and Education, Leeds Trinity
University.
It is not appropriate for trainees to contact externals individually, however, many of you
will have chance to talk with them as outlined above.
17
Teaching, Learning and Assessment
The Faculty of Education’s approach to teaching, learning and assessment is built
around a concept of a learning entitlement for all students/trainees that includes:

programmes that provide academic and professional challenge and which are
underpinned and informed by practice based research

explicit engagement that addresses learners’ academic and professional needs
and develops their relevant skills and knowledge

a focus on learner centred approaches to teaching, learning and assessment

provision of a wide range of pedagogies designed to role model excellent
practice and to promote effective learning opportunities

the effective integration of new and emerging technologies designed to enhance
the learning potential of sessions, modules and programmes

assessment opportunities (formative and summative) that are equitable,
consistent, transparent, time appropriate and closely aligned with aims and
learning outcomes

comprehensive and effective feedback procedures that clearly articulate targets
for progression and improvement

opportunities to develop teaching, learning and assessment techniques within a
range of settings as appropriate to the programme of study
18
Edge Hill University Professional Practices
Whilst on Professional Practice, a trainee’s first point of contact with the University will
be their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee
in advance of the Professional Practice and provide their contact details. In the event
that the trainee is unable to contact their tutor on an urgent matter, they must contact
their Professional Practice Leader, who will direct the trainee to an appropriate
member of staff.
Professional Practice allocations
Professional Practices are normally secured on behalf of all trainees by the Faculty
Team. However, if a trainee is aware of a school/college/setting which they feel might
provide a Professional Practice for them, as they have previously undertaken
voluntary work there, a trainee can make direct contact with the school,
college/setting. A Professional Practice Assistance Form will need to completed and
signed by the setting. Please note, this may not mean that this is where the trainee
undertakes their next Professional Practice as a Quality Assurance check needs to be
undertaken to ensure the training the trainee will receive is of high quality.
Timing of Professional Practices
Due to the large variety of schools, colleges, settings within our extensive partnership
we need to be flexible. This means that a trainee may start or end their Professional
Practice at different points within a specific window of time. There are also occasions
where schools withdraw their offer of a Professional Practice (adverse Ofsted
inspection, poor exam results, changes in staffing, illnesses and maternity covers
etc). If, for any of these reasons, the trainee begins their Professional Practice later
than other trainees in their cohort, the trainee will continue to progress and develop
through the delivery of an enhanced training programme. The trainee will continue as
a full time trainee and have the opportunity to experience other aspects of the
programme that their peers will engage with later on in the programme, for example a
short placement at an SEND school. The programme is designed to be flexible so
that aspects can be moved around in order to ensure that differences in Professional
Practice dates and in training needs can be accommodated.
Deferred Professional Practices
A Professional Practice is termed ‘deferred’ when a trainee has been obliged to
withdraw from a Professional Practice after its commencement for reasons beyond
their control. In this situation, the trainee will need to contact their Edge Hill University
tutor and arrange to submit an application for acceptance of Exceptional Mitigating
Circumstances. This is usually termed an ‘EMC’. Once an EMC has been accepted,
the Faculty team will work towards securing a repeat Professional Practice. Where
possible, this will normally be within the same academic year, so as to cause minimal
disruption to the training programme. This requires special negotiation with schools,
colleges, settings because of the unusual timing of the Professional Practice. The
trainee will be informed as soon as possible, but please maintain contact with the
Programme Leader and engage in some voluntary work whilst awaiting confirmation.
Ensure that contact details are up to date and known to both Academic Registry and
to the Programme Leader.
19
Referred Professional Practices
A Professional Practice is termed ‘referred’ when a trainee is required to repeat it as a
result of having been graded as a ‘4’ on the grading criteria identified for that
professional practice. In this situation, it is necessary to find a suitable Professional
Practice to match the trainee’s needs and provide very specific support. Obviously,
this requires special negotiation and a careful choice of setting. The trainee will
need to be patient throughout the process; where possible, the repeat Professional
Practice will occur within the same academic year. However, where there are issues
of time available and limited offers, it may be necessary for this to be undertaken at
the beginning of the following academic year. A trainee is not automatically entitled to
a ‘referred’ Professional Practice; this will be offered at the discretion of a Faculty
School Experience Assessment Board.
Contact Details for Professional Practice
Any change in a trainee’s address or contact details, a trainee must ensure that they
update the trainee Go Portal as appropriate, to ensure all information at the time of
allocation is completely up to date.
Blackboard Learning Edge
Trainees are requested to access blackboard on a regular basis and also to check
their Edge Hill email accounts, which will be used for urgent communications. As
these are accessible through the Go Portal, it is a positive way of strengthening and
fostering collaboration between trainees whilst on Professional Practice, enhancing
the overall reflective experience. This is where you will be notified of your
Professional Practice allocation
Travel and Accommodation Policy
If costly travel is incurred by a Professional Practice, then support towards your
expenses may be claimed for, that is for any distances over and above that which
equates to your normal journey from home to the university. Claim forms (known as
Trainee Expense Forms) are available from the Faculty of Education Information Desk.
The entire travel policy document can be found on the VLE.
Occasionally there may be opportunities for trainees to complete a Professional
Practice at a location that is an unreasonable distance from the home address and in
these instances accommodation will be provided by Edge Hill University. Full details
can be found in the Travel and Accommodation policy on the VLE. Additional support
with other expenses, whilst on a remote Professional Practice can be found in this
policy.
20
Additional information related to Professional Practices






