BEd (Primary) Programme
Year 1 School Experience
Summer Term
2016
Notes of Guidance for Student
Teachers, School Based Tutors,
University Visiting Tutors & Mentors
Partnership Office
Plymouth University
Plymouth Institute of Education
Drake Circus
Plymouth
PL4 8AA
Tel: 01752 585324
Fax: 01752 585328
E-Mail: schoolexperience@plymouth.ac.uk
BEd (Primary)
Year 1 School Experience
Date
Friday 27 April
2016
w/c 9
May 2016
w/c 16th
May 2016
(Week 1)
Detail
9-11am
Preparation meeting for
students in the Sherwell,
Upper 2
Briefing Meetings for
Schools
Weekly Monitoring &
Evaluation Form completed
(WM&EF) (1)
First profiling conference
held this week.
Early Alert may be used
up until Friday 20 May
WM&EF Completed (2)
Associate
Partnership Schools
Teaching
Partnership Schools
n/a
n/a
School representative
attends
School representative
attends
Led by School Mentor
(SM)
Led by University
Mentor (UM)
Led by SM
Led by UM
w/c 23rd
May 2016
(Week 2)
Cause for Concern issued
no later than 27 May
w/c 6th
June 2016
(Week 3)
WM&EF Completed (3)
Second profiling conference
held this week.
Jointly led by SM
Jointly led by UM
WM&EF Completed (4)
Led by SM
Led by UM
Led by SM
Led by UM
Completed by SM
Completed by UM
w/c 13th
June 2016
(Week 4)
w/c 20th
June 2016
(Week 5)
Friday 24th
June 2016
Insufficient Progress
should be issued no later
than 15 June
Final profiling conference
held this week and
discussion of report and
progress made in
consultation with student
teacher.
End of school experience.
Reports should be
completed electronically by
this date and emailed
together with an Excel
export of the final online
profile to the Partnership
Office.
BEd Yr 1 Notes of Guidance
Page 1 of 14
Introduction
Year One paired school experience in the summer term provides a supportive situation in
which two student teachers, the School Based Tutor, and/or teaching assistant (TA) work
together as a team. Within the team, discussion and negotiation of daily classroom
experience allow the student teachers’ professional development to proceed within a secure
structure. Working in pairs is designed to encourage student teachers to discuss the
teaching situation encountered, to reflect on the learning opportunities provided and to learn
to evaluate their professional development effectively. It is essential that both members of
the pair take individual responsibility for agreed aspects of planning, preparation and delivery
of work with children.
The student teachers learn much from the School Based Tutor, or TA. The importance of
this first sustained classroom experience cannot be over-estimated in terms of the formative
value that it offers. The School Mentor/University Visiting Tutor/Mentor has the role of
monitoring the student teachers’ progress against the expectations for this school
experience and adding further support and guidance to that offered throughout by the class
teacher (School Based Tutor), or TA.
This school experience builds on previous work, both at university and in schools.
Opportunities for observation of experienced teachers, analysis and professional discussion
are essential elements in a student teacher’s education and training, enabling them to
extend their growing understanding of teaching and learning.
Student teachers placed in KS1 classes may well be required to work with Reception age
children. Where this is the case it is essential that student teachers read the Notes of
Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to
ensure they are sufficiently prepared for working within the EYFS prior to starting the
placement.
The student teachers will come to the placement with their files prepared (see proforma
section of the Primary Partnership Portfolio) ready to begin using them so that by the end of
the first week there is clear evidence that they have had:-

opportunities to observe and discuss good practice in providing an enabling
environment for children’s learning in core and specialist subjects;

support in planning for groups and whole class sessions (if appropriate) which
have clear learning objectives;

opportunities for teaching individuals, groups and whole classes (if appropriate),
including appropriate use of ICT;

opportunities to discuss monitoring and assessment of children’s learning and
how to begin to use this to further inform planning;

opportunities to address targets identified during earlier experiences on
placement in schools and in university based modules as detailed in the student
teacher’s profile;

opportunities to teach phonics/spelling/grammar as appropriate to groups and
whole class, and receive focussed observations and recorded feedback;

opportunities to teach mathematics as appropriate to groups and whole class,
and receive focussed observations and recorded feedback.;
Page 2 of 16
BEd Yr 1 Notes of Guidance

