PITE 1008
School Experience Expectations
BA (Hons)
3 Year Undergraduate
School Experience 1
2015-16
Contents
Primary Partnership Management Team ............................................................................. 3
Professionalism Whilst on School Experience ..................................................................... 4
(Part 2 of the Teachers’ Standards) ..................................................................................... 4
Compliancy .......................................................................................................................... 5
Attendance ........................................................................................................................... 6
Absence ............................................................................................................................... 6
Adverse Weather ................................................................................................................. 6
School Experience 1 - Overview of dates for SE1 ............................................................... 6
University Expectations ........................................................................................................ 7
UG1 School Experience Report & Attendance Sheet submission ....................................... 9
UG 1 Professional Enquiry Tasks (PETs) .......................................................................... 10
School Experience File ...................................................................................................... 13
Organisation of the School Experience File ....................................................................... 13
Organisation of Reflective Portfolio .................................................................................... 14
Planning Requirements ...................................................................................................... 15
Working with Other Adults.................................................................................................. 16
Observing Outstanding Practice ........................................................................................ 17
Guidance on Displays ........................................................................................................ 17
Assessment and Grading ................................................................................................... 18
UG1 Flow Chart for Trainee Progress ................................................................................ 19
Procedure for all school visits (With additional information for SE3) ......................................
Procedures for Trainee Teachers raising Concerns Whilst on School Experience ............ 21
QUICK TIPS....................................................................................................................... 23
Documents needed during School Experience .................................................................. 24
Frequently Asked Questions from Trainee Teachers ......................................................... 25
Safeguarding and Whistleblowing Procedure .................................................................... 26
Flow Chart Describing Statutory Guidance & UW (IOE) Whistleblowing Procedure and Links to
Safeguarding Children and Young People. ........................................................................ 25
1
Welcome
Well done on completing your school visit days. During your block SE there is a team of people
available to support you during your school experience including your SE Tutor, the Placement
Manager and the Partnership and Placement Administrators. As you prepare to undertake this
School Experience we hope you will draw on their experience.
This booklet is designed to offer guidance and advice to support you with the expectations of this
SE module and the paperwork associated with your School Experience 1(SE1).
The booklet is divided into different sections including the expectations for school experience,
assessment and grading and school experience documentation. There is a separate section on
how to deal with any concerns you may have whilst in school. Additional information can be found
on the partnership web pages http://www.worcester.ac.uk/discover/education-partnershipdocumentation2.html
It is essential that you check your university email and Blackboard regularly whilst on
school experience.
All the documents that you will need can be found on Blackboard. Many of these documents are
available in carbon copy type forms, as many of them require copies for trainee/ teacher/
University files. These are located on the first floor of Binyon, on the Partnership corridor. For
colleagues in school, trainees should bring a supply of the forms with them to cover the practice
requirements; if you require more, please contact the Partnership & Placements Administrator on
01905 855071 and we will post these out to you.
Once your placement has been confirmed you should write a letter of introduction to the Head
Teacher. This can include details about the course you are on, your experiences so far, your
interests and why you are looking forward to attending the school.
We hope that you find School Experience exciting and rewarding.
The Primary Partnership Team
2
Primary Partnership Management Team
Contact details:
Contact details:
Viv Cooke
Head of Centre for Primary ITE
01905 542504
v.cook@worc.ac.uk
Jill Jackson
Head of Primary Strategic Partnership
01905 542581
j.jackson@worc.ac.uk
Joy Carroll
Primary Undergraduate Placements Manager
(Trainee and School Liaison)
01905 855050
joy.carroll@worc.ac.uk
Gill Woods
Primary Postgraduate Placements Manager
01905 542562
g.woods@worc.ac.uk
Elizabeth Davies
Partnership & Placements Administrator
01905 855071
e.davies@worc.ac.uk
Colin Howard
Primary Partnership Quality Coordinator
c.howard@worc.ac.uk
Natalie Taylor
Transport Co-ordinator & Placements Administrator
01905 855457
natalie.taylor@worc.ac.uk
Deborah Langston
Primary Partnership Lead
01905 542148
d.langston@worc.ac.uk
Joy Stanton
Primary School’s Liaison Coordinator
j.stanton@worc.ac.uk
01905 855563
Karen Bubb
Partnership Development Coordinator
01905 855504
k.bubb@worc.ac.uk
01905 542494
For issues relating specifically to courses please contact:
Rachel Barrell
01905 542061
Course Leader 3 Year BA (QTS)
r.barrell@worc.ac.uk
3
Professionalism Whilst on School Experience
(Part 2 of the Teachers’ Standards)
You are expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required
standard for conduct throughout a teacher’s career.
 Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
 Treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
 Having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
 Showing tolerance of and respect for the rights of others
 Not undermining fundamental British values, including democracy, the rule of law, individual
liberty and mutual respect, and tolerance of those with different faiths and beliefs
 Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or
might lead them to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices of the
school in which they teach, and maintain high standards in their own attendance and
punctuality.
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In addition you should:
Ensure you are in school at the time expected by your Head Teacher in order to allow time to
prepare for the day.
Remain in school at the end of the day to enable you to prepare for the following day, usually
until 4.30pm.
Undertake planning, preparation and assessment (PPA) time on the school premises in the
time allocated by your Head Teacher.
Take an active part in the school life outside the classroom, e.g. school duties, planning, staff
meetings, Teacher Development days, Parents’ Evenings and clubs, etc. (See Teachers’
Standard 8.)
FAILURE TO COMPLY MAY RESULT IN THE SCHOOL PLACEMENT BEING SUSPENDED
AND MAY RESULT IN FAILING THE PLACEMENT.
4
Compliancy
There are specific requirements from the Teaching Agency which are set out below. By the end of
your course you will have had experience in the following areas;