Issues of a more practical nature, such as transport, finance, etc., should be
raised by completing the appropriate form, available from the FoE Reception
Any concerns or personal issues regarding the Professional Practice, e.g.,
medical conditions, personal issues, financial issues, etc., should be reported within
one working day of the notification of the Professional Practice by completing
a Professional Practice Rejection Form, obtainable from FoE Reception. This will
then be scrutinised by both the Professional Practice Leader and Course leader,
who will need to support the submission, and the Assistant Head of Area/Head of
Area who will make the final decision. Please be aware that, in some cases, further
documentary evidence, e.g., a doctor’s note, may be required.
All trainees should have considered all other options, e.g., submitting a
Transport Request Form (when required travel is very difficult), or applying for
additional funding (when genuine financial hardship is a factor), as the refusal
of a Professional Practice Rejection Form could result in failing the Professional
Practice on a technicality, i.e., a trainee has been offered a suitable Professional
Practice but have declined it.
Trainees must complete a minimum number of days/hours in school/college/setting. If
a trainee does not complete these days, they will not be compliant and they cannot be
recommended for QTS at the end of the Programme. Trainees may need to make up
extra days at the end of the Professional Practice.
Trainees should work alongside qualified teachers when planning out of
school/college/setting activities. The final arrangements and risk assessments
must always be carried out by a qualified teacher.
Some trainees and schools/colleges/settings will be visited by External Examiners
during the final week of the experience. Details of External Examiner visits will be
shared nearer the time. The role of the External Examiners is to act as critical
friends to Edge Hill University and to offer views about how we can develop and
improve our provision. Their role is not to visit trainees and
schools/colleges/settings in order to make judgements about their performance.
21
Lines of Communication: Who do I ask if I have a query or a concern?
If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group,
including booklets and notices on Learning Edge? Have you checked with your members of your peer group?
If you have a personal concern or an
academic query (e.g in relation to your
academic writing)
If you have a concern or query in relation to
your professional practice.
If you have a query relating to a
particular module (including the content,
tasks or assignment)
Please make contact with your Personal
Tutor initially via email to arrange a time to
meet.
Your personal tutor will usually be able to
resolve your issues or direct you to the
most appropriate point of contact.
If your professional practice has not yet started
please contact your personal tutor
If your professional practice has started then
please contact your Mentor (school based
trainer) or your Visiting Tutor (Edge Hill based
trainer).
Please contact the individual module
tutor who teaches you for that module in
the first instance.
Your module tutor will usually be able to
resolve your issues, however, if
necessary they may be referred to the
Module Leader.
If necessary your personal tutor, visiting tutor or module leader will refer your queries or concerns on to your Year Leader.
NB: Due to data protection we cannot discuss your training with anyone other than you.
Certain matters may be referred by the Year Leader, to the Programme Leader.
NB: You should not make contact with the Dean of Education or the Head of Area.
For wider support outside the faculty please access support from Student Services or Learning Services.
Student Services for
Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support
Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday
Tel –- 01695 584554
Leaning Services for
Library/ IT help / Media Facilities /SpLD support
Tel – 01695 650800
https://www.edgehill.ac.uk/studentservices/student-information-desk/
Email, live chat or text message – ehu.ac.uk/askus
https://www.edgehill.ac.uk/ls/about/
22
Useful Contact Information for Trainees
Careers Service
Website: http://www.edgehill.ac.uk/careers/
Tel: 01695 584866 (out of hours answer machine available)
Email General Enquiries: careers@edgehill.ac.uk
Address: Careers Office - Student Information Centre (ground floor), Edge Hill
University, St Helens Road, Ormskirk, L39 4QP.
Learning Services (including support services)
Website: http://www.edgehill.ac.uk/ls/
Tel: 01695 584286
Email: enquiries lsdesk@edgehill.ac.uk
Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/
Finance
The Student Financial Support Team is based in the Student Information Centre at
Edge Hill.
Academic Registry
Academic registry is based in Student Information Centre (SIC)
Tel: 01695 584554 – Academic Registry Helpdesk
Accommodation
Email: www.edgehill.ac.uk/accommodation.
Counselling
Tel: 01695 650988
Email: counselling@edgehill.ac.uk
23
The Role of the Personal Tutor
What is a Personal Tutor?
The Personal Tutor sits at the centre of the student ‘goal setting process’, linking
together all aspects of a programme to ensure that each trainee is supported and
challenged rigorously throughout their training within the Edge Hill University
Partnership, in order to achieve their full potential.
The Personal Tutor, will ‘own’ the progress and training of each trainee they work
with, and be responsive and accessible when issues arise. They will report on their
work at regular intervals throughout the year, demonstrating how each of their
trainees is developing into a highly reflective and critical practitioner who evaluates
his or her own practice and the impact this has on pupil progress and achievement,
thus ensuring that each trainee makes outstanding progress.
This is a personalised role for each trainee dependent upon their prior experiences,
achievement and individual training needs.
What does a Personal Tutor do?
The role of the Personal Tutor will vary depending upon the year of the programme a
trainee is in.
All Personal Tutors will receive training before they undertake the role and will
receive staff development in this area as required.
Their focus will include:
Undertaking scheduled tutorial meetings with tutees (a minimum of 3 during
the year)

Tracking and monitoring of trainee progress and logging this centrally, and
intervening when required

Being available to offer advice and guidance during Professional Practices

Offering support when required regarding training; and communicating with
trainees regularly

