Leicester & Leicestershire
SCITT
Course Handbook
2015 - 2016
Course Manager: Adam Thomas
Telephone: (0116) 254 3187
E Mail: scitt@dovelands.leicester.sch.uk
Contents Page
Mission Statement
Page
1
1.
Introduction
2
2.
Aims and Objectives of the SCITT
2
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Aims
Objectives
Key features
What the SCITT offers trainees
What the SCITT offers schools
3.
Schools in the SCITT
6
4.
Selection and De-Selection of Schools
11
5.
Selection and Recruitment of Trainees
12
6.
Course Structure
13
7.
Meeting the Individual Training Needs of Trainees
14
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Pre-Course
Core Subject audits and learning plans
Within training modules
Within school based training
8.
SCITT Learning Resources
16
9.
The Assessment of Trainees
16
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10.
The electronic framework for assessment
Professional development and teaching files
Weekly review meetings and professional development review sheets
School experience reports
Portfolio tasks and written assignments
Recommending trainees for the award of QTS
Procedures for Assessment and Failure of
Trainees giving ‘Cause for Concern’
20
11.
Management of the SCITT
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12.
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13.
15.
40
Pastoral and quality assurance support
Staff-trainee forum
Complaints procedure
Funding Available to Trainees
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36
Relationships in school
Professional dress and appearance
Punctuality
Absence
Support for Trainees
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33
Quality Assurance in the selection and recruitment procedures
Quality Assurance with respect to the reliability and accuracy of the
assessments of trainees
Quality Assurance in the school based training
Quality Assurance of the training modules
An overview of quality assurance responsibilities within the SCITT
Collecting information from NQT’s
Professional Code of Conduct for Trainees
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14.
The management structure
Management roles and responsibilities within the SCITT
1) The Course Manager
2) The External Examiner
3) The ITT Manager
4) The Teaching Practice Tutor
5) The SCITT QA Tutor
6) The Subject Leader
7) The Course Tutor
Quality Assurance
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24
41
Training bursaries
Tuition fees
Student loans and the repayment of Teachers’ loans scheme
Access to learning funds
Help with childcare, travel and other course-related costs
16.
Appendix 1: Single Equality Policy
44
17.
Appendix 2: Laptop and Use of Electronic Media Policy
48
18.
Appendix 3: Data Protection Policy
50
Leicester and Leicestershire SCITT
Mission Statement
`The mission of the Leicester and Leicestershire SCITT is to provide the
highest quality initial teacher training which promotes the best standards of
teaching and learning and is rooted in our multi cultural experience and
diverse communities.’
We are fully committed to the ideals and principles of School Centred Initial Teacher
Training and we aim to –

continually improve the quality of teaching and learning through research,
reflection, development and dissemination of best practice;

improve the achievement of pupils within partnership schools and the local
region;

provide training which meets the ITT criteria as approved by the Secretary for
State;

continue to develop the capacity of teachers in schools within our consortium,
to deliver high quality ITT;

recruit a range of good role models representative of the local population,
particularly from minority ethnic communities and men;

provide a career path for experienced teaching assistants and those seeking a
career change;

provide a range of contexts from inner city to small rural schools in which
trainees can develop a broad range of teaching strategies.
Leicester & Leicestershire SCITT
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1. INTRODUCTION
Teaching is a challenging and highly rewarding career. Working with children to
develop their personal, social and intellectual capacities brings great personal
satisfaction. The process of becoming a successful teacher is long and complex and
requires support and training of the highest quality. Initial teacher training (ITT) is the
important first step in the process.
School-Centred Initial Teacher Training (SCITT) is a school based post-graduate
training route for teachers. A feature of SCITT programmes is that it is a group of
schools that take the lead in designing and managing the training programme.
These schools can choose to work closely with a range of partners, including higher
education institutions, teaching schools and LAs to ensure high quality provision of
ITT.
In the Leicester and Leicestershire SCITT there are currently 12 full partner schools
and between 35-50 Associate Partner schools, all from within Leicester City and
Leicestershire LA geographical areas. The common characteristic of these primary
schools is their enthusiasm and ability to provide a high quality training environment
for tomorrow's teachers, where trainees can learn from placements supported by
experienced, skilled and committed practitioners.
A SCITT course offers a distinctive form of initial teacher training (ITT), since it is
based in schools and run by them. For trainees, one of the most significant
advantages of SCITT training is that, from day one, they are in a primary school
environment, acquiring the knowledge and skills required for effective teaching.
2. AIMS AND OBJECTIVES OF THE SCITT
The Leicester and Leicestershire SCITT aims:

to provide exciting, first class training that enables each trainee to exceed the
Standards required for Qualified Teacher Status (QTS) and to achieve her/his
full potential.

to ensure that by the end of training much of the trainees’ teaching is
outstanding and never less than consistently good

to continue to develop the capacity of teachers in schools within the
Consortium to deliver high quality ITT;

to improve the supply of locally trained teachers who are members of the
immediate community;

to improve the attainment of pupils in schools across Leicester &
Leicestershire;
Leicester & Leicestershire SCITT
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The objectives of Leicester and Leicestershire SCITT are to:

attract suitably qualified and motivated graduates who demonstrate high
potential to undertake a programme of this nature;

prepare teacher trainees to meet the professional challenges which they are
likely to encounter throughout their careers;

enable all trainees to meet all the standards set out in ‘Teachers Standards’ at
a good or outstanding level through providing training and mentoring of the
highest quality

provide ITT in a wide range of settings – from the inner city, multi-cultural
community school through to the small suburban school;

offer ITT training in a wide range of schools offering the experience of different
teaching and learning styles;

implement courses that will meet all the Secretary of State’s requirements with
respect to the Teachers’ Standards and ITT requirements

train highly professional teachers who are fully versed in practical experience,
based on educationally sound and effective research and theory;

ensure that all school based trainers are effectively trained, so as to give the
best possible support and guidance to their trainees;
Key Features of the SCITT
The key features of Leicester and Leicestershire SCITT are:

a broad range of teaching contexts in successful schools in a close
geographical location;

a consortium, which draws on a considerable pool of expertise in Initial
Teacher Training within the group of schools. The small and cohesive nature
of the group will allow close, effective evaluation of the trainees’ work;

the immersion of trainees in teaching and learning through linking current
theory with effective tried and tested classroom placement;

assignments that offer research that will extend knowledge and test
understanding of the nature of high quality teaching and learning;

relevant and up-to-date school based experience, working alongside existing,
effective practitioners in schools

a focus on the individual needs of the trainees;

the importance placed on good relationships and effective support for trainees
from trainers both in placement schools and in central training sessions.
Leicester & Leicestershire SCITT
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What the SCITT offers trainees
The SCITT partnership offers trainees:

diversity of context to learn from, within a partnership of consistently high
provision;

supportive structures, with tutors and mentors available throughout the course
on a day by day basis;

the opportunity to gain a Post Graduate Certificate of Education(PGCE),
accredited by the University of Wolverhampton
By the end of the course all trainees will:

have a clear understanding of the extent of the primary teacher’s professional
role, with a particular focus on either the Foundation Stage and Key Stage 1 or
Key Stages 1 and 2 ;

aim to deliver excellent lessons in which the learning of all pupils is
appropriately extended;

deploy teaching strategies characterised by sensitivity and rigour and a
commitment to individual needs;

have a secure knowledge of the curriculum and subjects across either the
Foundation Stage and Key Stage 1 or Key Stages 1 and 2 ;

have a deeper understanding of the inter dependency of all staff employed by
the school;

have a commitment to continuing their own professional development and
demonstrate qualities of reflection and confidence irrespective of professional
context;
What the SCITT offers Schools
The SCITT recognises:

the considerable evidence (both anecdotal and from Ofsted) that an
involvement in teacher training has a very positive influence on the teaching
and learning of the schools involved;

the benefits of each of the teachers involved being required to reflect on
his/her own effectiveness as a teacher;