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At least two different school settings
At least 120 days of school experience.
In addition you must have had experience in teaching across two or more consecutive age ranges
selected from the following:
3-7 pathway
Ages 3-5 (Foundation stage). Ages 5-7 (School years 1-2)
5 – 11 pathway
Ages 5-7 (School years 1-2). Ages 7-11 (School years 3-6)
5
Attendance
Attendance is compulsory for the visit days and block practice.
 You are required to complete 120 days minimum in school over the course of the
programme.
 Your attendance is recorded and monitored through the ‘attendance sheet’.
 You must complete the attendance sheet and ensure that the class teacher signs it.
 Keep the attendance sheet up to date and store it in your RP.
 Your attendance sheet must be sent to the Partnership Office at the end of your SE to
primarypartnership@worc.ac.uk.
Absence
All trainee teachers are reminded that the consequences of prolonged absence may result in an
extension of School Experience, or the arrangement of an additional period.
Absence from school is not permitted whilst on school experience.
If you are absent you must:
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telephone (not text) the school (Class Teacher / Lead Mentor/ Head Teacher). If you have
to leave a message ensure you call back to ensure the message has been received.
telephone your SE Tutor
telephone or email the Partnership & Placements Administrator,
primarypartnership@worc.ac.uk.
if you have a hire car, you must inform the School Experience Transport Co-ordinator
natalie.taylor@worc.ac.uk
Adverse Weather
In the event of any adverse weather you should:


ensure you are aware of the school’s procedure to follow in the event of adverse weather.
contact your school (Class Teacher / Lead Mentor/ Head Teacher). Schools will not close
unless it is absolutely necessary
 make every effort to attend school as long as it is safe to do so.
 keep up to date with local weather reports by listening to local radio stations.
If the school is open and you do not go in this will be counted as absence which must be reported
to the Partnership Office. Some trainees will have a long distance to travel, so please make sure
that you are sensible and take all the necessary precautions to ensure you are safe.
6
School Experience 1 - Overview of dates for SE1
Autumn Term Visit days
(unassessed)
Spring Term
(assessed)
Mondays & Tuesdays
2nd,3rd,9th,10th,16th,17th,23rd,24th,30th November, 1st December 2015
Visit day - 3rd February 2016
4 week block practice - Monday 22nd February – Friday 18th March 2016
Term 1 Autumn Visit Days - Mondays & Tuesdays
2nd, 3rd, 9th, 10th, 16th, 17th, 23rd, 24th, 30th November, 1st December 2015 (for further information
regarding the requirements for your visit days see the Trainee Teachers’ Guide to SE visit days
booklet.)
School Experience 1: Spring Term
Visit day - Wednesday 3rd February 2016
During this visit, you should obtain necessary information regarding planning for your spring block
as this will be needed for the pre-school experience tutorial.
Pre – School Experience tutorial - it is your responsibility to contact your School Experience
(SE) tutor in order to arrange a Pre- School Experience tutorial after your visit day (week 23/24).
Please complete the necessary sections on the Pre-tutorial SE form prior to the tutorial. It is
important that, after your first visit day, you have an idea of planning and a class timetable, in order
to have a meaningful discussion with your tutor during the Pre - School Experience group tutorial.
No trainee teacher will be able to start teaching without having a tutorial to discuss their SE
file, Reflective Portfolio and preparation for the School Experience.
Pre - School Experience Tutorial form – Tips for completion
-
SE1 school details/trainee details, Phonics Target and Preparation for SE sections to be
completed by trainee prior to Pre-SE tutorial with SE Tutor.
During Pre-SE tutorial the SE tutorial form should be discussed and all of the sections
completed.
Keep the SE Tutorial form in your Reflective Portfolio (RP) and use it to set initial weekly
targets with the Class Teacher.
CHECKLIST FOR TRAINEE
Pre- SE Tutorial
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School details
Trainee details
Phonics target
Preparation for SE sections (policies, timetables, lists) etc.
The tutorial record sheet will record the level of preparation undertaken and help you identify both
your strengths and areas for development as you begin your School Experience. Through
dialogue with your tutor you will be able to set targets. The tutorial Pre-School Experience form will
be completed during your tutorial and must be kept in your RP.
6
University Expectations
Week 1 overview (minimum requirements)
1.
Continue to update your SE files and RP according to this handbook;
2.
Observe at least one lesson daily and complete the Observation by Trainee Teacher
form, use as evidence for the relevant Teachers’ Standard in your RP.
Work alongside the class teacher, taking groups as required and provide a daily
retrospective lesson plan (use the UW Lesson Plan) for one group task/lesson, use as
evidence for the relevant Teachers’ Standard in your RP.
Make reflective entries in your RP about what you have learned from your experiences
this week and ask for written feedback from your teacher.
Negotiate opportunities for observations/ co-planning/co-teaching with your class teacher
/and or your paired partner.
Prepare lesson/session plans for groups to be taught in week 2. You should aim to be
planning two sessions each day. Discuss these with the teacher;
Have a Weekly review with your class teacher (use Trainee Progress – Weekly review
sheet) complete the form and agree Action Points for the next week using the Meeting
the Teachers’ Standards Booklet
Prepare a timetable for co-teaching lessons/groups for next week with your partner/ and
or class teacher
Identify a timescale to complete your Professional Enquiry Tasks.
3.
4.
5.
6.
7.
8.
9.
10.
Discuss with the class teacher which groups you will be working with in weeks 2,3 & 4
and the lessons you will be teaching;
Week 2 overview (minimum requirements)
1.
Continue to update your SE files and RP according to this handbook;
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Co-teach and review (using a Critical Reflection form) at least 1 whole class
lesson/session per day with your partner /and or your class teacher
Critically reflect on one lesson each day using a Critical Reflection form; this may
be a co-taught lesson. Reflect on all other lesson by annotating the plans to inform
future planning and assessment, use as evidence for the relevant Teachers’
Standard in your RP.
Ensure all work is marked/assessed following the schools’ assessment policy.
Continue to observe outstanding practice by your class teacher or a teacher in
another key stage where possible. Complete the Observation by Trainee Teacher
form.
Make reflective entries in your RP about what you have learned from your
experiences this week and ask for written feedback from your teacher.
Review the Meeting the Teachers’ Standards Booklet, underline in pencil your
achievements so far.
Have a Weekly review with your class teacher (use Trainee Progress – Weekly
review sheet) review last weeks’ Action points and agree Action Points for the next
week, using the Meeting the Teachers’ Standards Booklet.
Prepare timetable for teaching lessons/groups for next week with your partner and or
class teacher. Arrange a lesson observation of your teaching for next week.
Continue to make RP entries for all sections of your RP and ask for written feedback
from your teacher;
Check that your SE file and RP are up to date, organised and well presented.
7
Week 3 overview (minimum requirements)
1.
2.
Co-plan with your class teacher/ and or partner and co- teach at least 2 lesson/
sessions per day. 1 should be whole class (co-taught or independent). If appropriate
one of these could be taught independently.
Make notes about how your class teacher records pupil progress.
3.
Critically reflect on one lesson each day using a Critical Reflection form; this may be
a co-taught lesson. Reflect on all other lesson by annotating the plans to inform future
planning and assessment, use as evidence for the relevant Teachers’ Standard in your
RP.
4. Continue to observe outstanding practice by your class teacher or a teacher in another
key stage where possible. Complete the Observation by Trainee Teacher form.
5. Make reflective entries in your RP about what you have learned from your experiences
this week and ask for written feedback from your teacher.
6. Review the Meeting the Teachers’ Standards Booklet, underline in pencil your
achievements so far.
7. Arrange a Weekly review with your class teacher (use Trainee Progress – Weekly
review sheet) review last weeks’ Action points and agree Action Points for the next
week, using the Meeting the Teachers’ Standards Booklet.
8. Prepare timetable for teaching lessons/groups for next week with your partner and or
class teacher. Arrange a lesson observation of your teaching for next week.
9. Continue to make RP entries for all sections of your RP and ask for written feedback
from your teacher;
10. Check that your SE file and RP are up to date, organised and well presented.
Week 4 overview
1. Contact you SE Tutor to organise a time for you Post SE Tutorial.
2. Continue to teach at least 2 lessons/sessions per day – a combination of whole class
and group lessons. At least 3 lessons this week should be whole class lessons on your
own. Your partner should act as your teaching assistant. Reflect on the effectiveness of
these lessons with your partner and, where possible, your teacher as well;
3. Ensure that you have clear lesson plans for each group and whole class lesson taught;
4. Continue to support class teacher;
5. Ensure that all resources and items which have been borrowed are returned;
6. Check that all Professional Enquiry Tasks have been completed;
7. Ensure that your SE file and RP are up to date. Your RP should contain evidence for
each Teachers’ Standard. (You will continue to develop and add evidence in SE2 and
SE3.)
8. Discuss your School Experience Report with the Class Teacher.
9. Send your attendance form to the Partnership & Placements office.
8
UG1 School Experience Report & Attendance Sheet submission
The School Experience report and attendance sheet (word processed) should be e-mailed to
primarypartnership@worc.ac.uk, the Partnership & Placements Office by
Friday 18th March 2016
Post School Experience Tutorial
You should have a tutorial with your SE Tutor as soon as possible after your SE has finished.
You must take the Post- SE Tutorial form along with your RP, SE file, SE tutorial form and the SE
report to the Post- SE Tutorial.
Before the Post - SE Tutorial please remember to complete the following on the Post SE – Tutorial
form:
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the school details on the tutorial form
your details on the tutorial form
your final grades for each Teachers’ Standard (taken from SE Report)
a reflection of SE1
Also remember to bring:
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SE Report
RP / SE file
Hand in the completed Tutorial forms to the Partnership Office
9
UG 1 Professional Enquiry Tasks (PETs)
PITE1001 Professional studies:
Professional Enquiry Tasks during Autumn Term Serial Days
•Reflect on the pedagogy that is taking place in the classroom. How does this relate to the learning
theories you have read about?
•Discuss the children’s attitudes towards learning and their abilities and achievements with both
the child and the teacher.
•Reflect on classroom experience and make judgments about individual children’s learning.
•Identification of methods that support pupil learning and enable achievement for all learners.
•Learning from the teacher: Observe and record the strategies your teacher uses to motivate
children. How does s/he engage / maintain their attention? How does s/he keep them on task
during the day? Does s/he use the same strategies with all of the children / at all times during the
day? What types of lessons / activities appear to motivate the children more than others?
PITE1005 Computing (during Term 1 visit days)
During SE1 please ensure you find out the school’s Acceptable Use Policy and be aware of esafety protocols in place. This can be done by asking for a copy of the Acceptable Use Policy.
PITE1002 English:
Term 1 –These Term 1 tasks in school will be outlined by your tutor early in the course and should
be discussed and negotiated with your teacher/mentor.
i) Observation of a Phonics Session in school - Negotiate with your teacher/mentor to observe
a phonics session. It may be that you can contribute, but take some opportunity to observe your
teacher at work with the pupils. A copy of the focused observation form is provided in a separate
Professional Enquiry Tasks booklet.
ii) Teach a phonics session - A copy of the phonics teaching sequence is also provided in a
separate Professional Enquiry Tasks booklet. You may carry out this session out with a peer.
 A copy of this plan must be handed in with your assignment and in your tutorial.
iii) Be observed teaching your Phonics Session - Your teaching session must be observed by
a teacher or teaching assistant; an observation form for your teacher/TA is also provided in a
separate Professional Enquiry Task booklet.
10
PITE1003 Maths:
Term 1- Task 1 Classroom observation - During your initial school experience (term 1 serial days)
you will have opportunities to watch experienced practitioners teaching mathematics. Make a note
of the effective strategies that you observe that help children to understand mathematics and make
good progress. You might want to consider how the teacher models and demonstrates
mathematics to the children, the types of questions the children are asked and how resources are
used to support learning.
Write what you have learnt from your observation/s in your mathematics e-profile in an entry called
Professional Enquiry task – classroom observation.
This task can also be included in your RP as evidence of the following Teachers’ Standard:
4d Reflect systematically on the effectiveness of lessons and approaches to teaching.
Task 2 – Mathematical activity - Devise a ‘mathematical activity’ to develop children’s learning
of counting, place value, addition or subtraction and use this activity with a small group of children
during your serial placement. When devising your activity carefully consider the age-group and
ability of the children, links to the Early Years Foundation Stage documentation or National
Curriculum and the resources you might need. Write a detailed plan, on the University of
Worcester planning template, to show who you are using the activity with, your teaching input,
assessment opportunities and how you will use the activity.
Term 2 Task 3 – Meeting different needs in mathematics
During your block placement, observe and make notes on how children of all abilities are
considered and supported in mathematics. Talk to your class teacher or SENCO to gain further
understanding of how children with particular needs are supported. Your notes should be placed in
your e-profile under an entry called Professional Enquiry Task– meeting the needs of different
learners. This task will be discussed in a group tutorial during week 35.
This task can also be included in your RP as evidence of the following Teachers’ Standard:
5d Have a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with disabilities;
and be able to use and evaluate distinctive teaching approaches to engage and support them.
During your block placement, observe and make notes on how children with individual needs (e.g.
gifted and talented) are considered and supported in mathematics. Talk to your class teacher or
SENCO to gain further understanding of how children are supported. Your notes (approximately
300 words) should be placed in your profile as they will support your future learning in year 2.
Teachers’ Standards:
5 Adapt teaching to respond to the strengths and needs of all pupils
11
PITE1004 Science
Observation of science (visit days or the block placement) - During the visit days or on block
placement you will observe a science session and identify the science skills, in relation to “Working
Scientifically” that are the focus for the session. For Nursery and Year R classes the activities
based on first hand experiences, in line with the Framework for the Early Years Foundation Stage,
will be used for this purpose. You will observe the children and make notes on the way they work
in relation to the focused skills.
Planning Scientific Enquiry – You will then identify, in consultation with your class teacher, a
science session that allows you to plan and implement work on “Working Scientifically, or within
the Early Years Foundation Stage Framework, with a small group of children, maximum of 6
pupils. Ideally this will form part of the science ‘ topic’ being taught during the placement.
However, if this is problematic it may be necessary to devise a ‘one-off ’ session on an aspect of
Working Scientifically/ EYFS to meet the requirements of the task. This should be planned in
consultation with your class teacher to be carried out during the four week block practice.
You are expected to write a session/lesson plan with all the required elements for the session and
to collect suitable evidence of children’s learning.
Some of the methods for collecting evidence that you might use are:
 Observation.
 Listening/ questioning. You might want to record the session or part of it.
 Using children’s drawings or written work. You will need to collect the original work or a
photocopy of it.
 Photographs of the children working or the products such as models. You must get
permission from the school to take photographs.
 You may wish to use more than one method for the session. You should make sure the
methods used are suitable for the age of the children and do not take the emphasis away
from the science learning.
 It is vital that you work with a small group of children, rather than a whole class, so that you
have a chance to observe and listen to individuals in the group.
12
School Experience File
The School Experience File is an important working document. It is expected that trainees will
have this prepared ready to discuss at the pre-school experience tutorial. This file should remain
well organised, sufficiently detailed and kept up to date throughout the School Experience.
The file may be separated into the following areas:
 School Experience File including a monitoring and assessment section
 Resources File
Every trainee teacher is required to keep files for each year of School Experience. They are used
to show evidence of the trainee teacher’s ability to plan thoroughly, evaluate, assess and record
both their own and the children’s progress. Failure to keep the file up to date may result in a
Targeted Support being issued.
The file is read by the teachers, Lead Mentors and School Experience (SE) tutors, including any
moderator or external examiner who may visit. It should therefore be in school at all times and
be accessible, well presented and organised.
Organisation of the School Experience File
The file should be organised in the following way:
Section 1
Classroom organisation
Staff responsibilities/duties, class list, classroom layouts and groupings.
Section 2
Planning for the current week
This should contain a timetable, lesson plans and evaluations for the current week.
As each week is completed, documentation should be archived accordingly. For
example, week 2’s lesson plans and evaluations will be filed under “Week 2”
Section 3
Planning for previous weeks
Organised chronologically and sub-divided into weeks
Section 4
Assessment
This section should contain evidence of how you have assessed and recorded pupil
progress/attainment whilst on School Experience. It should show how AfL informs
and develops planning and subsequent teaching. Record keeping should be
accessible, manageable and used to inform planning. Further guidance for each
practice will be given in the Trainee Briefings.
13
Organisation of Reflective Portfolio
The reflective portfolio (RP) is a personal collection of a trainee’s work. Like the SE file it is an
important document and must be available for school staff and SE tutors to access at all times. It
must be completed by the end of the SE with evidence against all standards. The RP provides
opportunities for trainees to evidence how they are making progress towards meeting the
Teachers’ Standards. It is a working document which helps trainees make links between UW
sessions, School Experience and academic and professional development. It promotes critical
reflection and encourages target setting in order to make significant progress over the duration of
the course. Evidence will enable trainees to demonstrate competence in all Standards, including
strengths in specific areas, as well as showing the impact they have had on pupils’ progress.
Trainees are expected to engage with the RP through independent work and directed tasks. The
completed RP will be an excellent reflective portfolio that can be used at interview and into the
NQT year.
You will continue to make contributions to the RP throughout all 3 School Experiences.
Set up your RP as follows and use this as a checklist to ensure you have organised the RP
correctly.
Section 1:
Generic Information
Rationale
Personal contact details
UW letter confirming DBS clearance
Code of Conduct form
Checklist
Section 2: UW Information
Curriculum areas covered at UW
Assessment record
Professional Enquiry Tasks overview
Record of Professional Enquiry Tasks
Section 3: School Experience Information
Record of School Experience
School information sheet
SE attendance form
Record of observations
Tutorial forms (Pre - SE Tutorial and Post – SE Tutorial)
Weekly review records
Mid-point review (PGCE only)
Final SE report
Section 4: Making Progress towards the Teachers’ Standards
Reflection – how and why we do it
Evidence – what can I include?
Meeting the Teachers’ Standards booklet
Making progress –overview of evidence for meeting the Teachers’ Standards
Packages of evidence for each Teachers’ Standard
Reflection on Continuous Professional Development Action Plan (SE2/3)
Forms, guidance and exemplar materials are available on Blackboard
14
Planning Requirements
Medium Term Planning
All planning should be prepared in collaboration with the class teacher.
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Where schools provide comprehensive medium term planning the trainee teacher is expected
to interpret these plans with regard to abilities and needs of the children in their class.
Trainees should include school planning in their files with clear indication that it is not their
own. It is expected that trainees will provide individual lesson plans for all sessions taught.
The National Curriculum and Early Years Foundation Stage should be referenced where
appropriate.
Medium term planning should provide an overview of what is to be taught, how it will be
implemented and the number of sessions.
At the pre-school experience tutorial trainees should discuss their planning with their
University tutor.
Individual Lesson Plans