Guiding trainees in relation to personal employability.
24
What should you as a trainee do?
You should engage fully in all scheduled Personal Tutor meetings; and attend
Personal Tutor meetings ready to engage in discussions about your progress and
goals. This includes the completion of pre-meeting tasks as appropriate.
You should ensure that copies of relevant information are made available for
Personal Tutors at planned meetings, such as Professional Practice End of
Placement Forms.
You should ensure that your Personal Tutor has all your current contact information.
You should ensure that all your relevant teaching files, subject knowledge folders
and Standards portfolios are maintained and up to date, as a Personal Tutor may
wish to see these at any point.
It is to be emphasised that working with a Personal Tutor is a two way process
and trainees are expected to prepare for Personal Tutor meetings in an
appropriate way.
Please also refer to the diagram in this booklet which will guide you in
understanding the most appropriate sources of support throughout your time
on the programme if you have a query or a concern.
25
Employability Including References
Employability/Applying for Jobs
Support from Edge Hill University
You will be given advice on job applications within your taught sessions. Further
written advice is available from the Careers Centre, located on the ground floor of the
Student Information Centre. To find out further information about the Careers Centre
you can also visit:
http://www.edgehill.ac.uk/careers/
References
When applying for jobs, you should state your first referee as your current/most recent
employer. Edge Hill University are only able to provide you with a trainee reference.
26
Timetables and Assessment Schedules 2015/16
BA (Honours) Early Years Education Leading to EYTS -
Week
beginning
Week
Year 1
Mon
Tues
Wed
Thurs
Fri
EYE 1000/1002/
1003/1004
Placement
Placement
EYE 1001
Independent
Study
31 August
15
1
7 Sep 15
2
14 Sep 15
3
21 Sep 15
4
First Week
28 Sep 15
5
X
X
X
5 Oct 15
6
X
X
X
12 Oct 15
7
X
X
X
19 Oct 15
8
X
X
X
26 Oct 15
9
2 Nov 15
10
X
X
X
9 Nov 15
11
X
X
X
16 Nov 15
12
X
X
X
23 Nov 15
13
X
X
X
30 Nov 15
14
X
X
X
7 Dec 15
15
X
X
X
14 Dec 15
16
X
X
X
21 Dec 15
17
Christmas
Break
28 Dec 15
18
4 Jan 16
19
Assessment
Dates
EYT1003A
Assessment Week
SSCF1
EYT1000
Portfolio Review
1
EYT1003B
Assessment Week
Activity Plan
EYT1001
27
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
EYE 1000/1002/
1003/1004
Placement
Placement
EYE 1001
Independent
Study
11 Jan 16
20
X
X
X
X
X
18 Jan 16
21
X
X
X
X
X
27 Jan 16
22
X
X
X
X
X
1 Feb 16
23
X
X
Assessment
Dates
EYT1002A
X
X
X
X
X
8 Feb 16
24
15 Feb 16
25
22 Feb 16
26
X
X
X
X
X
29 Feb 16
27
X
X
X
X
X
7 Mar 16
28
X
X
X
X
X
14 Mar 16
29
X
X
X
X
X
21 Mar 16
30
28 Mar 16
31
4 Apr 16
32
X
X
X
X
X
11 Apr 16
33
X
X
X
X
X
18 Apr 16
34
X
X
X
X
X
25 Apr 16
35
X
X
X
X
X
X
X
X
EYT1000
Portfolio Review
2
X
Activity Plan
EYT1001
Assessment Week
SSCF2
EYT1002B
Easter Holidays
EYT1000
Portfolio Review
3
Activity Plan
EYT1001
EYT1004A
Presentation
X
EYT1001
2 May 16
36
9 May 16
37
16 May 16
38
X
X
X
X
X
23 May 16
39
X
X
X
X
X
X
X
X
EYT1000
Submission of
Portfolio
EYT1004B
Assessment Week
28
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
EYE 1000/1002/
1003/1004
Placement
Placement
EYE 1001
Independent
Study
30 May 16
40
X
X
X
X
X
6 Jun 16
41
X
X
X
X
X
13 Jun 16
42
X
X
X
X
X
20 Jun 16
43
27 Jun 16
44
4 July 16
45
11 July 16
46
18 July 16
47
25 July 16
48
1 Aug 16
49
8 Aug 16
50
15 Aug 16
51
22 Aug 16
52
Assessment
Dates
EYT1000
Action Plan
Focus Group
29
BA (Honours) Early Years Education Leading to EYTS - Year 2
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
Independent
Study
EYE
2000/2002/
2003/2004
Placement
Placement
EYE 2001
31 August
15
1
7 Sep 15
2
14 Sep 15
3
21 Sep 15
4
First Week
28 Sep 15
5
X
X
X
5 Oct 15
6
X
X
X
12 Oct 15
7
X
X
X
19 Oct 15
8
X
X
X
26 Oct 15
9
2 Nov 15
10
X
X
9 Nov 15
11
X
X
Assessment
Dates
EYT2003
A
Assessment Week
SSCF1
X
X
X
X
X
X
X
X
X
16 Nov 15
12
X
X
23 Nov 15
13
X
X
X
X
X
30 Nov 15
14
X
X
X
X
X
7 Dec 15
15
X
X
X
X
X
14 Dec 15
16
X
X
X
X
X
21 Dec 15
17
Christmas
Break
28 Dec 15
18
EYT2000
Learning
Journal
Review 1
EYT2002B
30
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
Independent
Study
EYE
2000/2002/
2003/2004
Placement
Placement
EYE 2001
Assessment
Dates
EYT2000
Essay
4 Jan 16
19
11 Jan 16
20
X
X
X
X
X
18 Jan 16
21
X
X
X
X
X
27 Jan 16
22
X
X
X
X
X
1 Feb 16
23
X
X
Assessment Week
EYT2003A
X
X
X
X
X
8 Feb 16
24
15 Feb 16
25
22 Feb 16
26
X
X
X
X
X
29 Feb 16
27
X
X
X
X
X
7 Mar 16
28
X
X
X
X
X
14 Mar 16
29
X
X
X
X
X
21 Mar 16
30
X
X
X
X
X
28 Mar 16
31
X
X
EYT2000
Learning
Journal
Review 2
X
EYT2001A
Assessment Week
SSCF2
EYT2003B
Easter Holidays
4 Apr 16
32
11 Apr 16
33
X
X
X
X
X
18 Apr 16
34
X
X
X
X
X
EYT2001B
EYT2004A
25 Apr 16
35
X
X
X
X
X
X
X
2 May 16
36
9 May 16
37
16 May 16
38
X
X
X
EYT2000
Submission
of Learning
Journal
EYT2004B
Assessment Week
X
X
X
X
X
31
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
Independent
Study
EYE
2000/2002/
2003/2004
Placement
Placement
EYE 2001
23 May 16
39
X
X
X
X
X
30 May 16
40
X
X
X
X
X
6 Jun 16
41
X
X
X
X
X
13 Jun 16
42
X
X
X
X
X
20 Jun 16
43
27 Jun 16
44
4 July 16
45
11 July 16
46
18 July 16
47
25 July 16
48
1 Aug 16
49
8 Aug 16
50
15 Aug 16
51
22 Aug 16
52
Assessment
Dates
EYT2000
Action Plan
Focus Group
Close for
Summer (21
July)
32
BA (Honours) Early Years Education Leading to EYTS - Year 3
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
Placement
Placement
EYE 2001
Enquiry
Based
Learning
EYE 2000/2002/
2003/2004
31 August
15
1
7 Sep 15
2
14 Sep 15
3
21 Sep 15
4
First Week
28 Sep 15
5
X
X
X
5 Oct 15
6
X
X
X
12 Oct 15
7
X
X
X
19 Oct 15
8
X
X
X
26 Oct 15
9
2 Nov 15
10
X
X
9 Nov 15
11
X
X
Assessment
Dates
EYT3002A
Assessment Week
SSCF1
X
X
X
X
X
X
16 Nov 15
12
X
X
X
X
X
23 Nov 15
13
X
X
X
X
X
30 Nov 15
14
X
X
X
X
X
7 Dec 15
15
X
X
X
X
X
14 Dec 15
16
X
X
X
X
X
21 Dec 15
17
Christmas
Break
28 Dec 15
18
4 Jan 16
19
EYT3002B
Assessment Week
EYT3000
Essay
Submission
33
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
Placement
Placement
EYE 2001
Enquiry
Based
Learning
EYE 2000/2002/
2003/2004
11 Jan 16
20
X
X
X
X
X
18 Jan 16
21
X
X
X
X
X
27 Jan 16
22
X
X
X
X
X
1 Feb 16
23
X
X
X
X
X
X
Assessment
Dates
EYT3003A
X
8 Feb 16
24
15 Feb 16
25
22 Feb 16
26
X
X
X
X
X
29 Feb 16
27
X
X
X
X
X
7 Mar 16
28
X
X
X
X
X
14 Mar 16
29
X
X
X
X
X
21 Mar 16
30
X
X
X
X
X
28 Mar 16
31
X
X
X
EYT3000
Personal
Statement
SSCF2
Assessment Week
EYT3003B
Easter Holidays
4 Apr 16
32
11 Apr 16
33
X
X
X
X
X
18 Apr 16
34
X
X
X
X
X
25 Apr 16
35
X
X
X
X
X
X
EYT3004A
X
2 May 16
36
9 May 16
37
16 May 16
38
X
X
X
X
X
23 May 16
39
X
X
X
X
X
30 May 16
40
X
X
X
X
X
X
X
X
EYT3001
Assessment Week
EYT3004B
34
Week
beginning
Week
Mon
Tues
Wed
Thurs
Fri
Placement
Placement
EYE 2001
Enquiry
Based
Learning
EYE 2000/2002/
2003/2004
6 Jun 16
41
X
X
X
X
X
13 Jun 16
42
X
X
X
X
X
20 Jun 16
43
27 Jun 16
44
4 July 16
45
11 July 16
46
18 July 16
47
25 July 16
48
1 Aug 16
49
8 Aug 16
50
15 Aug 16
51
22 Aug 16
52
Assessment
Dates
EYT3000
Action Plan/
CEDP
Focus Group
Close for
Summer (21
July)
35
Code of Conduct
Faculty of Education
Initial Teacher Training (ITT) Professional Code of Conduct
Introduction
All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of
Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are