that opportunities will exist for teaching staff to develop their expertise in a
range of ITT roles, including acting as school based tutors and leading central
training sessions;
Leicester & Leicestershire SCITT
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
that pupils will have trainee teachers, who in many cases will have had a
range of experiences which will positively benefit and enhance children’s
learning and appreciation of different aspects of life.
Schools have a direct interest in the quality of teachers entering the profession. The
work of a teacher is ever changing and those working in the classroom and in
schools are in the front line of these changes. Schools can provide a training
programme that is relevant to the demands of the modern classroom. This course
aims to provide a steady supply of skilful and confident entrants to the profession.
The involvement in training will enhance the professionalism of schools and leads to
enhancement of the quality of teaching and learning.
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3. SCHOOLS IN THE SCITT
Who we are and where we are
In September 2014/15 there are 12 schools who are full members of the Leicester and
Leicestershire SCITT partnership. The schools are:
Ash Field Academy
Broad Avenue, Leicester LE5 4PY
Telephone: (0116) 273 7151
Headteacher: Mrs Jane Booth
Abbey Primary School
Ellis Avenue, Leicester LE4 5LB
Telephone: (0116) 266 1809
Headteacher: Mr Tim Foster
Bishop Ellis RC Primary School,
Barkby Road, Thurmaston, LE4 8GP
Telephone: (0116) 269 5510
Headteacher: Suzanne Henry
Brownlow School
Limes Avenue, Melton Mowbray, Leicestershire LE13 1QL
Telephone: 01664 562 315
Headteacher: Mr Damien Turrell
Christ the King Primary School
Glenfield Road, Leicester LE3 6DF
Telephone: (0116) 285 7261
Headteacher: Mr Martin Fitzwilliam
Dovelands Primary School
Hinckley Road, Leicester, LE3 0TJ
Telephone: (0116) 285 7716
Headteacher: Ms Sara McAdam
Folville Junior School,
Folville Rise, Leicester, LE3 1EE
Telephone: (0116) 282 4368
Headteacher: Mr Bruce Wells
Granby Primary School,
Granby Road, Leicester, LE2 8LP
Telephone: (0116) 283 2013
Headteacher: Mr Peter Fowler
Launde Primary School,
New Street, Oadby, Leicester, Leicestershire, LE2 4LJ
Telephone: (0116) 271 3899
Headteacher: Ms Inderjit Sandhu
Mayflower Primary
Evington Drive, Leicester, LE5 5PH
Telephone: (0116) 273 7504
Headteacher: Mr Glyn Millinship
Parks Primary School
New Parks Crescent, Leicester LE3 9NZ
Telephone: (0116) 187 2414
Headteacher: Ms Cas Evans
The Merton Primary School
Cherry Drive, Leicester, Leicestershire, LE7 2PT
Telephone: (0116) 260 8150
Headteacher: Miss Shelagh Thomson
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Additional schools are Associate members, offering trainees placements within
the year. These schools follow the same structures and Quality Assurance
mechanisms as full Partner Schools but are less fully involved in the
management of the SCITT. Associate schools in September 2014 are:
All Saints Church of England (Aided) Primary School
Long Street, Wigston, Leicestershire, LE18 2AH.
Telephone: (0116) 288 0013
Headteacher: Mrs Jenny Marshall
Beaumont Lodge Primary School
Astill Lodge Road, Beaumont Leys, Leicester, LE4 1DT
Telephone: (0116) 236 6925
Headteacher: Ms Dawn Solla
Billesdon Parochial Primary School
Gaulby Road, Billesdon, Leicestershire, LE7 9AG
Telephone: (0116) 259 6327
Headteacher: Mrs Anita Timson
Bottesford Primary School
Silverwood Road, Bottesford, Nottingham NG13 0BS
Telephone: 01949 842 224
Headteacher: Ms Louise McGory
Braunstone Community Primary School
Cort Crescent, Braunstone, Leicester LE3 1QH
Telephone: (0116) 285 8130
Headteacher: Ms Jatinder Mahil
Braunstone Frith Primary School
Liberty Road, Leicester, Leicestershire, LE3 6NN
Telephone: (0116) 287 2487
Headteacher: Mrs Amelia Smith
Brocks Hill Primary School
Howdon Road, Oadby, Leicester LE2 5WP
Telephone: (0116) 271 4885
Headteacher: Ms Michelle Walton
Broomfield Primary School
Off Ploughman's Lea, East Goscote, Leicester, LE7 3ZQ.
Telephone: (0116) 260 6704
Headteacher: Miss Alex Allison
Caldecote Community Primary School
164 Hallam Crescent East, Leicester, LE3 1FF
Telephone: (0116) 282 4482
Headteacher: Mr Mathew Alcock
Catherine Junior School
Brandon Street, Leicester, LE4 6AZ
Telephone: (0116) 262 5896
Headteacher: Ms Joy Denning
Church Hill C of E Infant School
Church Hill Road, Thurmaston, Leicestershire, LE4 8DE
Telephone: (0116) 269 2083
Headteacher: Mrs Bulsara
Church Hill C of E Junior School
Church Hill Road, Thurmaston, Leicestershire, LE4 8DE
Telephone: (0116) 269 2509
Headteacher: Mrs Shereen Kirk
Eastfield Primary School
Eastfield Road, Thurmaston, Leicester, Leicestershire, LE4 8FP
Telephone: (0116) 269 4692
Headteacher: Mr William Griffiths
Leicester & Leicestershire SCITT
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Elizabeth Woodville School
Glebe Road, Groby, Leicestershire LE6 0GT
Telephone: (0116) 287 6050
Headteacher: Mr Andrew Pridmore
Evington Valley Primary School
Evington Valley Road, Leicester LE5 5LL
Telephone: (0116) 273 6971
Headteacher: Ms Jill Griffin
Fernvale Primary School
Somerby Road, Thurnby, Leicester, LE7 9PR
Telephone: (0116) 241 6722
Headteacher: Natalie Hackett
Gaddesby Primary School
Ashby Road, Gaddesby, Leicester, LE7 4WF
Telephone: 01664 840 253
Headteacher: Mr Gareth Nelmes
Glenmere Community Primary School
Estoril Avenue, Wigston, Leicestershire, LE18 3RD
Telephone: (0116) 288 2228
Headteacher: Mr Peter Merry
Greenfield Primary School
Gwendoline Drive, Countesthorpe, Leicestershire LE8 5SG
Telephone: (0116) 277 3584
Headteacher: Mr Colin Bowpitt
Hazel Community Primary School
Hazel Street, Leicester, LE2 7JN
Telephone: (0116) 233 8411
Headteacher: Mrs Gillian Blatherwick
Houghton on the Hill C of E Primary School
Main Street, Houghton on the Hill, Leicester, LE7 9GD
Telephone: (0116) 241 2465
Headteacher: Mrs Jan Knox
Humberstone Junior Academy
Main Street, Humberstone, Leicester LE5 1AE
Telephone: (0116) 276 7248
Headteacher: Ms Annemarie Williams
Humberstone Infants School
Main Street, Humberstone, Leicester, Leicestershire, LE5 1AE
Telephone: (0116) 276 7648
Headteacher: Mr Yusuf Campbell
Inglehurst Junior School
Ingle Street, Leicester LE3 9FS
Telephone: (0116) 262 8391
Headteacher: Mr Danny Bullock
Kestrels Field Primary School
Maidenwell Avenue, Hamilton, Leicester LE5 1TG
Telephone: (0116) 246 1732
Headteacher: Ms Jo Higgins
Langmoor Primary School
Kenilworth Drive, Oadby, Leicester, LE2 5HS
Telephone: (0116) 271 2776
Headteacher: Mr Peter Merry
Linden Primary School
Headland Road, Leicester, LE5 6AD
Telephone: (0116) 273 8435
Headteacher: Mr Zaheer Mohamed
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Marriott Primary School
Marriot Road, Leicester, LE2 6NS
Telephone: (0116) 283 2433
Headteacher: Mrs Sheila Crichton
Martinshaw Primary School
Forest View, Groby, Leicester LE6 0BB
Telephone: (0116) 287 6749
Headteacher: Mr Andrew Raben
Merrydale Junior School
Claydon Road, Leicester, Leicestershire, LE5 0PL
Telephone: (0116) 276 7708
Headteacher: Mrs Catriona Mugglestone
Montrose Primary School
Wigston Lane, Leicester, Leicestershire, LE2 8TN
Telephone: (0116) 283 2328
Headteacher: Mr Andy Owens
Oaklands School
Whitehall Road, Evington, Leicester, LE5 6GJ
Telephone: (0116) 241 5921
Headteacher: Ms Eleanor Shaw
Overdale Infant School
Eastcourt Road, Knighton, Leicester, LE2 3YA
Telephone: (0116) 288 2724
Headteacher: Mrs Philippa Maksymiw
The Pastures Primary School
Thornhills, Narborough, Leicestershire LE19 3TP
Telephone: (0116) 286 7738
Headteacher: Ms Kerry Mannion
The Pochin School
School Lane, Barkby, Leicester, LE7 3QL
Telephone: (0116) 269 2078
Headteacher: Mr Stephen Cotton
Queniborough C of E Primary School
Coppice Lane, Queniborough, Leicestershire, LE7 3DR
Telephone: (0116) 260 6500
Headteacher: Ms Joy Hardy
Rothley Primary School
Burrow Drive, Rothley, Leicestershire LE7 7RZ
Telephone: (0116) 230 2106
Headteacher: Mrs Fiona Parr
Rowlatts Hill Primary School
Balderstone Close, Leicester LE5 4ES
Telephone: (0116) 276 8812
Headteacher: Ms Jay Virk
Rushey Mead Primary School
Gipsy Lane, Leicester LE4 6RB
Telephone: (0116) 266 1114
Headteacher: Ms Debra Bailey
Sandfield Close Primary School
Sandfield Close, Leicester LE4 7RE
Telephone: (0116) 266 0333
Headteacher: Mrs Amanda Dhillon
Seagrave Village Primary School
Green Lane, Seagrave, Loughborough LE12 7LU
Telephone: 01509 812 486
Headteacher: Ms Rebekah Spencer
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Shenton Primary School
Dunlin Road, Off Humberstone Rd, Leicester LE5 3FP
Telephone: (0116) 262 8778
Headteacher: Ms Gita Patel
St Barnabas C of E Primary School
St Barnabas Road, Leicester LE5 4BD
Telephone: (0116) 276 7612
Headteacher: Ms Sue Poole
St Luke’s C of E Primary School
Main Street. Thurnby, Leicester, LE7 9PN
Telephone: (0116) 241 5105
Headteacher: Mrs Jatinder Sembi
St Mary's Fields Infant and Nursery School
Heyworth Road, Leicester, LE3 2DA
Telephone: (0116) 282 4623
Headteacher: Mrs Carol Browne
St Michaels and All Angels
Brookside, Rearsby, Leicester LE7 4YB
Telephone: 01664 424 453
Headteacher: Mr Neil Bardsley
Stokes Wood
Blackett Avenue, Leicester LE3 9BX
Telephone: (0116) 287 5305
Headteacher: Mrs Jane Gadsby
Uplands Infants School
Melbourne Road, Highfields, Leicester LE2 0DR
Telephone: (0116) 262 5280
Headteacher: Mr Mark Ingham
Westfield Infant School
Ashford Road, Hinckley, Leicestershire LE10 0JL
Telephone: 01455 637 558
Headteacher: Mrs Jill MacLauchlan
West Gate School
Glenfield Road, Leicester LE3 6DG
Telephone: (0116) 185 6181
Headteacher: Mrs A Standley
Willowbrook Primary School
Roborough Green, Leicester LE5 2NA
Telephone: (0116) 241 3756
Headteacher: Mrs Sarah Ridley
Woodland Grange Primary School
Beaufort Way, Oadby, Leicester, LE2 4TY
Telephone: (0116) 272 0401
Headteacher: Mr Kirk Hayles
Woodstock Primary School
Hattern Avenue, Leicester LE4 2GZ
Telephone: (0116) 235 5825
Headteacher: Mrs Liz Lambert
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4. SELECTION AND DE-SELECTION OF SCITT SCHOOLS
Selection of SCITT Associate and Full Partner Schools
The SCITT criteria for selecting schools are based on evidence of the school
providing good and effective placement in primary education, together with a capacity
and desire to offer high quality school based training to trainee teachers. The Course
Manager consults with the Management Board in the selection of new Associate
Partner Schools.
Evidence that will inform the selection process will include a discussion between the
Course Manager and Headteacher of the proposed school of a range of data relating
to the school including:





recent OFSTED Report;
data within performance tables;
consideration of the School’s SEF;
the experience and desire of staff and management within the school to be
involved in providing ITT;
recommendations from School Direct lead schools accredited by the SCITT
An important part of this discussion, prior to selection, is ensuring the school agrees
to the fundamental principle that all trainees are only to be placed with supportive
staff who model good practice. The Partnership Agreement will be discussed at a
meeting between the Headteacher and Course Manager. Subsequent to this
meeting and the support of staff and governors of the school an Associate School
Partnership Agreement with the school will subsequently be signed by the Course
Manager and the Headteacher of the school.
Full Partnership Schools will be drawn from Associate Partnership Schools within the
SCITT, at the discretion of the Management Board, based upon the needs of the
SCITT and the capacity and desire of such an associate school to take a more active
role in managing and contributing to the SCITT or lead School Direct programmes
accredited by the SCITT.
Quality Assurance of Current SCITT schools
The SCITT Manager will be engaged in an on-going dialogue with all partner schools
relating to their capacity to provide and support high quality training. As part of this
dialogue the SCITT manager will send data collected by the SCITT to the
Headteacher of each active Partner School relating to the quality of training and
support within the school, as experienced by trainees. Where appropriate, the
Course Manager will also meet with individual Headteachers of partner schools to
discuss this information and other relevant data to ensure the quality of training in all
schools across the partnership is at least good.
The dialogue will also be used by both the SCITT management and partner schools
to ensure best use is made of expertise within schools across the partnership and to
raise the standard of training the SCITT is able to provide.
The SCITT Manager will also monitor the public performance data on all SCITT
Partner and Associate Partner schools on a regular basis and discuss any issues,
Leicester & Leicestershire SCITT
11
raising concerns with the Headteacher of the school and, where appropriate, the
Management Board.
De-selection of SCITT Schools
If the Management Board finds that a school has any of the following weaknesses it
can ask the school to withdraw from the SCITT for one year and then provide
evidence that it has overcome its weakness, or be asked to withdraw completely from
the work of the SCITT partnership.