opportunities to see how the school implements SMSC and promotes
fundamental British Values.
Leave of Absence during School Experience Placement
The health and well-being of student teachers is paramount, and they should take care to
remain well and appropriately rested during school experience placements. Inevitably, a
small percentage of students will succumb to minor ailments when on placement which may
require 24/48 hours rest and absence from school. Other leave requires greater
consideration, and is not necessarily granted.
Illness during school experience
Student teachers who become ill during school experience must personally inform the school
by telephone before the start of the school day, on the day that they become ill. They also
need to inform the university by contacting the Partnership Office, Tel: 01752 585324 or
schoolexperience@plymouth.ac.uk. They should also inform their University Mentor/Visiting
Tutor if they are due to visit on that day. If this persists a doctor’s note may be required.
Absence as a result of accidental injury or hospitalisation
Student teachers who cannot attend the school experience placement due to unexpected
accidental injury or hospitalisation must personally inform the school on the day of their
absence before the start of the day, and they should also inform both the Partnership Office
and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may
be required.
Requesting leave of absence during school experience placements
Any request for leave of absence during a school experience placement must be gained
from the Headteacher in the first instance, who will judge whether or not it is appropriate in
line with school policy that is applied to all other members of the school staff. If the request is
granted the student teacher will then seek further verification from the Programme Leader by
completing a Leave of Absence form. This will be considered and may or may not be
granted.
It is appropriate to seek Leave of Absence for:



Planned hospital visits/appointments
School visits and interviews for first teaching posts
The funeral of a close family member
It is not appropriate to seek Leave of Absence for:






an interview unrelated to securing a first teaching post i.e. a holiday job
an interview relating to a post within the university i.e. hall of residence manager
the funeral of a person who is not a close relative (each school will have specific
guidance on this)
attending a wedding
traveling to a wedding abroad or at a distance
childcare issues
As part of the Primary Partnership Agreement schools have the right to ask a student to
leave for a range of reasons which includes if they have concerns that the progress of the
pupils in the school is being hampered by poor attendance or disruption caused by
unnecessary or unauthorised absence.
Page 3 of 16
BEd Yr 1 Notes of Guidance
English
There is an expectation that all students will observe, teach and be given feedback on the
teaching of all aspects of English as appropriate to the age phase or key stage in which they
are working. They need to continuously develop their awareness of the impact of teaching
phonics, spelling and grammar, as well as their practice. They should also find out the
approaches that are used in the other age phases/key stages in the school and have
evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview,
recording how they have influenced their teaching in all areas of the curriculum and
impacted on pupil progress.
In addition student teachers in year 1 School Based Work placement in the autumn term
must complete the required English task that they have been set as part of their modular
campus based work.
Mathematics
There is an expectation that all students will observe, teach and be given feedback on the
teaching of mathematics as appropriate to the age phase or key stage in which they are
working. All students should be mindful of, and reflect on, misconceptions in mathematics.
They should also find out the approaches that are used in the other age phases/key stages
in the school and have evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview,
recording how they have influenced their teaching in all areas of the curriculum and
impacted on pupil progress.
In addition:
a. Student teachers on BEd Year 1 (or PGCE ASE) school experience placements
should focus on the teaching of geometry (EYFS: Space, Shape and Measures)
whilst
b. Student teachers in BEd Year 2 (or PGCE BEES1) school experience placements
should focus on number.
Progress during School Experience
Discussions about a student teacher’s progress and targets for improvement during each
placement are based on:





the Weekly Monitoring and Evaluation Report Form which includes an observation,
learning conversation, the school’s viewpoint and the engagement of the student
teacher in a professional capacity within the school;
Focussed observations;
Reflective Weekly Overview and Progress Record;
Lesson Planning and Evaluation, and all teaching, learning and pupil progress
through the presentation, organisation and content of required files;
The Profiling Conference Records.
Page 4 of 16
BEd Yr 1 Notes of Guidance
The Online Profile
All of these elements can be exemplified in the levels and stages within the teachers
Standards as set out in the online profile (Scroll), and the online profile gives a clear
indication of the progress being made by the student teacher whilst on placement.
When the student teacher begins a school experience placement they will have already
discussed what their targets for progress might be with their Professional Tutor, based on
their previous placement. They will share these with their mentor at the earliest opportunity,
usually during the first profiling conference.
Profiling conferences are held at intervals during the placement and provide the opportunity
for the mentor and student teacher to discuss evidence for progress and update the online
profile. The student teacher will regularly (weekly) update their online profile to indicate
when they have achieved targets and gathered evidence in support of this. Some mentors
find it easier to manage this process of checking more frequently than at the point of profiling
conferences, and in any case should, at the very least, ensure that the student teacher is
actively engaged with their online profile on a weekly basis.
The Weekly Monitoring and Evaluation Record Form
This is a new document which the partnership have developed in response to comments
from evaluations and national initiatives. The purpose of this new weekly evaluation is to
determine a more holistic and detailed view of the student teachers’ progress.
It includes:





a short, focussed observation linked to specific targets for improvement that the
student teacher has previously identified;
a learning conversation with key questions about the impact of teaching on learning;
further discussion on areas for further development and agreed targets to take
forward;
comment on files, preparation and professionalism as exemplified in Part 2 of the
Teachers’ Standards;
An agreed overall weekly grade which the student teacher uploads, and gives the
campus based staff, including their professional tutors an indication of their progress.
Student teachers should keep a completed copy of this weekly document within their school
experience file in each tabulated weekly section.
Reflective Weekly Overview and Progress Record, Part 1, 2 and 3
(For Yr 1 Summer term; year 2 and 3 and PGCE BEES1 and BEES2)
Part 1 – requires the student teacher to reflect on all the Teachers’ Standards that they have
addressed during the course of the week, including those that they had identified as specific
targets for improvement.
Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils
(individuals, small groups, whole class) during the week. They should consider how their
teaching has impacted on the progress of these 3 groups and include commentary on
marking and assessment, and future planning.
Part 3 – requires the student teacher to consider their progress, and that of the pupils to
date and as a result, identify their personal targets for the coming week. They will be directly
Page 5 of 16
BEd Yr 1 Notes of Guidance
linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s
progress record.
It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2
and 3 is emailed to the mentor, who will provide a signed copy for the student to
include in their school experience file, in each tabulated weekly section.
Daily Reflections
For BEd Year 1 and PGCE student on ASE placement, student teachers should reflect on a
daily basis what they have done towards meeting target Standards; and on the impact of
their own and the pupils’ progress. This will provide a supportive framework and establish
the foundations for reflective practice.
Those student teachers who are issued with Insufficient Progress will also be required to
complete daily reflections in order to support them through this intervention.
Daily Reflections should be kept in the School Experience file under each weekly tabulated
section.
Lesson Planning and Evaluation
The Lesson Planning and Evaluation Form should be used in all school experience
placements when the student teacher is required to plan and prepare an episode of teaching
and learning. They are working documents and should be completed including annotations
to clearly indicate this.
In some longer placements the mentor supporting the student teacher will make a decision
about whether the student teachers planning, the evaluation of their teaching and the
understanding of the impact of this on pupil progress is sufficiently developed to allow them
to use the school’s preferred mode of planning. The calendar at the start of each set of
Notes of Guidance for longer placements, indicate when this is likely to be.
Lesson Planning and Evaluation Forms should be kept in the School Experience file under
each weekly tabulated section.
Focussed Observations
The purpose of these are twofold.
They should be used by the student teacher to gather evidence of and provide opportunities
for personal professional development and progress during the 25% School Based Training
Programme. In this instance the focus needs to be discussed and agreed with the mentor,
and negotiated with the recipient of the observation. Professional boundaries need to be
observed with the student:
a. agreeing the focus of the observation with the person being observed and
b. following it up with a learning conversation with the person, with agreed outcomes.
The student teacher should negotiate with the School Based Tutor (or another member of
the teaching staff e.g. a PE specialist) to complete at least one focussed observation form,
on a weekly basis, for specific elements of their teaching in order to support their individual
progress. Completed focussed observations should be kept in the identified tabulated
section of the School Experience File.
Page 6 of 16
BEd Yr 1 Notes of Guidance
Profiling Conference Record Sheet
The profiling conference is held at key points during the school experience placement. It is
designed to reflect on and refocus the student teacher progress against Part 1 of the
Teachers’ Standards and to comment on their status against Part 2 of the Teachers’
Standards. This record sheet provides a written record of the headlines from the learning
conversation that takes place during the profiling conference, suggested targets and how
they might be achieved and comments on professionalism. Copies of the Profiling
Conference Record should be signed and kept in the correctly tabulated section of the
School Experience File.
The First Week in School (w/c 16 May 2016)
Student teachers begin to get to know the class and something of the needs of its individual
members through working with children and discussions with the School Based Tutor, and
TA.
They should also:
ensure they know who the named person is for child protection and the
procedures to follow;

discuss ethical conduct and safeguarding protocols specific to the school - school
and student teacher sign Safeguarding & Ethics Agreement Proforma;

get to know background information about the setting, for example by reading the
school prospectus;

meet the TA working in their particular classrooms;

undertake observations of the class teacher teaching each of the core subjects,
focusing on general classroom management routines;