programmes of professional training and education. As a trainee studying on an ITT
programme you are expected to conduct yourself at all times in an appropriate professional
manner.
You are entitled to expect that your professional practice settings mirror the professional
experience of a teacher, and settings are entitled to expect that you will present and
conduct yourself in a way that is consistent with the professional expectations of a teacher.
This could mean, for example, attendance at start of day staff meetings, or attendance at an
after school club.
The Professional Code of Conduct is additional and complementary to the Edge Hill
University Student Regulations, which incorporate the Student Code of Behaviour and
Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT
programme is a student of Edge Hill University and you are therefore both bound by, and
protected by, the entitlements included in the Academic Student Regulations in force at the
time of enrolment and study. These are issued to each student at the point of enrolment
and subsequent updates are accessible via the web.
The Professional Code of Conduct is additional and complementary to both the Edge Hill
University Student Charter and a professional practice setting’s own policies and practices.
This code has been drawn up in collaboration with the ITT partnership. The code takes into
account the relevant and current policy and legislative frameworks including the Teachers’
Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the current
Professional Standards for the Further Education Sector managed by the Education and
Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current
Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and
Safeguarding legislation.
This code sets out the Faculty’s expectations of you as you engage with a professional
programme. You are signing the document in order to evidence and agree to abide by the
behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and
as a representative of the university, from the point of enrolment onwards.
36
Behaviour and attitude:
As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you
are expected to demonstrate consistently high standards of personal and professional
conduct. You will maintain and model the highest standards of ethics and behaviour.
For all aspects of the programme you are following, you will:
1. Demonstrate high standards of honesty and integrity
2. Treat pupils/learners in all settings, and others, including fellow trainees and all staff
in the Edge Hill University Partnership, with humility and dignity
3. Show respect for the rights of others including individual liberty and mutual respect
and tolerance of those with different faiths and beliefs
4. Show due regard for the ethos and values of the university and any other setting.
You will follow the policies, procedures and codes of practice and conduct, including
safeguarding pupils’ well-being, in accordance with statutory provision
5. Demonstrate professional behaviour and relationships towards all staff,
pupils/learners and trainees in both formal and informal contexts, including via social
media. You will observe boundaries in line with a teacher’s professional position and
responsibilities
6. Take responsibility for your own learning and development, ensuring a professional
and accountable approach to all aspects of the programme
7. Take responsibility for managing the demands of the profession by looking after your
personal well-being and actively developing resilience strategies
8. Show an active willingness to engage with, listen to and act on feedback and advice
from trainers across the Edge Hill University Partnership
9. Actively reflect on your learning and teaching experiences in order to target set,
action plan, improve, achieve and attain highly
10. Participate and actively engage in all learning and teaching experiences, and
activities; and engage with the full range of feedback mechanisms, such as trainee
surveys, trainee consultation and focus groups
11. Ensure that the requirements of all elements of the programme are carried out in line
with the guidance in module, course and programme documentation, and at
briefings. This includes subject specific codes of practice
37
Professional responsibilities:
In addition, this will mean that you are required to:
1. Commit to attend all training sessions. You will reflect an exemplary attendance
record that can be reported within your completed reference from the Edge Hill
University Partnership. You will follow the procedures for notifying absence which are
clearly set out in the programme documentation and avoid last minute cancellations
of meetings wherever possible
2. Complete, adhere to and retain all compliance-related documentation in an
appropriate manner. This will include DBS Enhanced Disclosure and good health
and good character declarations
3. Fully engage with the programme that you have enrolled upon, as required by the
teaching and learning strategy for your programme; including attendance at all
Personal Tutor meetings
4. Take responsibility to access, read, fully understand and engage with the policies,
procedures and practices across your training programme; and ensure all
safeguarding procedures are fully adhered to
5. Maintain a professional approach to all communications, including e communications
and social networking, ensuring that comments made do not bring yourself, your
family, your colleagues, or the Edge Hill University Partnership into disrepute
6. Use the Edge Hill University email system to communicate professionally with staff,
to maintain an appropriate approach to e-safety and to comply with the university’s
and setting’s policy1
7. Be punctual at all times
8. Use the relevant support networks to raise any issues/concerns you may have with
your training
9. Maintain an appropriate standard of professional dress and appearance, particularly
whilst on professional practice and in relation to special activities
10. Ensure that all assessed work relevant to your training programme is available if
requested
11. Take full advantage of the range of professional development opportunities, including
the NQT/Former Trainee programme, in order to support your ongoing training and
development
1IT
Acceptable Use Policy https://go.edgehill.ac.uk/wiki/display/itservices/IT+Acceptable+Use+Policy
38
Breaches of the Professional Code of Conduct
When at Edge Hill University:
1.
Code of Behaviour/Misconduct
The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets out
the code of acceptable behaviour and disciplinary procedures to deal with misconduct. 2
You must comply with all rules and regulations of the university. The current versions of all
university polices are housed on the Edge Hill University intranet and it is your responsibility
to make yourself aware of these. Some rules and regulations may be supported by
sanctions, including fines, or exclusion from facilities and services.
2. Academic and Professional Requirements
The academic and professional requirements of each ITT programme are specified in The
Edge Hill University Programme Handbook, produced on an annual basis.
The handbook sets out what is expected and required of you in relation to academic
performance and professionalism and specifies the procedures to be followed in the event
of:



Academic failure
Malpractice
Failure to meet the academic and professional requirements of the programme.
Within the Edge Hill University Academic Regulations, please refer to Appendix 19:
Academic and Professional Review procedures and the Fitness for Practice Regulations
3. Academic and Professional Review procedure
The ITT Academic and Professional Review Procedure acts as a necessary first stage in
the tracking and monitoring of trainees’ progress on their ITT programme. The process is
designed to be supportive of you in outlining clear actions to support your success,
progression and achievement. In addition, the procedure allows decisions to be made with
regard to your suitability to teach and/or remain on the programme. The process involves
four stages including a preliminary stage and is detailed in the appropriate Programme
Handbook.
2Student
Support & Regulations - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html
39
Whilst on professional practice:
1. Minor breaches of the Code of Conduct will be dealt with initially by discussion with
the mentor and/or visiting tutor, an informal warning, and/or improvement targets set
through the normal training process. Provided that you act on such warnings and/or
targets, and comply with the Code of Conduct, there will be no further
consequences. Failure to act on such warnings and/or targets is likely to constitute a
serious breach of the Code of Conduct and the procedure outlined below will apply.
2. If you commit a serious breach of the Code of Conduct and your behaviour gives rise
to concern about professional standards, the head, manager or principal of the
setting will follow normal procedures in relation to staff discipline as appropriate.
Relevant Edge Hill University tutors will also be notified and appropriate action will be
taken. This may include the triggering of the Academic and Professional Review
Meeting procedure (APRM) involving the Programme Leader and Assistant Head of
Area at stage 2.
3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally
result in your immediate removal from the school/setting/college and serious
disciplinary consequences. These consequences will usually include a Stage 3
Academic and Professional Review Meeting with the Assistant Head of Area/Head of
Area.
40
Edge Hill University
Faculty of Education Partnership
Initial Teacher Training (ITT) Professional Code of Conduct
I confirm that I have read and understand the Edge Hill University Partnership Initial
Teacher Training (ITT) Professional Code of Conduct and agree to abide by its
terms
Signed
(trainee):
Print name:
Date:
Signed
(tutor):
Print name:
Date:
ITT programme:
41
Attendance Expectations
There are a number of requirements that are consistent across the programme. Students
must:

Have a 100% attendance and a good participation record. Attendance is compulsory
across all modules including work placements. Students will have responsibilities to
fellow students and will be expected to contribute actively to sessions. Occasional
absence related to illness or personal difficulties will not be penalised but non-explained
absence will be investigated. Students should explain absences to academic staff in
advance where possible, and demonstrate their understanding of the contents of the
session missed in an appropriate, negotiated manner. Students must also ensure that
they are available to undertake any necessary reassessment at the end of each
academic year.

Each tutor will keep a register for each session and will report more than one unexplained
absence to the relevant Module Leader who will then inform the Course Leader. This
allows for the tracking and monitoring of student progress and for action to be taken
where patterns of non-attendance begin to occur. The Year 1 tutors are responsible for
ensuring that all relevant information is shared with the Course Leader. The team meet
on a regular basis as a Course Management Team.

It is expected that you will prepare for forthcoming sessions by reading recommended
extracts of text, completing directed and independent study and tasks and identifying
related materials and experiences that will be relevant. Suggestions for readings and
activities to extend or consolidate knowledge and understanding are given under
directed and independent study in the booklet and the recommended websites should
be consulted according to interest and need. However these are by no means
exhaustive and you should use the bibliography and the wider resources of the library to
assist you. You are advised to keep a file containing materials issued by tutors and notes
from sessions, independent study and your responses to them. However, this is not part
of the assessment process but will be beneficial when completing assignments.