An unsatisfactory report from the SCITT’s Course Manager about the quality
of training provided to trainees;
Serious substantial issues to address in an Ofsted report;
Much lower SATs results;
Considerable teacher turnover, particularly at senior management level, if it
affects their level of input in the SCITT.
In extreme cases, where the professional advice of the SCITT is being ignored to the
serious detriment of the trainees, the Management Board reserves the right to
withdraw the trainees immediately and cancel the school’s partnership with the
SCITT.
5. SELECTION AND RECRUITMENT OF TRAINEES
Marketing and Recruitment
Trainees will be recruited through the UCAS Teacher Training and SCITT website.
Open evenings will be held regularly to provide potential applicants with information
relating to the different routes into training available, advice on preparing for teacher
training and applications and information on the SCITT.
The SCITT will aim to increase the proportion of high quality applicants from under
represented groups, as highlighted by analysis of the admissions data, through a
variety of strategies including aiming its marketing at these groups.
Requirements for selection
In order to be offered a place on the SCITT course all candidates must
 present evidence of having attained GCSE grade C (or equivalent) or above in
English and Maths and Science;
 have gained at least one week’s prior school based experience in a paid or
voluntary capacity with Primary aged children in a UK state funded school;
 demonstrate the capacity to meet all the required Standards by the end of
their training and possess the appropriate personal and intellectual qualities to
be good or outstanding teachers;
 pass health and CRB checks and have the physical and mental fitness to
teach;
Leicester & Leicestershire SCITT
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

demonstrate they can communicate accurately and effectively in spoken and
written standard English;
hold a first degree of a United Kingdom higher education institution or
equivalent qualification. For UK higher education institutions the expectation
is that all candidates selected will hold at least a Second Class Honours
degree (preferably 2:1 or above).
Selection procedures
Preliminary clerical screening will ensure candidates meet basic criteria in terms of
qualifications and experience. Following this process there will then be additional
screening by Senior Management from within the SCITT partnership to ensure only
the highest quality candidates, with the potential to become at least good teachers by
the end of training, are called to interview.
The consortium of schools will then use interviews, presentations, and micro teaching
opportunities to select candidates. This process will include audits in core subjects.
Each part of the selection procedure will be graded to agreed criteria. The interview
questions will be largely based on the elements that will contribute to the Standards.
Information from the interview process will be used to set pre-course tasks, tailored
to the individual trainee.
Equal opportunities procedures will be followed to ensure that the selection
procedures are open, fair and assessments are to agreed criteria.
6. COURSE STRUCTURE
What the programmes covers

Three substantial periods of teaching experience across either the 3-7yr or
the 5-11 yr age range, within two or three schools;

close integration of theory and school placements through taught sessions
and linked school-based tasks;

teaching of subject knowledge and pedagogy;

training and school based experience in the phases immediately before
and after the focus key stages the training covers to develop an
understanding of the continuum of education;

study time allocated to allow trainees to conduct educational research and
to prepare and complete school based tasks/assignments.
An outline of the Course is shown in the back of this handbook. This timetable is
subject to change, to meet the needs of the cohort and circumstances that may arise
during the year. All elements of the Secretary of State’s requirements are fully
covered and training has been cross-referenced against the Teachers’ Standards.
Leicester & Leicestershire SCITT
13
Training Modules
The training modules are led by subject specialists who include subject leaders in
schools and LA advisors/ freelance consultants within the subject. With the central
training sessions a variety of teaching methods are used. These methods include
direct teaching input, workshops, seminars and the use of pupils, from within
partnership schools, to model and explore good placement in teaching.
School based tasks and the assessment tasks undertaken as part of the University of
Wolverhampton PGCE are directly linked to the training modules and are an
important part of the learning process for trainees. Some of these tasks will be
completed and reflected upon together by small groups of trainees within each
placement school.
The course involves work across either the FS and KS1 or KS1 and KS2. The
programme of Teaching Modules (TM) will involve trainees travelling to different
schools in the partnership, including Ashfield Special School, to learn from and
observe teachers with expertise in key areas of teaching and learning.
Teaching placements
The courses include at least 19 weeks of block teaching placement and a further 25
days working with pupils in partnership schools undertaking school-based learning.
Virtually all of the training is school based, taking place in schools. All trainees
undertake teaching placements or gain experience of teaching across their chosen
age range of either 3-7yrs or 5-11 yrs within the course.
The school placement in the spring term, which includes the second teaching
placement, takes place in a different school from the trainee’s placement in the
autumn term. The location of the summer term placement will depend upon each
trainee’s training needs, following the first two terms of the course, and the
availability of placements that meet these needs. Wherever possible trainees will be
placed in a third school that provides contrasting experiences to provide them with
experience of teaching in diverse contexts within the course.
During each TP week there is an expectation that an hour will be dedicated a week,
with the Teaching Placement Tutor (TP tutor) for a planning and review meeting.
This dedicated hour, plus regular and extensive contact during the week will allow
time for excellent support of the trainee by the experienced teacher. As a minimum
requirement trainees are formally observed at least twice each week during block
teaching placements with written feedback from these observations.
7. MEETING THE INDIVIDUAL TRAINING NEEDS OF TRAINEES
Pre-course
At interview initial needs analysis is carried out through audits and the interview
process and advice is given to successful applicants to begin the process of meeting
individual needs.
Further pre-course tasks are completed prior to the start of the course to inform
trainees and trainers of how prior experience links to the Standards and begin the
process of identifying specific areas for further development. These tasks include
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further subject knowledge audits undertaken, in each of the three core subjects, at a
pre-course day held in the Summer term preceding entry to the course.
Core subject audits and learning plans
Audits in maths and English are completed by all trainees and used to inform subject
leaders and the trainee of their individual needs with respect to development in the
subject knowledge required to teach the EYFS and KS1 or KS2 & KS2 programmes
of study effectively.
Within the course, tutorials with subject leaders and QA tutors, feedback from
teaching placements and further audits are all used to monitor each individual’s
progress in developing secure subject knowledge.
Within Training modules
Where appropriate the subject leaders will use information from audits, together with
information received from schools, to group trainees to allow peer support structures
to inform each individual’s learning within the taught sessions and group tutorials.
The placing of school based tasks and subject knowledge support materials on the
intranet will further support each individual’s learning.
Additional subject knowledge clinics will be held for those trainees identified as
requiring additional support through audits, self-study or/and school based work.
Within school based training
Each trainee is allocated a Teaching Placement Tutor (TP tutor) who takes the
responsibility for course differentiation and assessment of progress throughout the
time within the school. The tutoring process will lead to verification of the trainee’s
achievement of the Teachers’ Standards. One of the TP tutor’s tasks is to assist a
trainee in compiling evidence of progress towards and success in achieving these
standards. The TP tutors will adjust the training programme to meet the trainees’
individual needs, as they emerge throughout the programme.
Trainees’ progress will be continually assessed and recorded by TP tutors during the
course, with support being given by the trainee’s SCITT QA tutor. At the midpoint of
each teaching placement each trainee will work closely with the TP tutor to review
their progress and attainment against the Teachers’ Standards and at the end of
each term a School Experience Report will be completed. This will allow each
trainee’s progress to be monitored by subject leaders, the QA tutors and the Course
Management. Any trainees identified as likely to be teaching lessons that are
not at least consistently `good’ by the end of training will be provided with
additional support through this process or through the processes outlined in
the section `Assessment and Failure of Trainees’. This support may continue
into the trainee’s NQT year, if appropriate, in consultation with the NQTs
employer.
Trainees making outstanding progress will be encouraged to broaden their training
plan across a variety of educational experiences offered by the consortium. The
trainees will be encouraged to tailor their own training plan to develop their own
individual strengths, interests and expertise. These trainees will be expected to
collaborate with experienced staff and with their peers, and, where appropriate, will
be given the opportunity to share their findings.
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8. SCITT LEARNING RESOURCES
In order to facilitate access to ICT in all aspects of the course laptops/netbooks will
be available from the SCITT for loan to trainees to support their studies for the
duration of the course. The SCITT offers access to on-line resources and on-line
communities. These resources are available through each trainee being able to
access a VLE that includes an individual electronic portfolio on which they will also
store evidence of their achievement against the Teachers’ Standards. Links to
websites containing the latest research and inspection evidence will be available
through this technology.
The SCITT will also provide its own library of up to date resources, ensuring this
includes the most recent and relevant texts to support the professional development
of primary ITT trainees. Resources from this library will be available for loan to all
trainees. The SCITT will ensure that at least three copies of each core book related
to study for the Masters level modules are purchased for this library for use by the
trainees on the course.
Access to local University libraries will also be encouraged and facilitated by the
SCITT. All trainees will have full student rights at the University of Wolverhampton
Learning Centres, including rights to access all the on line journals that the University
subscribes to through web based technology. Full membership of the University of
Wolverhampton library also entitles trainees to access books at other University
libraries, including the University of Leicester library. This library includes a very wide
range of useful resources that are available for use by ITT trainees.
All schools will be able to provide a full range of professional material and
documentation, as is available to their staff. Several of the schools have a large
number of pupils on roll who represent a range of different ethnic groups; these
schools have developed particular expertise in supporting children for whom English
is not their heritage language. Schools within the partnership contain a diverse pupil
population in terms of socio-economic mix, ethnicity and ability. This contrasting and
wide spread of school catchments will enable our trainees to gain valuable insight
into teaching in a variety of settings.
All schools will offer a staffroom and refreshment facilities and easy access to
reprographic services. Some of the schools have the capacity to accommodate
trainees for a taught module.
9. THE ASSESSMENT OF TRAINEES
The course aims to set high expectations and provide quality training, carefully
tailored to meet the individual needs of each trainee. Thus, it is expected that all
trainees will complete the training programme not only having achieved the
Teachers’ Standards at the level required for teacher at the start of a NQT year but
with skills and knowledge exceeding these expectations in many areas. One of the
SCITT’s aims is to ensure that by the end of training much of the trainees’ teaching is
outstanding and never less than consistently good. The SCITT management will
be proactive in monitoring each trainee’s progress and in offering appropriate support
and advice to both schools and trainees to ensure this aim is met.
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Regular and accurate assessments of the trainees will ensure that all trainees
recommended for QTS have reliable evidence to demonstrate they have met all the
Standards. This will be achieved through the following assessment tools and
procedures:
Professional Development and Teaching Files
The trainee will keep detailed, professional files that contain evidence of their training
and progression against the Standards. The evidence files will include evidence of
the trainee’s teaching (such as the trainee’s planning documentation, lesson
evaluations, and records of pupil assessments) and evidence of the training process
(including lesson observations of the trainees, the trainee’s completed Professional
Development Review Sheets and School Experience Reports etc.) All
documentation will be consistent and written in a user-friendly format and organised
following the explicit guidance given to trainees and school based tutors.
Weekly Review Meetings and Professional Development Review
Sheets
Each week of the block teaching placements the trainee’s achievements and areas
for development against the Standards will be reviewed in a formal meeting
between the trainee and the Teaching Placement Tutor, using the Professional
Development Review Sheet. The trainee will bring a draft version of this sheet to the
meeting to be refined, amended and developed during the meeting, utilising the
expertise of the SBT.
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School Experience Reports
At the end of each term the Teaching Placement Tutor will complete a School
Experience report on the trainee. This report will identify the trainee’s progress and
strengths against the Teachers’ Standards and set clear targets for development.
The report will identify the trainee’s achievements against criteria relating to each
standard and set targets for the trainees’ future development. The report also grades
the performance of the trainees against each of the Teachers’ Standards to clearly
signpost to the individual trainee and relevant trainers the trainee’s strengths and
most relevant next steps in their professional development.
The Electronic Framework for Assessment
This assessment tool is a document that forms the record of evidence, submitted by
the trainee, of achievement against each of the Teachers’ Standards. It is a working
document that is utilised throughout the training and it forms an important part of the
assessment process. It is the trainee’s responsibility to maintain and update the
document. The document will be stored electronically, using web based technology
(Moodle) thus allowing relevant tutors, trainees and the SCITT Management to input
information, validate evidence and support and monitor each trainee’s progress at
all times.
The trainee will self evaluate her/his progress against the Teachers’ Standards at
regular intervals within the course, using this assessment tool and attaching examples
of quality evidence against the Standards to support these self evaluations. The
trainee’s evaluations and supporting evidence will be checked by, and discussed with,
the trainee’s personal QA tutor on a regular basis. This evidence will be of crucial
importance in personalising the training for each trainee to ensure they make good or
outstanding progress; it will also be of crucial importance in ensuring the trainee has
evidence that they have met every Standard at the end of the training.
The intention is to take a ‘best fit’ approach to the criteria descriptors for each
standard using the School Experience Report data (and a wider evidence base
where appropriate) to further inform the trainee’s individual training plan throughout
the training period and allow the trainee to clearly identify strengths and areas they
need to focus on further to develop to their full potential.
Portfolio tasks and written assignments
All trainees will be required to complete written tasks and assignments related to
English, maths, science, foundation subjects and professional studies as part of the
University of Wolverhampton’s postgraduate PGCE qualification. This work is
subject to all the conditions, rules and regulations of the University of Wolverhampton
with respect to submission and re-submission of work.
If any part of this work fall below the standard required to pass at Masters level, the
work may be reviewed by the SCITT against criteria related to achieving the
Teachers’ Standards. It is possible for a trainee to submit work that is below the level
required to contribute to a PGCE from the University of Wolverhampton but that is
sufficient to reach a `pass’ standard against related Teachers’ Standards . Trainees
may therefore be recommended for QTS at the end of the course by the SCITT
without gaining the PGCE from the University of Wolverhampton. Trainees have the
right to re-submit portfolio tasks and assignments that contribute to the
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recommendation for QTS until Monday 1st June. After this date any failed work may
delay or prevent recommendation to QTS at the end of the training period.
Recommending trainees for the Award of QTS
At the end of the course in order to be recommended for QTS each trainee must
have:




evidence and professional files that clearly demonstrates s/he has met all
parts of The Teachers’ Standards. This evidence must be able to stand up to
scrutiny by external and internal assessors from the SCITT and other bodies
such as OFSTED;
received a final School Experience Report that indicates the TP3 tutor and
headteacher/ITT Manager of the final placement school agree that the trainee
has evidence to demonstrate s/he has fully met all parts of the Teachers’
Standards at a level appropriate to the context of being awarded QTS.
met the attendance requirements for postgraduate primary ITT courses;
paid all fees (including tuition fees) and debts owing to the SCITT
If, at any point in the course, a trainee acts `unprofessionally’, or it becomes
apparent that the trainee is failing to make the progress required to achieve the
QTS Standards within the Course, it is the right of the Management Board to
inform the trainee that s/he is deemed `unfit to proceed’ and withdraw the right
to further training from the trainee. Any tuition fees paid to the SCITT will not
be refundable. .This may only be done in accordance with the `Procedures for
Assessment and Failure of Trainees Giving Cause for Concern’, outlined in Section
12 of this handbook.
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10. PROCEDURES FOR THE ASSESSMENT AND FAILURE OF
TRAINEES GIVING `CAUSE FOR CONCERN’
Trainees may give `cause for concern’ arising from:
a) failing to meet the high standards of professional and personal conduct
required of a teacher;
b) a lack of progress in the development of their teaching skills.
c) concerns by a placement school or/and QA tutor that the trainee’s teaching is
not on track to be at least consistently `good’ by the end of the training
a)
Cause for concern relating to professional and personal
conduct
1. Trainees must, at all points within the training, demonstrate consistently high
standards of personal and professional conduct, as set out in the preamble to the
Teachers’ Standards and Part 2 of the Teachers’ Standards. All members of the
SCITT and staff in schools have a duty to inform the Course Manager if they
believe a trainee’s attitude or personal or professional conduct does not meet
these high standards. The Course Manager, acting with the agreement of a
member of the Management Board, has the right to suspend a trainee from
training, with immediate effect, if his/her attitude or professional or
personal conduct falls seriously short of any of the requirements in any
part of the Teachers’ Standards.
2. If the Course Manager has any reason to believe a trainee’s attitude, behaviour
or conduct is not consistently meeting the requirements set out in the Teachers’
Standards the trainee will be informed of these concerns. If the concern is
serious this will lead to a formal meeting with the Course Manager and a member
of the Management Board, to discuss the matter further. A written record of this
meeting will be kept outlining:
a. the areas of concern & the implications for the trainee in meeting the
Teachers’ Standards;
b. any decisions made in the meeting regarding further actions, including
whether the trainee is considered `unfit to proceed’ with training, or targets set
for the trainee to meet the standards, with a clear timescale for improvement.
3. If a trainee is considered “unfit to proceed” the following procedure should be
followed.
a) The trainee is informed of the decision at a meeting that includes Management
Board representatives and this is confirmed in writing within 3 working days,
including reasons and the trainee’s right to appeal.
b) The trainee has 10 working days from the receipt of the letter to make
representations to the Management Board. If the trainee does appeal the
Management Board should review both sides of the case and decide whether
to uphold or override the decision. If the decision is overridden, there may be
conditions attached. The trainee must be informed in writing of the decision
and reasons within three working days.
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c) In cases where it is deemed the trainee is `unfit to proceed’ this matter must
be discussed at a meeting of the Management Board.
b)
Cause for concern relating to progress against the Teachers’
Standards, Part 1: Teaching
4. If it becomes apparent at any point throughout the programme that a trainee is
not making satisfactory progress against Part 1 of the Teachers’ Standards, then
the procedures, as detailed below, must be followed by all staff supporting the
trainee. It is important the Course Manager is contacted immediately the
Headteacher/ITT Manager and/or TP tutor have a concern. This will ensure
appropriate supportive action for the trainee, school and pupils is put in place as
soon as possible.
5. Trainees are assessed on a weekly basis on all aspects of their work in school,
against the standards, with reference to assessment criteria given by the SCITT.
6. Any trainee whose practical work in school is giving serious cause for concern, or
for whom other aspects of the work in school, including professional conduct,
generates concern about their suitability for teaching will normally be first
identified by the Teaching Placement tutor (TP tutor) or ITT Manager.
7. The TP tutor will in the first instance discuss the areas for concern with the ITT
manager/Headteacher and inform the Course Manager. The Course Manager
will discuss the situation with relevant staff and a decision will be made either for:
 a) the concern(s) to be clearly indicated in writing on the Weekly Review
Sheet by the TP tutor, with a record of clear written targets and a timescale to
achieve these targets. The school will closely monitor progress against the
targets and contact the Course Manager if the concern remains. If good
progress is made by the trainee normal moderation visits by staff working on
behalf of the SCITT will used for any further review of the trainee’s practical
teaching skills and or conduct.
 b) the Course Manager or a QA tutor to visit the school to discuss the
situation with relevant staff and the trainee and/or to observe the trainee and
draw up a Cause for Concern sheet, outlining in writing the concern(s), actions
to address the concerns and a timescale in which to achieve targets set. The
headteacher will be informed/ involved at this stage if they are not already
supporting the trainee or tutor. A further visit by the QA tutor/ Course Manager
to assess whether targets have been met will be arranged.
8. The trainee will be given an opportunity during any visits by the CM/ QA tutor to
set out his/her perception of the issues of concern. S/he may also contact the CM
at any time during the training to seek guidance. Trainees may also request of
the CM that they be given the opportunity to speak to another representative of
the Management Board regarding concerns that may have arisen.
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9. Following the visit(s) of the CM and /or MB representative the trainee will be
counselled further about the grounds for concern and written records kept by the
school, the trainee and the CM. The trainee, the school and the CM will set a
period of time for any agreed targets to be met by the trainee.
10. Should the trainee’s performance improve, the normal procedures for
assessment, including weekly reviews and the end of teaching placement report,
will be used for further review and development of the trainee’s skills against the
QTS standards.
11. Should there be insufficient improvement in the trainee’s performance within the
agreed timescale against targets set out on a Cause for Concern document then
the school and SCITT should agree whether or not the trainee should continue
with the placement.
12. If the trainee is withdrawn or withdraws from the placement school, then it is the
responsibility of representatives of the Management Board to interview the
trainee. It is also the responsibility of representatives of the Management Board
to interview any trainee who is assessed at the end of a teaching placement to
have failed, in one or more areas of the standards, to be on track to meet the
QTS standards at the end of the course.
13. In both situations, outlined in paragraph 12 above, the MB representatives should
agree a further programme, which may include repetition of sessions, additional
coaching and support. The trainee may be required to extend training, including
re-sitting a teaching placement at the same level, or may be deemed “unfit to
proceed”.
14. In cases where the initial causes for concern are so grave or acute as to need
immediate intervention and withdrawal of the trainee from the school as `unfit to
proceed’ , the ITT manager or headteacher will contact the Course Manager and
a decision may be made to suspend the trainee’s placement immediately,
pending further resolution of the situation.
15. If a trainee is considered `unfit to proceed’ procedures must then be followed as
outlined in paragraph 3 of the Cause for Concern procedures above.
16. It must be made clear to the trainee that any extensions to training may incur
additional financial costs for the trainee. Any trainee deemed `unfit to proceed’
and therefore unable to continue training, who has been registered on the course
with the TA at the start of the course, is liable for the full payment of tuition fees on
the course.
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C) Cause for Concern that the trainee’s teaching is not on track to
be at least consistently `good’ by the end of the training
17. All good schools expect the teaching of the teachers they employ to be
consistently `good’ as judged by the progress of their pupils. The SCITT
therefore also aims to ensure that all trainees’ teaching is consistently ` good ‘by
the end of the training
18. If a school or QA tutor are concerned that an individual trainee’s progress and
attainment against the indicates the trainee’s teaching is likely to be less than
good at the end of training the Course Manager will decide whether the trainee
should be put as a `Cause for Concern’.
19. If the trainee is put as a `Cause for Concern’ this will trigger a `Cause for
Concern’ action plan being drawn up (as in para 7 above) to clearly focus the
trainee and all trainers on setting targets for improvement, with timescales to
achieve these targets.,
20. The SCITT management will then closely monitor the trainee’s progress, in
conjunction with the school, offering additional support/visits as judged
appropriate to provide the trainee with the maximum opportunity to make the
required progress to end training with his/her teaching consistently `good’ or
better.
21. If, at the end of training, the teaching of any trainee is assessed as less than
consistently `good’ the SCITT will aim to work with the NQT’s employer to provide
support to help ensure that as early as possible in the NQT year the NQT’s
teaching is at least good.
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11. MANAGEMENT OF THE SCITT
The Management structure
 A Management Board controls the policy of the SCITT. The Headteacher, or a
member of the senior staff, from each full partner school is a member of the
Management Board. The services of an External Examiner are employed to
help ensure consistency and to quality assure the work of the SCITT.
 The Management Board meets at least once per term. The other committees
meet on a regular basis, at least annually but in many cases termly.
 A Course Manager is appointed by the consortium, as is a SCITT Office
Manager and Administrator
Management
Board
Course Manager &
Deputy Course
Manager
Admissions
Committee
Course
Committee
Finance
Committee
Quality Assurance
Committee
The Management Board is the accountable body for the SCITT. It is representative
of all of the schools in the SCITT and is the key decision making body which will
recommend the award of QTS to successful trainees. It oversees the work of the
committees and is the overarching group responsible for monitoring and evaluation.
An External Examiner supports its work.
The Course Committee is responsible for overall course design, tutoring,
assessment and the appointment, induction and training of tutors.
The Quality Assurance Committee has overall responsibility for monitoring and
evaluation of all aspects of the SCITT’s work.
The Finance Committee oversees the financial administration of the scheme.
The Admissions Committee applies the selection criteria, undertakes the selection
of candidates for training and ensures that equal opportunities are assured.
The Management Board has final responsibility for the course. They are accountable
to the NCTL, OFSTED and to other bodies for the operation of the scheme.
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Management Roles and Responsibilities within the SCITT
1. The Course Manager
Accountable to:
Accountable for:
Management Board
External Examiner and Administrative and financial staff
The key role of the Course Manager is to ensure the effective implementation,
monitoring and evaluation of the Leicester and Leicestershire SCITT training
programme to achieve the SCITT's stated aims and objectives.
Key Tasks:
1. To prepare, consult on, implement and monitor the progress of a Self Evaluation
Document and improvement plan for the SCITT.
2. To organise and service a programme of meetings for the Management Board,
implement outcomes and report on progress.