These should be prepared well in advance of each lesson and discussed with the class
teacher. All lesson plans should be annotated to inform assessment and future planning.

The learning objectives should be clearly identified and matched, where appropriate, to the
National Curriculum (DfE, 2014) or the Statutory Framework for the Early Years Foundation
Stage (DfE, 2014).

The university planning format should be used unless you are advised to use the school’s
planning format. The key areas for planning are included on the planning sheet.

The introduction of the lesson should be well focused; teaching points and key questions
need to be identified. These questions should be “open” and “probing” as well as “closed”.

It is important that the stages of the lesson are timed in order that time is managed
effectively. Please include timings on your lesson plans where appropriate.

You should indicate how additional adults will be deployed. Ensure you share the planning
with them and allow opportunities to gain feedback from them.
15
Working with Other Adults
Support Staff represent a significant group of the school staff and work in may important roles in a
school. The relationship between teacher and Teaching Assistant (TA) is important in supporting
teaching and learning and raising achievement. The teacher and TA have their own, individual
defined role. But work in co-operation with each other to achieve the shared goals.
To develop a positive working relationship with the TA find out what their role is and what their
responsibilities are. Discuss as early as possible with your class teacher and your University tutor
how you will be planning for the work of teaching assistants and ask for guidance on doing this.
Consider how you will communicate with the TA and how you will use the observations and
assessments that the TA makes.
The TA needs to know well in advance what you intend for your lesson, what their role in the
lesson will be, and how and when you will obtain assessment and evaluation information from
them after the lesson. This is part of your professional responsibility as a trainee teacher. Your
lesson plans should make explicit reference to the role of the TA and any other adults working in
the classroom with you.
Reflect and annotate
Reflecting on your teaching is a method of assessing the children’s progress but can also give you
the opportunity to evaluate your effectiveness as a teacher. It is important for you to allow time to
examine the decisions and actions you made during a lesson/activity and consider how you would
respond should similar circumstances arise again. These decisions become part of your
development as a teacher. Use the Critical Reflection forms to record how you have reflected on
lessons/ activities/ incidents and explain how they provide evidence towards the Teachers’
Standards.
When reflecting on a lesson, think about;
What did the pupils do?
What did the pupils learn?
What did I do? Did I achieve my learning outcomes?
What did I learn?
What can I do next time?
Annotation of lesson plans provides evidence of pupil assessment, allows you to record
observations and informs future planning. Ensure you annotate every lesson plan.
16
Observing Outstanding Practice
During week 1 you are encouraged to observe outstanding practice.
It allows you the opportunity to consider and make notes on:




classroom organisation and the systems that are in place.
behaviour management and understand the teacher’s expectations and strategies used.
how to co-operate with other adults effectively in the classroom.
the way in which the class teacher groups the children and caters for differing/individual
needs.
 making use of effective lesson time. Consider the pitch and pace of the lesson.
 teaching styles and approaches that are used.
 engagement – how does the teacher engage all pupils?
Guidance on Displays
The quality of the environment of the school impact on creating a positive learning environment.
Displays are an important part of every primary classroom. It is a way in which children’s efforts
and achievements are recognised and valued. Therefore, it is important that displays are produced
with care and are aesthetically pleasing. Displays may also be used to stimulate children’s interest
and curiosity in a given topic. Therefore, you should consider using displays to:






Value children’s effort and celebrate achievement
Arouse curiosity and stimulate learning
Set standards of high quality
Impart information
Visually convey part of the ethos of the school to visitors
Invite involvement and interaction such as touching, smelling, describing
When preparing displays, consider:
 Allowing children opportunities to participate in preparing the display
 Providing opportunities for all children to display their contributions
 Changing displays regularly so that interest is maintained and the environment does not
become static
 Varying display techniques, use single or many item display, include instructions,
opportunities to handle
 Hanging pictures and text where children can see them at the child’s eye level
 The importance of good presentation i.e. mount work, use captions, labels
 Using photographs, models, books objects, tapes to develop displays
 Using materials and different levels to create an interesting surface for displays
17
Assessment and Grading
A weekly formal observation of your teaching will be carried out. This should be completed on The
Lesson Commentary Form (there are different forms for Mathematics and Phonics). This may
be carried by the class teacher, the mentor or sometimes by the Head teacher. This is expected to
be a constructive experience which will give you further support on identifying your strengths and
areas for development. In addition to the weekly observation you can expect valuable informal
feedback from the class teacher, throughout the practice.
During your weekly review with your class teacher you should complete a Trainee ProgressWeekly Review SE1.
The SE Tutor will call the school and speak to the Lead Mentor to arrange a suitable time to visit
you to carry out a formal observation. One of these observations may be a joint one with the class
teacher or mentor.
Grading of SE1
Trainees will be expected to complete a self – review against the Teachers’ Standards as set out
in the descriptors given in Meeting the Standards Booklet (2014).
UG SE1 Assessment Framework
Potential Fail
Pass (P)
For the identified Teachers’ Standards the trainee’s
attainment is not a pass since it contains 4+ Emerging
Teachers’ Standards.
For the identified Teachers’ Standards the trainee’s
attainment is Pass but can feature up to 3 Emerging (E)
Teachers’ Standards.
18
UG1 Flow Chart for Trainee Progress
SE1 - UG
Placement withdrawal during SE.
Course Leader to deem it pass or fail
after consideration of any relevant
medical, personal or professional
issues.
Fail or Organise re-sit, if appropriate
What is assessed?
Week 2 / 3 Tutor visit. Joint observation. Provisional placement grade agreed.
UG NOT – 4+
Emerging Standards
Targeted Support issued
by SE Tutor and Class
Teacher/School Mentor
PASS (P) – 1-3 Emerging Standards (E).
PASS
Continue
Practice
If 4+ Emerging
Standards at end of
practice
FAIL
RE-SIT
Please note – There will only be one attempt at a resit on any School Experience.
19
Procedure for all school visits (With additional information for
SE3)
Observation
Documentation
Observation of the trainee
teacher carried out by the
SE Tutor and Mentor/
Class Teacher. Length of
observation dependent
upon context and
circumstances.
Professional
Dialogue
SE Tutor to gather evidence from a
range of sources including talking to
children, class teacher / lead mentor as
well as looking at children’s
achievement. The RP and SE file will be
used to inform professional dialogue
between SE Tutor and trainee.
Assessment of Trainee Teachers
The grading for mid-point reports (except UG SE1) and final reports will
be discussed and agreed between SE Tutor and Class Teacher/Mentor.
Evidence to be drawn from observations, discussions, children’s
achievements, RP and SE file.
20
Procedures for Trainee Teachers raising Concerns Whilst on School Experience
Where trainee teachers raise concerns whilst on School Experience, the following procedures
outline the process undertaken, where issues are related to the quality of provision within the
Primary Partnership.
This process is based on key underlying principles:
 Moderation of any school placement is based on a clear partnership between University,
schools and trainee teachers.
 Openness and sensitivity are important aspects of this relationship.
 There are regular evaluations of placements from University, school and trainee teacher
perspectives in order to maintain quality.
It is from these principles that the following process has arisen.
Process
1) Where concerns about placements arise the trainee teacher should, in the first instance,
and where possible, discuss the specific nature of the concern with the class teacher and/or
Lead Mentor/Head teacher, noting the outcome of the meeting briefly if required/necessary.
2) If the above does not resolve the concern then the trainee teacher should raise the
issues(s) with his/her School Experience tutor, who will, if necessary, convene a meeting
with both the trainee teacher and the class teacher/Lead Mentor, in order to seek to resolve
the issues raised.
3) If neither of the above resolves the concern then:
 All concerns over the quality of provision should be forwarded to the Primary
Partnership Placements Manager who will also inform the Head of Primary Strategic
Partnership and the Course Leader.
 The Primary Partnership Placements Manager will discuss the nature of the concern
with the person(s) raising the issues. If at this point the concern can be resolved, the
Primary Partnership Placements Manager will contact the appropriate person to
inform them of any appropriate feedback/action;
 If following the above discussion the issue is not able to be resolved the Primary
Partnership Placements Manager will discuss the concern with the Head of Primary
Strategic Partnership. At this point the Partnership Placements Manager will arrange
to visit the school in order to try to resolve the issue and will report back to the
Primary Partnership Team;
 If after the above meeting has taken place the concerns continue, a meeting a
meeting will be generated to encourage a professional dialogue between all
members of the Partnership, including the person raising the concern, the Head of
Primary Strategic Partnership, the school and any other appropriate person (for
example, the School Experience tutor, the Course Leader, the School Experience
Placements Manager or the Head of Centre for Primary ITE).
The purpose of this meeting is to allow all parties to discuss the concerns and consider an
appropriate plan of action and any necessary support needed in order to resolve the
concern successfully;