take sufficient responsibility in the classroom to begin to establish themselves as
members of the teaching team by undertaking further duties, for example,
completing the class register;

familiarise themselves with the settings/school behaviour policy and the way it is
implemented in their particular classroom;

following the class teacher’s introductions, work with at least one group in literacy
and mathematics. Planning for these sessions should be fully supported by
the class teacher, or TA where appropriate. The objective is to allow the
student teacher to begin to undertake a teaching role in the class;

have a short focussed observation of the teaching undertaken above;

agree a detailed timetable for specific teaching responsibilities; focused
observations and professional learning activities for the first week;

agree outline planning in core subjects/areas of learning and development for
their teaching in the following four weeks;

familiarise themselves with the setting/class marking policy;

discuss the teaching of phonics, early reading or spelling and mathematics with
the School Based Tutor;
Page 7 of 16
BEd Yr 1 Notes of Guidance

have the first profiling conference and complete the first Weekly, Monitoring and
Evaluation Form with the School/University Mentor;

begin to gather information on both formative and summative assessment
strategies used in the class and school for the AM file.
Weeks 2-5
For the remainder of the placement, the student teachers should work with children for 75%
of the day. Student teachers should teach each of the core subjects within individual, group
or whole class situations as appropriate. Student teachers are expected for much of the
time to work closely with their partner to:
have a first profiling conference with a School Mentor/Visiting Tutor/University Mentor
to discuss their current level of professional competence and determine a suitable
action plan to take their development further;

discuss outline plans in conjunction with the class teacher to consolidate initial ideas
and confirm those parts of the timetable which will be their responsibility;

undertake further observations of the class teacher, particularly in core and specialist
subjects, focusing on children’s learning as well as management, organisational
routines and procedures;

become aware of the children’s needs and capabilities, including those with IEPs;

take such responsibility in the classroom as is appropriate (for example, assisting
with general organisational activities or playground duties).

plan sessions and work with children for 75% of the time, mainly in groups with
some responsibility for whole class management and teaching gradually increasing
during the period of the experience;

teach the core subjects and other subjects as appropriate, including in their own
chosen specialist subject where this is possible. When working with children in the
EYFS, student teachers should ensure they provide appropriate activities in the
Prime and Specific Areas of Learning (see Notes of Guidance – Early Years –
Section 10 of the Primary Partnership Portfolio);

undertake further focused observations of teaching of core subjects;

begin to develop strategies for teaching which link to focused observations taking
account of the children’s capabilities, including those with IEPs;

develop an awareness of children’s responses to their teaching and annotate their
session plans accordingly, considering impact and progress;

continue to gather assessment and monitoring information and exemplar materials.
Page 8 of 16
BEd Yr 1 Notes of Guidance
The School Based Training Programme
For approximately 25% of the week, student teachers should be engaged in professional
learning activities which form the basis of the school based training programme:

discussing and reviewing children’s achievements, with the School Based Tutor (and,
where appropriate, and TAs) and using the information to inform further planning
recording this in Daily Reflections and the Reflective Weekly Overview Progress
Record;

be directed to observe teaching with elements of outstanding practice throughout the
school (including other schools in federations and academy trusts if appropriate to
the status of the placement school).

discussing, or holding profiling conferences about their work and progress with the
School/University Mentor and University Visiting Tutor;

evaluating sessions, analysing and reflecting on significant issues or events.
Beyond the School Day
Student teachers are expected to:

discuss their work and progress with the School Based Tutor;

continue to analyse and reflect on significant issues or events, plan and resource
sessions and mark children’s work;

participate fully in the life of the school where appropriate, for example; attending
staff meetings or INSET, attending parents’ evenings, participating in extra-curricular
activities.
Assessment of the Year 1 Summer Term School Experience
The assessment will be made through careful consideration of a range of evidence drawn
from:
the quality of the School Experience file and AM file;

profiling conferences, using the Profiling Conference Record Sheet, with School
Mentor/Visiting Tutor/University Mentor to which student teachers bring their selfassessments and evidence of progress;

School Based Tutor’s observations and written feedback on planning and classroom
work;

Weekly Monitoring and Evaluation Reports from School /University Mentor;

School experience report.
Page 9 of 16
BEd Yr 1 Notes of Guidance
Identification of Areas of Concern

The Primary Partnership Portfolio (section 7) details the procedure to be adopted.

Weekly written feedback must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 20th May
2016.

The Partnership Office must be notified by the end of week 2 (Friday 27th June
2016) if there are serious concerns about a student teacher’s ability to complete the
school experience satisfactorily by issuing the Cause for Concern proforma.