3. To structure, recruit, train and support the work of the four SCITT committees,
service meetings, implement decisions, review outcomes and report to
Management Board.
4. To organise the induction, support and training of school based tutors and ITT
Managers in consortium schools.
5. To undertake regular monitoring of the work of QA tutors, ITT Managers and TP
tutors, and the impact this has on the quality of school based training.
6. To ensure that early indications of exceptional achievement and cause for
concern are reported to appropriate committees and the Management Board.
7. To arrange for the external assessment of the SCITT as detailed in the training
plan.
8. To manage appeals procedures as required.
9. To oversee the work of administrative and financial staff responsible for SCITT
activities.
10. To work with the Office Manager to prepare financial reports for Finance
Committee, Management Board and NCTL.
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2. The External Examiner
Accountable to:
Accountable for:
Course Manager/ University of Wolverhampton
No direct line management responsibilities
The key role of the External Examiner is to ensure that the Leicester and
Leicestershire SCITT scheme has applied the Standards for the Award of QTS
accurately, consistently and fairly.
Key Tasks:
1. To observe a sample of trainees, review the evidence base and, towards the end
of their training programme, verify the assessments of the SCITT for
recommendation for QTS are reliable and based on secure evidence.
2. To advise the Management Board on the outcomes of any appeal procedures
relating to the assessment of QTS or progression within the course.
3. To support the work of the Management Board in implementing its programme of
monitoring, development and review of the training
3. The Headteacher or delegated Senior Manager/ ITT Manager
Accountable to:
Accountable for:
Management Board, Course Manager
School Based Tutors,
The key role of the Headteacher is to ensure high quality training within the
school in which s/he works. A key part of this role is support the SCITT in
ensuring both the trainee and tutor are given adequate support throughout the
placement to facilitate high quality training. The responsibilities may be
delegated to another Senior Member of staff /an ITT Manager.
The responsibilities of the Headteacher, or a delegated member of staff/ITT
Manager, within this role are to:
1. Ensure that all staff in the school are aware of the importance of their role in
welcoming the trainee into the school community and in facilitating and
supporting the trainee’s training as appropriate.
2. Support TP tutors to ensure they are able to carry out their roles and
responsibilities effectively. This includes:
 supporting the TP tutors, if necessary, in making training arrangements within
the school, particularly where this involves the support of other members of
staff;
 discussing each trainee’s progress with the TP tutor and ensuring tutors are
supported if any issues arise from the documentation or training requirements.
Discussions with tutors may be informal but should take place at least once
every two weeks during the block TP;.
 contacting the Course Manager promptly if there are any concerns about the
work of the trainee so that additional support/ monitoring by the SCITT may be
offered.
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3. Support trainees within the school. This includes:
 carrying out an initial meeting with the trainee at which the trainee is made
aware the headteacher/named member of staff is available as a second
contact within the school to offer informal support and advice throughout the
placement;
 carrying out at least one formal observation per trainee, with written and oral
feedback, within the teaching placement.
4. Carry out a quality assurance role. This includes:
 carrying out at least one formal observation of each trainee within each
teaching placement to moderate the TP tutor’s judgements;
 discussing issues relating to quality with the SCITT tutor during visits to
ensure high quality training is being provided within the school;
 ensuring that when necessary the procedures for trainees at risk of failing are
fully implemented;
 undertaking reassessments where there is doubt about a trainee’s fitness to
proceed, as requested by Course Manager/Management Board;
 ensuring that documentation and reports are forwarded to the SCITT as
required.
4. The Teaching Placement Tutor
Accountable to:
Accountable for:
Headteacher/ITT Manager
SCITT trainees
The TP tutor in the School is the class teacher responsible for supporting the trainee
when the trainee is placed in their class on serial days leading up to a TP and within
the TP. The responsibilities include to:
1. Oversee the trainee’s induction to the school. This includes:
 liaising with other members of staff, as appropriate, in making arrangements
for the induction of the trainee;
 discussing expectations and the programme on the trainee’s first visit to the
school;
 ensuring the trainee has access to copies of appropriate school policy
statements and planning information and can interpret and implement them.
2. Support school based training. This includes:
 making arrangements for the trainee to complete all school-based tasks set by
the SCITT
 managing weekly meetings with the trainee to review progress, against the
QTS Standards, set individual targets and action plan how to meet these
targets.
3. Provide day to day support for the ITT trainee within their class. This
includes:
 ensuring the trainee has access to planning documentation and class
assessments and records in good time and can interpret this information
appropriately;
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
providing informal feedback to the trainee, within their daily work, regarding
key strengths and areas for development against the QTS Standards including
suggesting actions to support the trainee’s development. This support
includes undertaking at least two informal observations of the trainee
teaching each week of the TP and providing oral feedback to the trainee
based on these observations
4. Plan collaboratively with a trainee. This includes:
 supporting the trainee with planning on a weekly/ daily basis, as is appropriate
for the needs of the trainee and the stage of training within the course.
5. Support trainees in assessing the work of pupils in the core and foundation
subjects to ensure that trainees are accurate and consistent in their
assessments. This includes:
 helping the trainee to assess and moderate pupils’ work and keep records
according to the school’s policy/ SCITT requirements
6. Formally observe the trainee on teaching placement to assess progress
towards and achievement of QTS. This includes:
 carrying out at least one formal observation a week of trainees, giving written
and oral feedback related to the Standards;
 carrying out at least two informal observations of lessons or parts of lessons,
with oral feedback/ dialogue on these observations to inform the professional
development of the trainee;
 giving advice and constructive feedback to trainees ;
 liaising with the ITT manager to ensure that the trainee receives the minimum
entitlement of at least two formal lesson observations each week of the TP.
 Ensuring both the trainee and the SCITT Course Manager are informed
promptly if there are any concerns or problems about the trainee’s progress.
7. Assess the trainee’s files, verifying progress towards and achievement of
QTS. This includes
 scrutiny and discussion of files and evidence during weekly review meetings;
 completing a School Experience Report at the end of the TP.
8. Support a trainee’s self evaluation. This includes:
 dialogue in oral feedback to the trainee following informal and formal
observations;
 meeting the trainee each week in formal weekly review meetings to monitor
progress, set targets and action plan to address these;
9. Engage trainees in the wider life of the school. This includes:
 encouraging trainees to take part in educational visits, out of school clubs etc.
during the TP.
10. Support trainees in working with parents. This includes
 supporting trainees in participating in parents’ evenings, writing draft reports
on pupils and discussing/attending annual reviews if appropriate.
11. Participate in further professional development as required
 attend all training meetings for TP tutors.
Leicester & Leicestershire SCITT
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5. The SCITT QA tutor
Accountable to: The Course Manager
Accountable for: No line management responsibilities
The SCITT QA tutor is a tutor appointed by the SCITT with expertise and experience
in supporting high quality training for primary trainee teachers. Each QA tutor will
support named trainees throughout the duration of a school placement.
The QA tutor role is to provide support and monitor the quality of training and
progress of the trainee in the Partnership school. The QA tutor also has a
responsibility to act as a pastoral support for trainees and to assist in ensuring
assessments of trainees across the partnership are accurate and consistent. This
will be achieved through the QA tutor:
a)
visiting the school a trainee is placed within to:
 Support the TP tutor and school in providing quality training to the trainee,
through dialogue about a jointly observed lesson, the trainee’s progress
and achievements, the mentoring process and the use of SCITT
documentation;
 Support and moderate the TP tutor’s assessment of the trainee, based on
at least one joint observation of the trainee teaching each TP, discussion
with the trainee and tutor and scrutiny of files and e-portfolio;
 Support the trainee and tutor by providing written and oral feedback to the
trainee against the standards, based on observations of the trainee’s
teaching and scrutiny of the trainee’s TP file ;
b)
reporting back to the Course Manager any issues within the school with
respect to the quality of training and progress of the trainee within the school
to discuss actions to address these issues;
c)
acting as a pastoral support for the trainee throughout the term, with respect to
any issues that arise that affect their training;
d)
moderating the judgments of the TP tutors and agreeing final grades with the
Course Manager for the trainees against the standards, based on their
observations of trainees teaching across the partnership, dialogue with tutors
and schools, and scrutiny of evidence provided by the trainee in their eportfolio and teaching files.
Leicester & Leicestershire SCITT
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6. The Subject Leader
Accountable to:
Accountable for:
The Course Manager
No line management responsibilities
Each core subject and training module has a subject leader. It is the responsibility of
the subject leader to work with the Course Manager, other staff and subject
specialists and school based trainers to co-ordinate all aspects of the training of their
subject area, including the:
1. Design of interview audits;
2. Design of pre-course tasks;
3. Setting up, implementing and evaluating of systems, including audits and
learning plans, to identify strengths and areas for development within each
individual trainee’s subject knowledge, such that all trainees meet the standards
and achieve their full potential;
4. Preparation, delivery and evaluation of taught modules and subject
knowledge clinics, including the setting and monitoring of linked school tasks;
5. Setting of reading and resources lists to support all aspects of training, working
in consultation with the University of Wolverhampton subject tutors in respect of
reading to support the assignment and portfolio tasks ;
6. Recommending appropriate resources for the SCITT to purchase to support
training within the subject;
7. Setting and marking of portfolio tasks;
8. Liaison with the course manager, other subject leaders and school based
trainers to ensure coherent training across the course;
9. Writing of an annual report, evaluating all aspects of training, identifying
strengths and areas for development, leading to an action plan with clear targets
for developing the subject in the following year.
Leicester & Leicestershire SCITT
30
7. The Course Tutor
Accountable to:
Accountable for:
The Course Manager
No Line management responsibilities
The key role of the Course Tutor is to deliver state of the art initial teacher
training in specialist areas of teaching and learning at Key Stages 1 and 2.
Key Tasks
1.
To devise, write, deliver, assess and evaluate training programmes for
specialist areas of the Leicester and Leicestershire SCITT programme.
2.
To keep abreast of leading edge developments in teaching and learning in
Key stages 1 and 2 and to implement these in training programmes.
3.
To demonstrate a high level of skill in assessment of pupils’ achievement,
planning for differentiation, teaching and organisation
4.
To report to the Quality Assurance Committee and Course Manager as
necessary.
Leicester & Leicestershire SCITT
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The SCITT role in supporting school based training
The SCITT role is to provide support and monitor the quality of training in the
all partnership schools. The Course Manager and Deputy Course Manager are
responsible for ensuring this role is carried out effectively and to support high
quality training within schools. This will be achieved through:

Providing high quality training and briefing for the Teaching Placement Tutors
before the start of the placement;

Providing a course handbook and supporting documentation before trainees
are placed in the school;

Ensuring all roles and responsibilities and funding of placements are clearly
agreed in a Partnership Agreement signed by both parties;

Visits by a SCITT QA tutor to support the school in providing high quality
training and moderate the school judgements in assessing the achievement of
the trainees against the standards. Schools will normally receive two visits
from a QA tutor but where training and progress are seen to be good or very
good this may be reduced to one visit.
For new Associate Schools support will include a visit to the Associate School by
the SCITT Course Manager, SCITT Deputy Manager or a SCITT QA tutor within
the first three weeks of the placement to:
 Ensure understanding of the Partnership Agreement by the Associate
Partnership school and clarify any points of detail ;
 Provide any further information the school may require;
 Ensure the trainee is aware of the arrangements for her/his support and
assessment;
 Ensure the Teaching Placement tutor is adequately supported in
undertaking their role;
In the event of the Partnership School, or a member of the SCITT staff,
raising any concerns regarding the progress of a trainee additional support
and/or visits will be arranged by the Course Manager.
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12. QUALITY ASSURANCE
Quality assurance in the selection and recruitment procedures
It is the responsibility of the Admissions Committee to devise appropriate
documentation and procedures to ensure compliance with the ITT Trainee Entry
Requirements, as defined in the DfE Requirements for ITT. The Admissions
Committee will also regularly review the selection procedures to ensure that they are
as effective, consistent and fair as possible. Data related to the retention of trainees,
their performance against the Teachers Standards and their destination data will also
be considered by the Admissions Committee and be benchmarked against data
produced by other providers.
An annual report produced by the Admissions Committee on the selection and
recruitment procedures and associated data will be integrated into the Annual SED
produced by the Quality Assurance Committee for the Management Board.
Quality assurance with respect to the reliability and accuracy of
assessments of trainees
The TP tutors will be responsible for assessing each trainee’s progress against the
QTS Standards.
In order to ensure reliability and consistency in the judgements made, every School
Based trainer will receive training in the SCITT assessment and moderating systems
before undertaking the role. Training during the course will include:

undertaking joint observations, with experienced ITT tutors, of trainees
teaching during teaching placements;

attending training sessions focused on specific aspects of training and
assessment such as `Developing and assessing the trainee’s subject
knowledge in schools’ and `Completing School Experience Reports’;

attending moderation meetings that moderate the assessments made by
SBTs of the trainees across the whole partnership.
The Teaching Placement tutors will be closely supported in carrying out their role by
the ITT Managers/QA tutors and, where appropriate, by the Course Manager or his
Deputy.
The ITT Manager/QA tutor have an important Quality Assurance role, in monitoring
the work of the TP tutors and in moderating the assessments of the trainees carried
out by the TP tutors.
The ITT Manager/QA tutor will carry out this quality assurance role through:

working closely with TP tutors, other staff and the trainees to set up quality
training experiences for trainees, including training related to carrying out
Leicester & Leicestershire SCITT
33
tasks set in training modules and training related to supporting each trainee
in achieving her/his personal targets;

carrying out at least one of the formal observations made on each trainee
during each teaching placement to moderate the judgements made by the TP
tutor;

checking each trainee’s teaching files and professional files and the trainee’s
e-portfolio are being kept up to date and completed to a professional
standard.

ensuring at least one joint observation on each trainee is carried out during
the TP by the QA tutor and TP tutor. This joint observation will act to
moderate judgements and provide additional training and feedback to the ITT
manager, TP tutor and trainee;

making arrangements with the SCITT Manager for trainees to be observed
teaching and for their files to be scrutinised by the External Examiners as
required. Towards the end of each teaching placement the teaching and work
of a sample of trainees will observed and scrutinised by the SCITT External
Examiner for moderation and QA purposes.

ensuring TP tutors are able to attend all training and moderation events
organised by the SCITT
Quality assurance in school based training
The ITT Manager/QA tutor will be responsible for monitoring and evaluating the
quality of school based training through their work as documented above. This
information will be gained through observations, scrutiny of trainee files and informal
interviews with each trainee and school based tutor during school visits each term.
The Course Manager and his Deputy will also monitor the quality of school based
training in each school through monitoring and analysing:

the quality of the Professional Development Review Sheets, lesson
observation report sheets and School Experience Reports collected from
trainees;

written and verbal reports from the SCITT QA tutors, carrying out joint
observations with TP tutors on behalf of the SCITT;

first hand experience gained when carrying out observations and joint
observations of trainees’ teaching and scrutiny of trainees professional files;

written and verbal reports received from the SCITT External Examiner;

issues raised in the staff-trainee forum by trainees, or directly brought to the
Course Manager’s attention by individual trainees.

Trainee and tutor evaluations of each teaching placement
Leicester & Leicestershire SCITT
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Quality assurance of the training modules
The Course Manager will also arrange observations of trainers delivering training
sessions to monitor the quality of the training. Written feedback on the quality of
these sessions will be discussed with the trainers and findings shared with the QA
Committee.
The subject tutors will ask trainees to complete evaluations of the training modules
provided. Completed evaluations will be passed to the Course Manager and
information from these evaluations analysed and summarised at the end of each
period of training. Issues arising from these evaluations will be discussed at the
Quality Assurance Committee and feedback given to both the relevant course tutors
and the Course
In the summer term the subject tutor responsible for each curriculum area in the core
training modules (English, Maths, and Science) will meet to discuss the quality of the
training. Information from a wide range of sources including feedback received from
trainees, observations of their training sessions, the External Examiner, OFSTED
and their own evaluations will be analysed and used to write subject reports.
A SCITT improvement plan and Self Evaluation document will be written by the
Course Manager in conjunction with the QA Committee, based on all data received
from trainers and trainees and external sources. This will be presented to the
Management Board in the Autumn term.
Collecting information from NQTs
A questionnaire will be offered to Headteachers employing past trainees towards the
end of their induction year. All information obtained will be passed to the relevant
committees for consideration and will be used to inform future placement.
The results of the annual NQT survey, conducted by the TA, will be carefully
analysed by the SCITT and used for benchmarking data regarding the quality of
training and to inform placement with respect to developing the course to meet the
needs of NQTs more effectively.
The SCITT will also obtain information from previous trainees, relating to the training
provided and their teaching careers. This information will be used to monitor the
progress of ex SCITT trainees and consider possible implications with respect to the
quality of training and the continuing relevance of our course.
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35
13. PROFESSIONAL CODE OF CONDUCT FOR TRAINEES
The trainee needs to demonstrate professionalism in:






Personal presentation and approach to colleagues;
Punctuality and reliability, including attendance at all taught sessions;
Relationships with pupils;
Relationships with school staff;
Use of spoken and written English;
Commitment to continuous improvement,
In general trainees are considered to be members of staff of the school and are
expected to act just as responsible teachers would act. For this reason trainees must
adhere to any written code of conduct which teachers in the school are expected to
follow e.g. school handbook and LA guidelines. However all trainees need to be
aware of the importance of consulting and informing staff when issues arise because
the school retains overall legal responsibility for the welfare of pupils.
Important professional issues to be aware of include:
1.
Relationships in School
The trainee’s success in school hinges largely on personal relationships with
pupils, staff and tutors and it is important trainees try to see themselves in the
role of a teacher from the onset. It is vitally important trainees establish all
relationships with tact and care.
a) Relationships with Staff
Trainees need to remember schools are centres for intense activity and need
to be sensitive to the changing energy levels of members of staff. The initial
anxiety of trainees can easily cause them to centre on their own needs at a
cost to their relationships with the staff supporting them. It is important both
trainees and school based tutors are fully aware of this scenario at the outset
of the placement.
b) Relationships with pupils
A trainee must not:

under any circumstances, however much provoked, strike a pupil.

expose pupils to unnecessary temptation; valuables and monies should not
be exposed to pupils; similarly, trainees should take care if accepting
responsibility for pupils’ valuables or belongings;

contribute to or condone any behaviour which would contravene the single
equality policy;

give permission to pupils to undertake an action that contravenes school
rules and regulations;
Leicester & Leicestershire SCITT
36

invite pupils to meet out of school, nor enter into any association with them
other than in their capacity as a temporary member of staff;

enter into dialogue with pupils out of school (by phone, e-mail or other
means)

see or arrange meetings with individual pupils in a private place. If it is
necessary to meet with an individual pupil, the trainee should ensure that
this is done in a public place (e.g. a corridor rather than an enclosed
classroom) where the conversation can be seen, but not necessarily
overheard, by other members of staff.
In case of any doubt about an activity involving relationships with a pupil the
trainee should always seek the advice of the class teacher before taking any
action.
2.
Professional Dress & Appearance
All trainees are expected to set an example to the children through a smart
appearance that is sensitive to the school ethos and in accordance with the
expectations of the SCITT, Headteacher and of other staff. Trainees also
need to be prepared to dress in a manner appropriate to the activity e.g.
games, art;
3.
Punctuality
Punctuality is obviously very important within the professional context of
working in schools. Trainees should establish with their ITT Manager and TP
tutor expectations with regard to arrival time in school to prepare for the start
of the day and time to support the class teacher at the end of the day.
Trainees should also clarify expectations regarding attendance at staff
meetings and planning meetings.
Delayed arrival
a) At school.
If a trainee finds that, unavoidably, they will be late, it is important to ring the
school to let staff know ASAP.
b) At a training session.
It is expected that all trainees will arrive in good time for training sessions.
Obviously unavoidable delays can occur but late arrivals are expected to
apologise to the trainer and give an explanation for the late arrival. Any trainee
that is regularly late will be asked to discuss this with the Course Manager.
4.
Absence
It is a requirement of this professional course that trainees attend all
training provided. Any trainee missing days in school or training
modules without extenuating circumstances or medical reasons, will be
Leicester & Leicestershire SCITT
37
viewed as acting unprofessionally. This may ultimately affect the
trainee’s ability to demonstrate achievement of the Teachers’ Standards.
Any trainee experiencing regular absences or a prolonged absence of more
than a week from the course will need to discuss the effect of this disruption to
the training with the Course Manager and/or tutors in school as such
absences may affect the trainee’s ability to meet the Standards within the
normal time frame of the course.
Any trainee who misses more than 25% of a block teaching placement,
due to ill health, will normally be required to re-sit the teaching
placement before being allowed to sit the next teaching placement. If
this absence occurs in the final teaching placement the trainee will not
normally be able to gain QTS without re-sitting the placement. If the
trainee is clearly meeting the expected standards for successful completion of
the teaching placement, despite the absence, the Course Manager and Chair
of the Management Board, in conjunction with the placement school, may
allow the trainee to pass the placement.
i) Requesting permission for absence due to personal reasons from:
a) School
Permission must be sought from the ITT Manager/Headteacher, in advance, if
a trainee needs to miss time in school due to personal reasons (e.g. funeral,
hospital appointment, and job interview). The ITT Manager/Headteacher may
on these occasions refer the trainee to the SCITT Course Manager for
permission.
b) Training Modules
Permission must be sought from the Course Manager, in advance, for a
trainee to miss training sessions. It is a requirement of the course for
professional reasons that the trainee attends all training sessions unless there
are medical reasons or permission has been granted by the Course Manager.
ii) Absence due to illness
The following procedures should be followed in these cases:
i) Illness on a school day
If through illness a trainee feels unable to attend a school based learning or
TP day they should contact the school following the procedures advised by
their TP tutor or ITT Manager. It is important the school are aware of the
absence before the start of the school day. The SCITT office should also be
contacted by email, by the trainee on the first day of absence and when
the trainee returns to school.
ii) Illness on a training module day
If a trainee is unable to attend a training session through illness the SCITT
office should be informed of this by e-mail or telephone on each day of
absence.
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Attendance Record
All trainees have an attendance record kept in their files in the SCITT office.
This will be used for writing professional references and to monitor the
professional requirements of the SCITT regarding trainee attendance
REPORTS OF MISCONDUCT
 Any reports of, or incidents of, trainee teacher misconduct, at any point during the
training programme, must be referred immediately to the Course Manager and
Chair of the Management Board.
 Any trainee referred to the Course Manager & Chair of the Management Board for
misconduct will be interviewed in a meeting with at least two members of the
Management Board. At this point a decision may be made to suspend the
trainee’s right to continue training immediately, pending further resolution of the
situation.
Procedures to be followed include:
1. Trainee is informed of the decision made at the meeting with regard to
suspending training and further actions to be taken; this is confirmed in writing
within 3 working days, including reasons and the trainee’s right to appeal.
2. Trainee has 10 working days from the receipt of the letter to make
representations to the Management Board. If the trainee does appeal against any
decision to suspend them from training the Management Board should review
both sides of the case, and decide whether to uphold or override the decision. If
the decision is overridden, there may be conditions attached. The trainee must be
informed in writing of the decision and reasons within three working days.
3. Following further investigation or after this initial meeting a decision may be made
by the Management Board that the trainee is not fit to proceed and the trainee
may be removed from the training programme. If the trainee is not `fit to proceed’
this matter must be discussed at a meeting of the Management Board.
Leicester & Leicestershire SCITT
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14. SUPPORT FOR TRAINEES
Pastoral and quality assurance support
If a trainee experiences a difficulty on the course, or has a concern that affects their
ability to cope with any aspect of the programme, s/he should not hesitate to seek
support. A first point of reference could be the Course Manager, Deputy Course
Manager, TP tutor, Headteacher/ITT Manager or QA tutor to discuss the issue and
seek advice.
The Course Manager is available, by appointment, both during school hours and
outside school hours, to discuss issues that may arise during the duration of the
programme. He will seek to offer support and advice and will consider, where
necessary, how the quality requirements of the programme can be met in a flexible
way to help address the difficulty. This may include making flexible arrangements to
support trainees who experience personal, financial or health related difficulties.
Staff- trainee forum
At least once a term representatives of the SCITT staff (including the Course
Manager, QA tutor, ITT Managers and TP Tutors) will officially meet with trainee
representatives to discuss issues related to all aspects of the training. This stafftrainee forum provides an opportunity for trainees to raise issues with the SCITT
Management to improve the training and to draw attention to strengths within the
training.
Minutes of the staff-trainee forum meetings will be circulated to all trainees and to all
ITT Managers. The minutes will be discussed at the Quality Assurance Committee
meetings and reported on to the Management Board.
Wherever possible, issues raised within the forum affecting quality will be addressed
rapidly, to improve the training.
Complaints Procedure
If a trainee, or group of trainees, feel they have legitimate concerns or issues related
to the training and either feel these are not being dealt with effectively by the Course
Manager or that it would be inappropriate to discuss these with the Course Manager
they have the right to contact the Management Board write an official letter of
complaint. This letter should be addressed to the Chair of the Management.
Trainees have a right to receive an initial response from representatives of the
Management Board within 10 working days of the Chair receiving the complaint.
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40
15. FUNDING AVAILABLE TO TRAINEES
Tuition Fees
The Leicester & Leicestershire SCITT Management Board has set the tuition fees for
2014 - 2015 at £8750. These tuition fees include all costs for the award of a full
postgraduate PGCE (including 60 credits at Masters level), accredited by the
University of Wolverhampton.
All home students are likely to be eligible to take out a student tuition fees loan of
£8750 to cover the tuition fees in full. Home students may also be able to apply for
maintenance loans of up to £5500. These student loans are made by the
government at a rate of interest linked to inflation, and are not repayable until
you are earning a salary of over £21000. Full details are available on:
www.studentsupportdirect.co.uk
Some trainees may choose not to take out a SLC Tuition fees loan. In this case fees
must be paid directly to the SCITT. For trainees choosing to pay directly, payment
must be made in three instalments as follows:



£3000 paid before the end of September 2014
£3000 paid before the end of January 2015
£2750 paid before the end of April 2015
No trainee in arrears on tuition fee payments, who is not registered for a SLC tuition
fees loan, will be allowed to continue training or be recommended for QTS.
Maintenance grants
Students from lower income households are eligible to receive a means tested
maintenance grant from the government. If your household income is assessed as
£25,000 or less the maximum maintenance grant is £3250 as shown in the table
below. Grants, unlike student loans, do not need to be repaid.
Household income
Maintenance Grant
£25,000 or less
£3,250
£30,000
£2,341
£35,000
£1,432
£40,000
£523
£42,600
£50
over £42,600
no grant
If you get a Maintenance Grant your Maintenance Loan will be reduced.
See the Student finance webpage link for further information:
http://www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/St
udentFinance/Applyingforthefirsttime/DG_174046
Leicester & Leicestershire SCITT
41
Applying for grants and loans

UK Home students must apply through the student loans website
www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/StudentFinance for the
maintenance grant, tuition fee loan and student loan to cover their fees and
other financial support. For trainees taking out tuition fee loans fee payments
will be made directly to the SCITT by the Student Loan Company.

Application for tuition fee payment should be made before the end of
May, after an offer of a place has been made.
When applying for loans or grants for your training with the Leicester &
Leicestershire SCITT the following codes apply:


SLC Course Code: 219005
HEI Course Code: X100
Please note your training provider/HEI is The Leicester and Leicestershire SCITT
NOT The University of Wolverhampton.
Bursaries from the Training Agency for postgraduate ITT Courses
Eligible home and EU students are entitled to a bursary, paid by the government that
is dependent on their degree classification. The bursaries for a primary postgraduate
ITT course are as follows:
1st class degree
£9000 paid in 10 equal payments of £900 paid each month, with the first
payment in early October 2013
2:1 degree or
Masters degree
£4000 paid in 10 equal payments of £500 paid each month, with the first
payment in early October 2013
2:2 degree or
below
£0
Bursaries will be paid directly into trainee bank accounts, by the SCITT, using bank
account information given to the SCITT at the start of the training.
Trainees with a Masters level degree (from an approved UK institution) are entitled to
a bursary at the same level as a 2:1 degree. NARIC will be used to determine the
UK equivalent qualifications for degree awarded by overseas institutions.
Payment of these bursaries will be automatic if the SCITT have seen evidence of
your degree classification and you meet the eligibility criteria. Full information about
these bursaries and eligibility is attached.
Leicester & Leicestershire SCITT
42
Help for specific groups of students
There is additional, non-repayable help for students with children and adult
dependants, and for students with a disability.

Students with children could be entitled to the Childcare Grant to help with
childcare costs of (worth up to £148.75 for parents with one child or £255
for parents with two or more children) and the Parents’ Learning Allowance
to help towards course costs (worth up to £1,508)

Students with adult dependants could be eligible for the Adult Dependants'
Grant - worth up to £2,642

Disabled students could be entitled to Disabled Students’ Allowances to
help with specialist equipment for studying (up to £5,161 for the entire
course), a non-medical helper (up to £20,520 a year), extra travel costs
and other costs - for example, tapes or Braille paper (up to £1,724 a year)
Please contact the SCITT if you wish to make enquiries regarding course fees and
any other aspects of financial support. Alternatively you may find the following
websites useful sources of information:
http://www.direct.gov.uk/en/MoneyTaxAndBenefits/BenefitsTaxCreditsAndOtherSupp
ort/On_a_low_income/DG_10034876
www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/StudentFinance/index.htm
www.aimhigher.ac.uk
http://www.tda.gov.uk/Recruit/thetrainingprocess/fundinginengland.aspx
Access to Learning Funds
The SCITT has specific funds available to provide extra financial support for trainees
who are suffering financial hardship. A priority group is trainees who are parents,
particularly lone parents, but any trainee may apply to be considered for an award.
There are two forms of ALF Awards:
Standard Awards help with the general costs of being a student & course related
costs including childcare, travel, books and field trips.
Non-Standard Awards help with exceptional costs, such as repairs to essential
household equipment, priority debts & emergency situations. Additional essential
expenditure, not fully met through statutory grants, e.g. disabled students'
expenditure, may also be considered.
Some students will be assessed for both types of awards.
A decision is made by linking the level of assistance to an assessment of need, by
calculating the level of income against the level of expenditure. If expenditure is
higher than the Standard Assessments level of income, the student is viewed as
having an 'additional need'.
The SCITT can decide how much or what percentage of this additional need they will
meet in the light of the needs of other students & the ALF budget they have at their
disposal. There is no guarantee of funds.
Please contact the Course Manager if you require further information.
Leicester & Leicestershire SCITT
43
APPENDIX 1
Leicester & Leicestershire SCITT
SINGLE EQUALITY POLICY
EQUALITY AND DIVERSITY STATEMENT
Monitor and Review
Every three years, we will review our objectives in relation to any changes in our course
profile. Our objectives will sit in our overall course improvement plan and therefore will be
reviewed as part of this process.
Date Approved by the Management Board:
July 2012
Date to be reviewed by the Manager Board:
July 2015
Legal Duties
As an SCITT institution we welcome our duties under the Equality Act 2010. The general
duties are to:



eliminate discrimination,
advance equality of opportunity
foster good relations
We understand the principal of the act and the work needed to ensure that those with
protected characteristics are not discriminated against and are given equality of
opportunity.
A protected characteristic under the act covers the groups listed below:









age (for employees only),
disability
race (includes ethnic or national origins, colour or nationality)
gender (including issues of transgender)
gender reassignment
maternity and pregnancy
religion and belief (includes lack of belief)
sexual identity
Marriage and Civil Partnership (for employees)
In order to meet our general duties, listed above, the law requires us to do some specific
duties to demonstrate how we meet the general duties. These are to:


Publish equality Information – to demonstrate compliance with the general duty across
its functions
We will not publish any information that can specifically identify any individual
trainee or employee of the SCITT
Leicester & Leicestershire SCITT
44

Prepare and publish equality objectives
To do this we will collect data related to the protected characteristics above and analyse
this data to determine our focus for our equality objectives. The data will be assessed
across our core provisions as a SCITT. This will include the following functions:





Admissions
Attendance
Attainment
Non completion of the course
Prejudice related incidents
Our objectives will detail how we will ensure equality is applied to the services listed above
however where we find evidence that other functions have a significant impact on any
particular group we will include work in this area.
We acknowledge our responsibilities as an employer and will ensure compliance with the
Equality Act 2010 in regard to the range of functions associated with being an employer.
We also welcome our duty under the Education and Inspections Act 2006 to promote
community cohesion.
We recognise that these duties reflect international human rights standards as expressed
in the UN Convention on the Rights of the Child, the UN Convention on the Rights of
People with Disabilities, and the Human Rights Act 1998.
In fulfilling our legal obligations we will:

Recognise and respect diversity

Foster positive attitudes and relationships, and a shared sense of belonging

Observe good equalities practice, including staff recruitment, retention and
development.

Aim to reduce and remove existing inequalities and barriers.