Students are required to pass every module in order to progress through to the next year
or level of the programme.
42
Academic and Professional Review Meetings (APRM)
Academic and Professional Review Procedures (APRM): 2015/16
Early Years Education
Tracking and monitoring
of trainees reveals a
specific support need, or,
infringement of Code of
Conduct
APRM Stage 1,
including Initial Tutorial
Meeting:
Stage 1 APRM, including
Initial Tutorial Meeting,
initiated3
Trainer alerts trainee and
Year Leader, and
maintains a record of
communication
Trainer meets with
trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.tut completed
Trainer monitors situation
and maintains the
overview
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; reoccurrence of
infringement of Code of
Conduct; or targets not
met
Trainer notifies Year
Leader
Year Leader meets with
trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.1 completed
Year Leader informs
Programme Leader,
monitors situation and
maintains the overview
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; re-
Stage 2 APRM initiated
3
The APRM staged process will normally be followed as set out in the flow chart; however, certain
circumstances may require the process to begin at a specific stage
43
occurrence of
infringement of Code of
Conduct; or targets not
met
APRM Stage 2
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; reoccurrence of
infringement of Code of
Conduct; or targets not
met
APRM Stage 3
Assistant Head of Area
and Programme Leader
meet with trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.2 completed
Programme Leader
monitors situation and
maintains the overview
Stage 3 APRM initiated
Head of Area and
Assistant Head of Area
meet with trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.3 completed
Programme Leader
monitors situation and
maintains the overview
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; reoccurrence of
infringement of Code of
Conduct; or targets not
met
Stage 4 APRM initiated
APRM Stage 4
Head of Area alerts
Associate Dean (ITT and
Quality). Head of Area
reports to Academic
44
Registrar and Director of
Student Services with
regard to institutional
consideration within
Fitness to Practise
regulations.
45
Exceptional Mitigating Circumstances (EMC)
The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The
guidelines can be found on the Academic Registry wiki
https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014
If you have questions about the content please discuss with the Programme Leader who
will advise you on the best course of action.
46
Research Ethics Policy and Proforma
Section A: Personal Details
Name:
Course:
Title of Project:
Supervisor(s):
Section B: To establish whether your project requires approval from the Faculty Ethics
Research Committee (FREC)
Yes
1.
2.
3.
4.
5.
No
Will your project involve collecting and analysing data rather than solely
consisting of a literature review?
Will your data be anything other than the material routinely produced and
collected as part of your teaching or professional practice (e.g., lesson
plans or evaluations)?
Will your data be anything other than documentary data (e.g., policy
documents, schemes of work, awarding body specifications)?
Will your data be anything other than publically available secondary data
that is in the public realm (data already collected for another purpose)
such as national archives or DfE performance tables?
Will you collect new data from or with persons (e.g., interview or
questionnaire) purely for purpose of completing this project?
If you have answered yes to all of these questions your project will require approval from
the Faculty Ethics Research Committee. You must not begin data collection until you
receive approval and this form has been signed off by an FREC representative. Failure to
comply with this procedure is considered by the university as academic malpractice that
will result in failing the module associated with this project and may also result in you
being withdrawn from your course.
47
Section C: To be completed only if your project requires FREC approval
Before designing your project you will need to become familiar with the standards
expected to be followed in educational research by reading the British Educational
Research Association Ethical Guidelines for Conducting Educational Research. If the
participants in your study involve persons under the age of 18 years you may also find it
helpful to read the Ethical Guidance for Undertaking Research with Children and Young
People. These documents can be found on the Faculty of Education Research wiki:
https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics
Project Details
What are the research question(s) for your project?
Who are the intended participants?
How will you access these participants?
What is the proposed design of your study?
What is the proposed method of data collection?
48
Ethics Checklist
1.
2.
3.
4.
5.
6.
7.
Yes
No
Participants can freely provide consent to participate
Participants understand what the project is about
Participants are informed that they can withdraw from the study during or
after data collection
I confirm that participants are not deceived or caused any distress by
their participation.
I have attached a participant information sheet that explains what the
aims of the study and what participation will involve.
I have attached a consent sheet that allows participants to provide written
consent, informs participants that they can withdraw from the study
during or after data collection up to a specified time (e.g. two weeks) and
explains how the researcher can be contacted if they wish to withdraw
participation retrospectively.
I have read the British Educational Research Association Ethical
Guidelines for Conducting Educational Research
If you have answered no to any of these questions your project may require an additional
level of scrutiny by the FREC. Please contact the FREC Chair (Prof. Dave Putwain
putwaind@edgehill.ac.uk) or the FREC Secretary (Julie Kirby kirbyjul@edgehill.ac.uk)
Section D: Supervisor/ FREC Approval
Trainee to confirm all details are correct
Signature of trainee:
Date:
Supervisor(s) Please tick one of the following options:
Does the project require FREC approval
Signature of supervisor(s):
Yes 
No 
Date:
FREC Representative
Signature:
Date:
This form must be attached to the trainee project that is submitted and a copy sent to the
FREC secretary.
49
Assignment Extension Policy
Trainees who experience difficulties that may adversely affect their ability to submit work
for assessment by the published hand-in date are advised to contact their Module Leader
as soon as possible.
Trainees are encouraged to attempt to submit their work by the published hand-in date but
in some cases this is not possible and in these circumstances it is reasonable to grant an
extension. The maximum extension period is two weeks. An extension has to be
approved by an approved member of the programme team. A form is provided for this
process and must be signed before the extension is granted. Extensions must be agreed
at least 48 hours before the published hand in time.
50
On Programme Self-Declaration
All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees
have the health and physical capacity to teach and will not put children and young people at
risk of harm. In addition, Statutory guidance, Safeguarding Children and Safer Recruitment in
Education, requires providers to ensure that entrants on all routes, including salaried
schemes, have been subject to a Disclosure and Barring Service (DBS) criminal records
check, including a check of the children’s barred list, and they should keep records showing
that trainees have obtained these.
All trainees undertaking programmes leading to the award of Qualified Teacher Status (QTS)
must therefore inform their Head of Area without delay of any issues relating to their health
and physical capacity to teach; and any change relating to a criminal record, which arise after
enrolment on a programme. In addition, the details of any criminal convictions must be
detailed on the document overleaf and shared with the Head of Area.
The flow chart overleaf sets out the detail of the relevant procedures.
51
Self-Declaration Procedure
Health Issue
disclosed - Faculty
Assistant Registrar
(FAR) requests
further information
and informs Head
of Area (HoA)
Character issue (i.e. a criminal
offence) disclosed at enrolment Faculty Assistant Registrar (FAR)
organises Disclosure and Barring
Services (DBS) panel and results to be
passed to Academic Registry
During programme
trainee declares a
character issue
(following DBS
clearance) OR the
University are made
aware of an offence
HOA to make initial
decision related to
trainee's ability to
undertake a
Professional
Practice
HoA to report issue
to ITT Leadership
Team, maintaining
anonymity, for
decision to be
confirmed - ILT to
make decision as
to next steps
Trainee cleared
and proceeds
with
programme
HoA to report
outcome to trainee
Team Leader
produces DBS
letter and
confirms with
FAR that letter
has been
produced
Trainee not
cleared trainee is
supported in
leaving the
programme
Trainee completes
Self-Declaration
Form and submits
form to Academic
Registry
DBS Panel
arranged
DBS letter
produced and
passed to
CL/PL to
distribute to
trainee
52
Safeguarding – Management of a Cause for Concern
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED
TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
Safeguarding is everybody’s responsibility and there may be occasions where we need to act
quickly to identify and minimise any risks to children/vulnerable adults.
This policy sets out the actions that must occur if a student/trainee has a concern for the