If concerns persist the Insufficient Progress formal notification will normally be
given to the student teacher no later than Wednesday 15th June 2016. The
appropriate proforma is provided in the relevant section of the Primary Partnership
Portfolio.
Evaluation
At the end of the school experience, all partners are invited to contribute to our on-going
quality assurance process by completing an evaluation form.
Page 10 of 16
BEd Yr 1 Notes of Guidance
Quality Assurance Record Year 1 School Experience
Checklist and Weekly Monitoring and Evaluation Record for School Based Tutors,
School/University Mentor and University Visiting Tutor. (Copies of this QA record should be
placed at the front of student teachers’ school experience files).
Observation Feedback Record
Student teachers should be observed and have a feedback and learning conversation on a
weekly basis. This is a minimum requirement but further focussed observations may be
required or negotiated.
Week
Tutor
(School Based
Tutors, School
Mentors,
University
Visiting
Tutors/Mentors
Weekly
Focussed
Monitoring Observation
&
Evaluation
Report
Feedback
Observed
Given
Initials
Student
teacher’s
initials
Date
Week 1
w/c 16 May
Week 2
w/c 23 May
Week 3
w/c 6 June
Week 4
w/c 13 June
Week 5
w/c 20 June
Page 11 of 16
BEd Yr 1 Notes of Guidance
School Experience checklist for all partners
These checklists are designed to be an aide memoire for all partners supporting students as
well as for the student themselves to ensure rigorous coverage of all requirements. The
completed documents form part of our Quality Assurance procedures.
In the FIRST WEEK in school has the student teacher:

discussed and signed the Safeguarding and Ethics Proforma?

been given the opportunity to get to know the setting’s policies, routines and
procedures as appropriate?

become familiar with the behaviour policy and how it is implemented in the
classroom?

met the TA working in their particular classrooms?

undertaken observations of the class teacher teaching each of the core subjects,
focusing on general classroom management routines;

agreed outline planning in core subjects/areas of learning and development for
teaching during the first week?

agreed a detailed timetable for specific teaching responsibilities, focused
observations and professional learning activities for the first week?

taken responsibility for some routine duties, for example completing the register?

following the class teacher’s introductions, taught at least one group for English
and mathematics?

had their first profiling conference and set SMART targets?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 12 of 16
BEd Yr 1 Notes of Guidance
In WEEKS 2-5 in school has the student teacher:

discussed outline plans with the class teacher and School/University Mentor to
confirm a balanced programme of teaching responsibilities for the period?

undertaken further observation of the class teacher teaching, particularly in the
core and specialist subjects, including technology/ ICT if possible focusing on
children’s learning as well as management, organisational routines and
procedures?

begun to become aware of the children’s capabilities, including those with IEPs?

taught English and mathematics each day?

taken some responsibility in the classroom, as appropriate?

worked alongside an early years practitioner and/or a TA supporting children’s
learning in literacy or mathematics where possible and appropriate?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 13 of 16
BEd Yr 1 Notes of Guidance
Teaching commitments and expectations during the remainder of the School
Experience
Has the student teacher:

planned to work with children for three-quarters of the time (individuals,
groups, whole class)?

made appropriate use of technology/ ICT in core and other subjects?

begun to develop strategies for teaching which take account of the
children’s capabilities, including those with IEPs?

undertaken further focused observations of the teaching of English,
mathematics, science and her/his specialist subject and discussed this
with the class teacher?

taught her/his specialist subject where possible?

developed an awareness of children’s responses to their teaching, and
annotated session plans accordingly?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 14 of 16
BEd Yr 1 Notes of Guidance
The School Based Training Programme
For approximately 25% of the week, has the student teacher negotiated a training programme
which includes:-

annotated session plans, evaluated and reflected on significant issues or
events?

worked alongside TAs in the classroom?

discussed the children’s achievements with the class teacher and TAs

prepared for and taken part in profiling conferences?

taken part as a member of the teaching team in non-teaching events and
extra-curricular activities?
Signed
Student................................................................
School Based Tutor...........................................
Date......................................................................
Page 15 of 16
BEd Yr 1 Notes of Guidance
BEd Yr1 RECORD OF SCHOOL BASED TRAINING
All Professional Learning Activities
Week 1
w/c 16 May
Week 2
w/c 23 May
Week 3
w/c 6 June
Week 4
w/c 13 June
Week 5
w/c 20 June
Page 16 of 16
BEd Yr 1 Notes of Guidance