Action to be taken following the above will depend on the nature and severity of the
problem, although wherever possible the first stage should always be to aim to maintain
the placement and support the school in making suitable provision for the trainee teacher;
21
4)
The above process is closely monitored by the Primary Partnership Team. Where concerns
continue over a period of time, or are raised from a range of sources, then the concerns and
supporting evidence will be discussed by the Primary Partnership Team in order to consider
whether or not the school continues to be part of the Partnership.
Further Considerations



Trainee teachers who withdraw without evidence of extenuating circumstances, will be
deemed not to have presented themselves for examination and will fail the School
Experience.
If you are experiencing problems in a placement and are considering withdrawing will, with
the consent of the school, be encouraged and supported to stay in the placement albeit on a
reduced teaching commitment.
Where a school withdraws a placement following ongoing concerns you will, without evidence
of extenuating circumstances, be deemed as failing the School Experience.
22
QUICK TIPS
Frequency
Who is
involved?
On What?
When is this needed?
To go
where?
Before School Experience


Pre - School Experience
tutorial, complete relevant
sections
Collect all relevant documents
on Pre – SE Tutorial Form
Trainee &
UW Tutor
Pre - School Experience
tutorial form.
Before start of Block
School Experience
RP
Starting School Experience
RP

Information sheet about
school
Trainee
School information sheet
At start of School
Experience

Emergency contact details
Trainee
Emergency Contact
Sheet
At start of School
Experience
RP

Attendance Record
Trainee
Attendance Record
Sheet
Continuous
RP

Lesson Plans for each
lesson
Trainee &
Class Teacher
Lesson Plan format as
agreed by UW/ school
At agreed point in week
before teaching
SE File

RP Entries
Trainee & Class
teacher
e.g. Critical Reflections,
planning, samples of
children’s work.
Class teacher to respond
to entries once a week.
In RP

Lesson Plan annotations
Trainee & Class
teacher
On all planning
Every lesson plan
RP
Daily Activity
Weekly Activity

Trainee Progress - Weekly
Review
Trainee & Lead
Mentor/Class
teacher
Trainee completes first
section of weekly review
sheet
Once per week
White copy to be given to
SE Tutor
RP

RP Review – discuss and
present at Weekly review
Trainee & Class
Teacher
Class teacher comments
section of RP
Class Teacher to engage
in written dialogue with
trainee’s entries
RP

Lesson observations of
Teacher by trainee
Trainee
Observation of Teacher
by Trainee forms;

Lesson observation of
Trainee by Class
teacher/Mentor/SE Tutor
Trainee &
observer
Lesson Commentary
form (or
Mathematics/Phonics)
White copies to be given
to SE Tutor
RP
RP
By end of School Experience

Professional Enquiry Tasks
to be completed
Trainee &
Class teacher
Professional Enquiry
Tasks (PETs)
Before end of School
Experience
RP

School Experience Report
& attendance sheet
Class Teacher,
Lead Mentor &
trainee
School Experience
Report & attendance
sheet
At specified dates (see
SE Expectations)
RP & email
to UW

Online Evaluation
Class Teacher,
UW Tutor &
Trainee
On-line Evaluation
Last week of School
Experience block
UW

Post School Experience
Tutorial
UW tutor &
trainee
Post School Experience
Tutorial form
After School Experience
RP & UW
23
Documents needed during School Experience
The table below lists all of the documents you will need throughout SE1. These need to be kept in
either the SE File or the RP.
These are all to be found on Blackboard, triplicate copies can be found in Binyon (2nd floor).
Pre – SE tutorial form
Post – SE tutorial form
School Information Sheet
'Meeting the Standards Booklet' SE1
Emergency contact details for trainees on school experience
Observation Record
Observation of Teacher by Trainee form
Critical Reflection form
Trainee Progress – SE Tutor Review
Trainee Progress- Weekly Review
School Experience Attendance
Lesson Commentary form (for use by class teacher/mentor and SE Tutor)
Mathematics Lesson observation form
Phonics observation form
Primary Planning format (FS & KS1/2)
24
Frequently Asked Questions from Trainee Teachers
Will the RP be too time consuming and will there be too much paperwork?
The RP is the main School Experience document. It helps you work towards the professional
standards required. Evidence is important as it helps to inform the end of practice grades.
Will the RP be helpful and allowing for the setting of realistic targets, self-reflection as well as
acting as a basis for shared dialogue?
It is important to use the RP to set targets which should be identified on lesson plans.
I am worried about my non-preferred Key Stage placement?
Many trainee teachers with hindsight find it a valuable and enjoyable experience. It is important to
gain a wide range of experience.
Who can observe me?
A school representative, such as the Lead Mentor, Class Teacher, Head Teacher etc. in addition
to a representative from The University of Worcester (UW). This is usually the SE Tutor. On rare
occasions, Ofsted inspectors, External Examiners, Course Leaders and members of the
Partnership Team may wish to observe your teaching. Usually, you will be advised in advance if
this is the case.
How long should an observation last?
This can vary, depending on the age-phase, school timetable and lesson. Usually, an observation
is expected to last between 30 minutes to about an hour.
How many observations should I have?
This depends on your cohort and the length of School Experience. Please refer to the School
Experience Expectations booklet for more details. We would expect that the school representative
would conduct one formal observation per week, although there may be informal observations in
addition to this.
What should I expect after a formal observation?
The observer should provide both verbal and written feedback on UW forms, in addition to areas of
strength and development. The expectation is that you build on these areas of practice, on your
journey towards outstanding. This feedback can be included as evidence in your RP and the
comments may assist in highlighting your achievement against the Teachers’ Standards (Meeting
the Teachers’ Standards Booklet). All observation forms should be kept in your SE File.
My SE Tutor is visiting and wants to observe me teach a lesson in which I am not confident. What
should I do?
In order to gain QTS, you will need to show evidence that you have the ability to teach all
curriculum subjects. Your SE Tutor may observe you teach any lesson. Discuss your concerns
with your SE Tutor and Class teacher, as both will be able to offer bespoke support and guidance.
25
Safeguarding and Whistleblowing Procedure
Guidance Relating to Safeguarding Concerns during Placement or Work-based Learning
This guidance applies to all Trainees who are studying at the University and with our Partner
Colleges, and who may be working with children, young people or vulnerable adults. The Institute
of Education (IoE) makes positive efforts to ensure that all Trainees are appropriately prepared for
their Professional Practice Experiences (Placement/Work-based Learning) within their study
programme. This includes preparation from the point of Course Induction and the mandatory
modules of study. The IoE does recognise that Trainees may be feeling anxious about their
professional placement, and much reassurance and support is offered by the appropriate person
as outlined in the course handbook. However, there may be occasions when a Trainee raises a
concern during their experience within a placement, and this may also occur after the placement is
completed. In these rare events and as a means of providing guidelines for Trainees as to what
they should do, the following points are listed:
Trainee guidance
Clarification as to what may be a reasonable cause for concern about a placement experience:
Examples of Causes for Concern