safeguarding and welfare of a child/vulnerable adult during the Professional Practice element
of their programme. It also clarifies how a student/trainee will be supported throughout any
process of enquiry.
POLICY TITLE
MANAGEMENT OF A CAUSE FOR
CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A
CHILD/VULNERABLE ADULT
NEXT REVIEW DATE
June 2016
REVIEW RESPONSIBILITY
N. Baker
LAST REVISION MADE
July 2015
53
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
The following sets out the actions to be taken by a student/trainee and Faculty staff
Student has concerns relating to
safeguarding of a
child/vulnerable adult
Student/trainee must inform the Faculty of Education
DSO immediately (within 24 hours) using the
designated email safeguarding@edgehill.ac.uk and
must be copied to the appropriate HoA.
Student/trainee must inform the
school/college/setting’s DSO immediately (within
24 hours) using the details provided during the
induction into the Professional Practice.
The HoA will ask the trainee to complete an incident
reporting form and submit this to the Faculty DSO,
who will refer to the appropriate body, as necessary
(and concerns of a serious nature will be reported
directly to the local authority’s Safeguarding Officer).
The school/ college/setting’s DSO will guide and
support the student/trainee in following the
school/college/setting’s relevant procedure.
The HoA will advise the student/trainee to seek
support from their Personal Tutor.
The FoE’s DSO will contact the *relevant
school/college/setting’s DSO to ensure the
appropriate procedures are in place.
As appropriate, the HoA will work with the relevant
Personal Tutor to ensure the student/trainee is
supported in their Professional Practice.
The FoE’s DSO will seek and record the outcome,
and share with HoA and with other colleagues
within the University, as necessary.
The FoE’s DSO will ensure the partnership
database details are amended, as necessary.
Student/trainee to be informed of
outcome by HoA.
DSO – Designated Safeguarding Officer
FoE – Faculty of Education
HoA – Head of Area
* The FoE (DSO) is Nadine Baker, Associate Dean (ITT & QME), email: bakern@edgehill.ac.uk, Tel: 01695
584336.
Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been
reported (please note the specific details should not be shared).
54
STRICTLY CONFIDENTIAL
INCIDENT REPORTING FORM
TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR
CONCERN ON PROFESSIONAL PRACTICE
(Please include the full names of all concerned)
Name of reporting student/trainee: ......................................................................................
Student no.: ……………………………………………………………………………….
Programme: ……………………………………………………………………………….
Name of Personal Tutor: ..........................................................................................
Professional Practice and name of school/college/setting:
............................................................................................................................. .....
Date of alleged incident, or cause for concern: ........................................................
Time of alleged incident, or cause for concern: ……….……………………………….
Reported to (please include name(s) and role(s)): ...................................................
Nature of alleged incident, or cause for concern:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
55
Name of Designated Safeguarding Officer in school/college/setting:
...........................................................
Incident reported to Designated Safeguarding Officer in school/college/setting on:
.........................................
Signed:
Student/Trainee: ……………………………….....................................
please also print name
Date: ……………
To be returned to the relevant Head of Area to forward to the Faculty Designated
Safeguarding Officer.
56
STRICTLY CONFIDENTIAL
OUTCOME
TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED,
FOLLOWING THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR
CONCERN
....................................................................................................................…………..
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
………………………………………………………………………………………………..
Signed: ………………………………………………………………
Faculty DSO: ……………………………….................................. Date: ……..……..
please also print name
57
Teaching Standards (Early Years)
Teacher's Standards (Early Years)
Preamble
Early Years Teachers make the education and care of babies and children their first
concern.
They are accountable for achieving the highest possible standards in their professional
practice and conduct. Early Years Teacher Status is awarded to graduates who are
leading education and care and who have been judged to have met all of the standards in
practice from birth to the end of the of the Early Years Foundation Stage (EYFS).
Early Years Teachers act with integrity and honesty. They have strong early development
knowledge, keep their knowledge and skills up-to-date and are self-critical. Early Years
Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a
continuum. They forge positive professional relationships and work with parents and/or
carers in the best interests of babies and children.
An Early Years Teacher must:
1. Set high expectations which inspire, motivate and challenge all
children.
1.1.Establish and sustain a safe and stimulating environment where children feel confident
and are able to learn and develop.
1.2.Set goals that stretch and challenge children of all backgrounds, abilities and
dispositions.
1.3.Demonstrate and model the positive values, attitudes and behaviours expected of
children.
2. Promote good progress and outcomes by children.
1.4.Be accountable for children's progress, attainment and outcomes.
1.5.Demonstrate knowledge and understanding of how babies and children learn and
develop.
1.6.Know and understand attachment theories, their significance and how effectively to
promote secure attachments.
1.7.Lead and model effective strategies to develop and extend children's learning and
thinking, including sustained shared thinking.
1.8.Communicate effectively with children from birth to age five, listening and responding
sensitively.
58
1.9.Develop children's confidence, social and communication skills through group learning.
1.10. Understand the important influence of parents and/or carers, working in partnership
with them to support the child's wellbeing, learning and development.
3. Demonstrate good knowledge of early learning and EYFS.
1.11. Have a secure knowledge of early childhood development and how that leads to
successful learning and development at school.
1.12. Demonstrate a clear understanding of how to widen children's experience and raise
their expectations.
1.13. 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.
1.14. Demonstrate a clear understanding of systematic synthetic phonics in the teaching
of early reading.
1.15. Demonstrate a clear understanding of appropriate strategies in the teaching of early
mathematics.
4. Plan education and care taking account of the needs of all children.
1.16. Observe and assess children's development and learning, using this to plan next
steps.
1.17. Plan balanced and flexible activities and educational programmes that take into
account the stage of development, circumstances and interests of children.
1.18. Promote a love of learning and stimulate children's intellectual curiosity in
partnership with parents and/or carers.
1.19. Use a variety of teaching approaches to lead group activities appropriate to the age
range and ability of children.
1.20. Reflect on the effectiveness of teaching activities and educational programmes to
support the continuous improvement of provision.
59
5. Adapt education and care to respond to the strengths and needs of
all children.
5.1 Have a secure understanding of how a range of factors can inhibit
learning and development and how best to address these.
children's
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.
5.4 Support children through a range of transitions.
5.5 Know when a child is in need of additional support and how this can be accessed,
working in partnership with parents and/or carers and other professionals.
6. Make accurate and productive use of assessment.
6.1 Understand and lead assessment within the framework of the EYFS framework,
including statutory assessment requirements (see annex 1)
.
6.2 Engage effectively with parents and/or carers and other professionals in the on-going
assessment and provision for each child.
6.3 Give regular feedback to children and parents and/or carers to help children progress
towards their goals.
7. Safeguard and promote the welfare of children, and provide a safe
learning environment.
7.1Know and act upon the legal requirements and guidance on health and safety,
safeguarding and promoting the welfare of the child.
7.2 Establish and sustain a safe environment and employ practices that promote children's
health and safety.
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.
8. Fulfil wider professional responsibilities.
8.1 Promote equality of opportunity and anti-discriminatory practice.
8.2 Make a positive contribution to the wider life and ethos of the setting.
60
8.3 Take a lead in establishing a culture of cooperative working between colleagues,
parents and/or carers and other professionals.
8.4 Model and implement effective education and care, and support and lead other
practitioners including Early Years Educators.
8.5 Take responsibility for leading practice through appropriate professional development
for self and colleagues.
8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good
practice.
8.7 Understand the importance of and contribute to multi-agency team working.
61