Child protection or safeguarding concern
Bullying behaviour by staff towards them or other staff colleagues
Discrimination or oppressive practices
An experience which causes a Trainee to feel vulnerable, belittled or excluded.
If you experience an issue within the above box, then you are assured that you will not be left
unsupported or alone in dealing with the concern; you are advised to take the following steps:

Raise your concern with your supervisor or the manager of the setting. If the concern is about child
protection or safeguarding then you should speak with the Designated Safeguarding Officer within
the setting. The matter should be addressed within the setting, however if you remain concerned, or
for some reason are reluctant to raise the matter within the setting then you should take the next
step. You are signposted to the Whistle Blowing procedure and Flowchart within your course
handbook for specific guidance.

If your concern is about another matter then you are advised to contact (by phone/email), your
Course Leader as detailed in the course handbook. If they are not available then contact one of the
Module Tutors or alternatively your Academic Tutor. You should explain what the nature of the
concern is and how you may be contacted.

The IoE staff member will request you email them about your concern and to ascertain the
possibility of a meeting with you during placement or after placement. This matter will have to be
discussed with you as to what is more helpful and appropriate in consideration of the nature of the
concern.
IoE staff will contact the setting (with your permission if appropriate) to highlight the difficulty and to
seek to identify how the concern can be resolved or to suggest a meeting with the setting and you
as a means of addressing the concern.


Most importantly, any intervention by IoE should be seen to be supportive of you in addition to being
constructive and supportive to the setting.

Every effort will be made by the IoE to establish a positive outcome for you and the setting, except
on cases where there are signs and indications of poor practice within a setting. In this event, the
Course Leader would have to consider how to proceed in reference to the Whistle Blowing
Procedure of the IoE and University’s Whistle Blowing policy.
26
If you raise a concern and this is found to be a malicious complaint against a setting, it is likely that you will
be subject to university sanctions. Malicious complaints against a setting are dealt with seriously and could
potentially mean you being investigated under the ‘Fitness to Practice’ procedure or, in a worst case
scenario, removed from your course with a referral to the Disclosure and Barring Service for consideration
about your suitability to work with children and young people.
***PLEASE NOTE
In the event of concerns about safeguarding or protecting children and young people, Trainees and staff are
also referred to the IoE Whistleblowing Procedure in the Course Handbook and the University’s Child
Protection Policy.
CMR/CEC 03/13
WHISTLE-BLOWING PROCEDURES FOR INSTITUTE OF EDUCATION TRAINEE ON PLACEMENT
Scope of the Procedural Guidance with specific links to Safeguarding Children and Young People
1.0 The University of Worcester has an established Trainee Complaints Procedure that is available to
Trainees on Placements. The Procedure relates to all aspects of the Trainee experience including matters
that arise in professional placements and which do not relate directly to the learning experience.
1.1 In addition, the University of Worcester recognises that Trainees on placement must report
unacceptable behaviour and practice that might occur in the professional setting in which they are placed.
In this situation the Trainee should follow the safeguarding procedures or whistle-blowing policy in the
placement organisation. Where the nature of the concern makes that inappropriate or difficult because the
cause of concern may be the management of the setting/practice then, the purpose of these procedures is
to allow Trainees to bring forward and have investigated concerns about dangerous, abusive, discriminatory
or exploitative behaviours, attitudes and practice, without being subjected to threats of victimisation or
disciplinary action.
1.2 The University of Worcester recognises that where a concern unrelated to the learning experience is
raised about an external body, the University’s powers to investigate may be limited. The University’s
Whistle Blowing Procedure makes express provision for Trainees who are on professional practice (Work
Based Learning) or who are conducting research activities. The University will guide the Trainee to refer the
concern to the relevant authorities where indicated as necessary and appropriate, particularly in the
following circumstances:
 Safeguarding vulnerable children, young people and adults
 Commission of a criminal offence whether in the past, ongoing or prospectively.
 Health and safety concerns
 Failure by professional setting to meet a legal obligation
 Miscarriage of justice
 Risk of environmental damage
Where an incident occurs and results in Whistle-Blowing outside the institutional and academic context of
learning the following procedures will apply.
Procedure
2.0 First and foremost all Trainees are strongly encouraged to follow the policy and procedures of their
placement provider. In the case of safeguarding children (or vulnerable adults), the Trainee should
adhere to the Child Protection policy and practice guidelines of the setting, and raise their concern
with the Designated Safeguarding Officer within the setting. If the Trainee considers that the
concern has not been heard or addressed appropriately and they remain concerned about the
welfare and safety of a child or children then they should take the next step in seeking guidance
and support from the University as described below.
2.1 A Trainee wishing to raise a matter of concern, suspicion or unease, should report the
concerns to the Institute’s Designated Safeguarding Officer (DSO) or Course Leader (CL); these
contact details will be in the course handbook. The DSO or CL should in turn inform the Head of
Centre and the Institute of Education and keep them fully informed of the process undertaken.
2.2 When a Trainee raises a concern the following steps should follow27




The DSO or CL should acknowledge the positive action taken by the Trainee, given the stress and
anxiety the process of Whistle-Blowing can present and will advise and support the Trainee on the
next steps in keeping with the University’s Whistle-Blowing procedures.
If the DSO considers that there is an immediate risk of significant harm or the likelihood of significant
harm to children then they will need to seek advice and contact Children’s Social Care through the
Access Centre, with the knowledge of the HoI and University’s Registrar.
Likewise, if the DSO considers that there is a concern about poor professional practice in a setting
which could compromise the safety and care of children, then they should seek advice from Ofsted,
with the knowledge of the HoI and the University’s Registrar.
In the case of protecting vulnerable children and adults at risk, the Trainee will be guided and
supported to refer the matter firstly and expeditiously to the relevant public protection authorities,
following the advice received by the DSO from the relevant external authority as mentioned above.
Thereafter, child (or adult) protection inquiries, procedures and responses will be initiated by the
relevant professional authorities.
2.3 If there is no concern of immediate risk of significant harm or the likelihood of significant
harm to children, the DSO or CL should –

Support the Trainee in the preparation of a statement setting out the concern(s); this is the
Statement of Concern. The DSO or CL will advise the Trainee on the limits placed on any
investigation as a result of a likely request for their anonymity. The DSO or CL should advise and
support the Trainee; it is the Trainee’s responsibility to compile the Statement of Concern.

The Statement of Concern will be submitted by the DSO or CL to the Registrar and Secretary of
University of Worcester on the Trainee’s behalf, with the agreement of the Head of Institute.

Submission of the Statement does not imply endorsement by the CL or the Head of Institute but
does signal the University’s recognition of the need to take positive action when concerns are raised
in the context of safeguarding children and vulnerable adults. The Trainee’s identity will also be
disclosed to the Registrar and Secretary.

The University of Worcester’s Registrar will forward the Statement of Concern to the named person
at the organisation concerned with a request that the matter be investigated. The Registrar will not
disclose the identity of the Trainee without the consent of the Trainee; it will be acknowledged that a
Trainee may be identifiable by their recent attendance within a setting or placement.
3.0 All organisations entering into an agreement to accept Trainees on placement will be required to
identify a contact person for the purposes set out above, who is able to carry out an appropriate internal
investigation and to feedback to the University by a specified date. This is most likely to be the DSO or
Manger of the setting. Normally this will be conducted under the organisation’s own established Child
Protection or Managing Allegations Against Staff procedures. The University will also explain the need to
take further action if it is not satisfied that the matter is resolved or being addressed appropriately. In the
event of an on going concern in the context of safeguarding or poor professional practice, the University will
explain to the setting its position on having to take further action and identify the need to remove the
Trainee from the setting or, to ensure that the Trainee is not harassed or victimised, because they have
submitted a Statement of Concern. The University will consider the need to withdraw the setting either
temporarily or permanently as a placement for Trainees, and the position or implications for other university
Trainees who may be attending the setting.
3.1 On conclusion of the investigation of the concern by the setting a report setting out the
findings should be submitted to the Registrar and Secretary, who will forward the findings to the
Trainee, Head of Institute and DSO. If there is still a concern as a consequence of the feedback or
report, or if there has been no response from the setting, then the Registrar or DSO will contact the
Access Centre or Ofsted as appropriate.
CMR/CEC/IoE/25/04/13
28
Flow Chart Describing Statutory Guidance & UW (IOE) Whistleblowing Procedure and Links to Safeguarding Children and Young People.
Student has concern about a member of staff in the
setting, or poor professional safeguarding practice.
NO CONCERN
CONCERN
Student discusses concern with Designated Safeguarding Officer
or Manager of setting in keeping with settings’ policy
DSO to take advice from Ofsted or Access
Centre as appropriate (with agreement of HoI
and Registrar) and agree appropriate response.
Keep record of discussion and points of action.
Student still has concern and discusses the issue
with DSO or Course Leader (cf UW WB policy + CP
Student no longer has concern as issue
dealt with via setting safeguarding CP
policy.
policy).
If immediate risk and serious concerns
to children are identified, then DSO will
support student to make a referral to
the Access Centre.
Inter-agency strategy meeting with
children’s social care, police and other
relevant agencies.
DSO/ Course Leader to inform Head of Centre or Head of Institute about
student’s concern to consider course of action.
If no concern of immediate significant harm or significant harm,
then DSO or CL to support student in preparation of Statement of
Concern.
Student to request feedback from the
setting about the outcome of raising
the concern.
Feedback from setting to student as
necessary and appropriate.
DSO or CL to submit SoC to Registrar (and Secretary)
of UW with agreement of HoI.
Discussion will make decision about
need for immediate child protection
action and information giving, especially
to parents/carers.
UW to forward SoC to setting and make request for an
investigation. UW will also seek feedback about outcome
and feedback to student. If not satisfied UW Registrar or
DSO to contact Access Centre - Children’s Social Care
or Ofsted as appropriate for advice.
If no concern following investigation and feedback, NFA
other than feedback by UW to student
25
Table of Glossary & Acronyms
.
GLOSSARY –
Access Centre – The Local Authority’s point of contact for members of the public or
professionals who are concerned about the safety and welfare of a child. The concern may
be initially discussed informally without giving the identity of a child or family, to discuss the
nature of the concern for advice and/or the need to make a referral to Children’s Social Care.
Child protection - Is a safeguarding process but which is specific to protecting children who
are suffering, or at risk of suffering, significant harm because of abuse and/or neglect.
Designated Safeguarding Officer – The member of staff in an agency who is the main point
of contact for staff to discuss concerns about a child’s safety and welfare and what action to
take in response to the concern.
Safeguarding - To protect children from maltreatment, preventing the impairment of their
development and to promote and ensure an environment which is conducive to their health
and welfare.
Significant harm - The measure which brings about compulsory intervention by the local
authority in the child’s family to assess the risk of harm the child is suffering or likely to suffer
in the context of abuse and neglect. Significant harm may be due to an isolated incident of
abuse or trauma experienced by the child, or persistent patterns of abuse and/or neglect
which have or may cause damage to the child’s development and well-being.
Statement of Concern- The statement prepared by a student who has raised concern about
an aspect of safeguarding a child/ren in a professional placement or aspects of professional
practice which compromises safeguarding and protecting a child/ren. The Designated
Safeguarding Officer or Course Leader should assist the student in preparing this statement.
Strategy meeting – A meeting of key professionals who may be known to the child and their
family to assess the shared information and the need to proceed to a child protection inquiry.
Whistleblowing- A widely accepted definition, by Lord Borrie QC in 1995, is as follows: the
disclosure by an employee (or professional) of confidential information which relates to some
danger, fraud or other illegal or unethical conduct connected with the workplace, be it of the
employer or of fellow employees" (UW Whistleblowing Procedures, 2000).
ACRONYMS –
CP – Child Protection
CL- Course Leader
DSO – Designated Safeguarding
Officer
IoE – Institute of Education
HOI- Head of Institute
SoC – Statement of Concern
NFA – No Further Action
UW- University of Worcester
WB- Whistleblowing
LA – Locality Assessor
26