Consult and involve widely

Strive to ensure that society will benefit
Our Ethos/mission
Leicester and Leicestershire SCITT are committed to promoting equality of
opportunity. We recognise that we live in a diverse society and will offer everyone
opportunities irrespective of sex, sexual orientation, gender reassignment, marital or
civil partnership, age, disability, colour, race, nationality, ethnic or national origin,
religion/belief, or political beliefs (“the protected categories”). We take pride in the
inclusive nature of the SCITT and its partner schools and local communities.
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45
We are an institution that strives to understand, appreciate and value the differences
in each individual; we aim to make people feel valued and supported so that they
may achieve their full potential. Therefore, firm action will be taken to redress
inequality and eliminate all forms of discrimination. Leicester and Leicestershire
SCITT place an obligation upon all staff and trainees to respect and act in
accordance with the policy. We believe that access to educational opportunities is a
fundamental right for all and that this should not be determined by gender, cultural
background, social or economic status or the effects of disability or special needs.
Addressing Prejudice Related Incidents
The SCITT is opposed to all forms of prejudice. We provide both our trainees and
staff with an awareness of the impact of prejudice in order to prevent any incidents.
If incidents still occur we address them immediately and report them to the
Management Board.
Responsibility
We believe that promoting Equality is everyone’s responsibility:
SCITT
Community
Responsibility
Management
Involving and engaging the whole SCITT community in identifying and
understanding equality barriers and in the setting of objectives to address these.
Board
Course Manager
As above including:
Promoting key messages to staff, trainee’s and other users about equality and
what is expected of them and can be expected from the school in carrying out its
day to day duties. Ensure that trainee’s have appropriate skills to deliver equality.
Ensure that all users are aware of their responsibility to record and report
prejudice related incidents.
Subject Leaders
To support the Course Manager as above:
Ensure fair treatment and access to services and opportunities.
Design and deliver an inclusive curriculum
Course Tutors
Help in delivering the right outcomes for trainees.
Uphold the commitment made to trainees on how they can be expected to be
treated.
Ensure awareness of responsibility to record and report prejudice related
incidents.
Non Teaching Staff
Support the SCITT and the Management Board in delivering a fair and equitable
service to all users
Uphold the commitment made by the Course Manager on how trainees can be
expected to be treated
Support colleagues within the SCITT community
Ensure awareness of responsibility to record and report prejudice related
incidents.
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Trainees
Take an active part in identifying barriers for the SCITT community and in
informing the Course Manager of actions that can be taken to eradicate these
Take an active role in supporting and challenging the SCITT to achieve the
commitment given tackling inequality and achieving equality of opportunity for all.
Other users
Take an active part in identifying barriers for the SCITT community and in
informing the Course Manager of actions that can be taken to eradicate these
Take an active role in supporting and challenging the SCITT to achieve the
commitment made to the community in tackling inequality and achieving equality
of opportunity for all.
We will ensure that the whole SCITT community is aware of the Single Equality
Policy and our published equality information and equality objectives by
publishing them on the SCITT website
Complaints
Complaints with regard to this policy will be dealt with via the SCITT complaints procedure
Further guidance on the Equality Act 2010 can be found on Leicester City Council’s
Website: http://www.leicester.gov.uk/equalityguidance/
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APPENDIX 2
Leicester & Leicestershire SCITT
LAPTOP AND USE OF ELECTRONIC MEDIA POLICY
Leicester & Leicestershire SCITT requires its staff and all trainees to operate within
the principles of data protection, so as to be compliant with the Data Protection Act
(1998). This aspect is also to be found in the Teachers’ Standards Part 2 (having
regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions; proper and professional regard for the ethos, policies and practices of the
school in which they teach; have an understanding of, and always act within, the
statutory frameworks which set out their professional duties and responsibilities). All
trainees must work to this and other standards within the Professional Standards for
Teachers to meet QTS.
There are eight enforceable principles of good practice. These principles should be
applied to curriculum and educational materials, communications and personal data.
Such data must be:








fairly and lawfully processed
processed for limited purposes
adequate, relevant and not excessive
accurate
not kept longer than necessary
processed in accordance with the data subject’s rights
secure
not transferred to other parties without adequate protection
Trainees will encounter a variety of contexts in their teaching and training that relate
to these principles, these will usually be through



using hardware, networks and software in their placement school
using loan equipment and software obtained through the SCITT eg. video
cameras, laptop/netbook
interfacing and using own equipment and software
All trainees need to understand that it is unprofessional to communicate casual or
derogatory comments about peers, tutors, or pupils in any form, including the use of
any electronic means of communication. It is also unprofessional to make any casual
or derogatory comments about any aspect of any schools (including policies, staff or
parents) the trainee may have contact with. Any derogatory comments relating to
the SCITT training, (including comments relating to placement schools and
staff, peers and SCITT staff) stored or communicated electronically, by any
means, (including within social media and network sites) may lead to charges
of unprofessional conduct and a disciplinary record/sanctions. If there are
concerns about any aspect of SCITT training these should be communicated
professionally to a relevant member of SCITT staff or the Course Manager.
Whilst it is professional to create or hold some pupil assessments and judgements on
a working basis such separate records should be either fairly immediately transferred
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48
to authorised databases or deleted once not required. Wherever possible, names of
pupils in teaching records etc should be recorded in abbreviated form (eg first name
or initials) to maintain confidentiality. It is unprofessional to hold or disclose
personal or family address details related to any aspect of your professional
work in schools.
Use of the Internet should comply with the duty of care that schools have not to
expose colleagues or pupils to unsuitable sites (e.g. pornographic, violent or extreme
political) nor to use trainees’ own or school/ SCITT equipment for this purpose. Any
instance of downloaded images or materials that are not suitable for pupils
being stored on or used on a laptop or video that is taken into schools will be
considered to be an instance of misconduct or gross misconduct. Trainees
may access their own e-mail addresses through school systems providing they are
compliant with school ICT policies, but should not engage in using school systems for
business purposes nor to create or support unauthorised areas (chat-rooms, user
groups or unofficial web-sites). The SCITT laptop is provided for professional use by
the trainee and should not be accessed or used by friends or family of the trainee.
The trainee always remains accountable for all material accessed by or stored on
any laptop they use or bring into a school.
Trainees should carry the lap-tops and other equipment in the provided cases when
travelling outside schools.
Laptops/netbooks or video cameras must never be left in an unattended car
and due care must be taken of the equipment. Trainees may be held personally
liable for any damage or loss to laptops or cameras caused through negligence
or lack of care.
The SCITT may, at times, provide trainees with video cameras to use in school to
complete specific tasks. Video cameras are provided for training purposes only and
their usage is governed by the policy for using photographs and videos in schools.
Trainees must ensure they have read and understood this policy and its guidelines.
NB: This policy refers to all forms of electronic media
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Leicester & Leicestershire SCITT
DATA PROTECTION POLICY
APPENDIX 3
This document is a statement of the aims and principles of the Leicester &
Leicestershire SCITT, for ensuring the confidentiality of sensitive information relating
to staff, trainees, applicants to the SCITT and other users (tutors, trainers, and the
management board).
Introduction
Leicester & Leicestershire SCITT needs to keep certain information about its staff,
trainees and other users to allow it to monitor performance, achievements, and
health and safety.
It is also necessary to process and store information relating to personal identification
which may include for example names, contact details, academic achievements and
progress.
To comply with the law, information must be collected and used fairly, stored safely
and not disclosed to any other person unlawfully. To do this, Leicester &
Leicestershire SCITT must comply with the Data Protection Principles which are set
out in the Data Protection Act 1998 (the 1998 Act).
In summary these state that personal data shall:







Be obtained and processed fairly and lawfully and shall not be processed
unless certain conditions are met.
Be obtained for a specified and lawful purpose and shall not be processed in
any manner incompatible with that purpose.
Be adequate, relevant and not excessive for that purpose.
Be accurate and kept up to date.
Not be kept for longer than is necessary for that purpose.
Be processed in accordance with the data subject’s rights.
Be kept safe from unauthorised access, accidental loss or destruction.
Leicester & Leicestershire SCITT and all staff or others who process or use personal
information must ensure that they follow these principles at all times. In order to
ensure that this happens, the SCITT has developed this Data Protection Policy.
Status of this Policy
This policy does not form part of the contract of employment for staff, or the Contract
for Trainees but it is a condition that employees and trainees will abide by the rules
and policies made by the SCITT. Any failures to follow the policy can therefore result
in disciplinary proceedings.
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The Data Controller and the Designated Data Controllers
The SCITT as a body corporate is the Data Controller under the 1998 Act, and the
Management Board are therefore ultimately responsible for implementation.
However, the Designated Data Controllers will deal with day to day matters.
The SCITT has three Designated Data Controllers: They are the Course Manager,
the Office Manager and the Administrator.
Any member of staff, trainee or other individual who considers that the Policy has not
been followed in respect of personal data about himself or herself should raise the
matter with the appropriate Designated Data Controller, who would be the Course
Manager.
Responsibilities of SCITT Users
All users and trainees are responsible for:

Informing the SCITT of any changes to information that they have provided, e.g.
change of address. The SCITT cannot be held responsible for any errors unless
the user or trainee has informed the SCITT of such changes.
If and when, as part of their responsibilities, staff or users collect information about
other people (e.g. about a trainee’s course work, opinions about ability, references to
other academic institutions, or details of personal circumstances), they must comply
with the guidelines in the SCITTs Data Protection Code of Practice as set out in
Appendix A.
Data Security
All users (including trainees) are responsible for ensuring that:


Any personal data that they hold is kept securely.
Personal information is not disclosed either orally or in writing or via Web pages
or by any other means, accidentally or otherwise, to any unauthorised third party.
All users and trainees should note that unauthorised disclosure will usually be a
disciplinary matter, and may be considered gross misconduct in some cases.
Personal information should:



Be kept in a locked filing cabinet, drawer, or safe; or
If it is computerised, be coded, encrypted or password protected both on a local
hard drive and on a network drive that is regularly backed up; and
If a copy is kept on a memory stick or other removable storage media, that media
must itself be kept in a locked filing cabinet, drawer, or safe when not in use.
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Data Protection Code of Practice
This code of practice is an appendix to the Data Protection Policy and offers specific
guidance for staff, trainees and other users in relation to Data Protection at SCITT.
This Code of Practice should be read alongside the Data Protection Policy.
Specific practical guidance for Data Controllers and other users includes ensuring
that;

Personal information is kept in a locked filing cabinet /drawer with the key
removed and stored in a secure place when not being used.

Personal information is not left unattended.

Computers, memory sticks and other removable media are coded/encrypted
or password protected and secured when not in use.

Data is processed in accordance with the Data Protection Policy

Trainees and other users are made aware of the guidance within this policy

Information on unsuccessful applicants is destroyed within 1 year

Personal files relating to trainees will be kept for 6 years. Following this a
summary sheet including last known contact details and final grade will be
kept as a record of course completion
Specific practical guidance for trainees includes ensuring that;

They have understood and signed the Trainee Course Contract agreeing that
they will adhere to guidance on specific Policies or Agreements such as Data
Protection/ Use of Electronic Media etc

They use abbreviated names for children’s’ records, whether written or
computerised, to protect their identity
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Rights to Access Information
All staff, trainees and other users are entitled to:




Know what information the SCITT holds and processes about them and why
Know how to gain access to it
Know how to keep it up to date
Know what the SCITT is doing to comply with its obligations under the 1998 Act.
This Policy document and the SCITT’s Data Protection Code of Practice address in
particular the last three points above.
To address the first point, the SCITT will, upon request, provide all users and
trainees with a statement regarding the personal data held about them. This will state
all the types of data the SCITT holds and processes about them, and the reasons for
which they are processed (Appendix B)
All users and trainees have a right under the 1998 Act to access certain personal
data being kept about them either on computer or in certain files.
Any person who wishes to exercise this right should express this in writing to the
Designated Data Controller.
The SCITT will make a charge of £10 on each occasion that access is requested,
although the SCITT has discretion to waive this.
The SCITT aims to comply with requests for access to personal information as
quickly as possible, but will ensure that it is provided within 40 days, as required by
the 1998 Act.
Subject Consent
In many cases, the SCITT can only process personal data with the consent of the
individual.
In some cases, if the data is sensitive, as defined in the 1998 Act, express consent
must be obtained.
Agreement to the SCITT processing some specified classes of personal data is a
condition of acceptance on the course for trainees. This includes information about
previous criminal convictions.
The SCITT course will bring trainees into contact with children. The SCITT has a duty
under the Children Act 1989 and other enactments to ensure that trainees are
suitable for their role.
The SCITT may also ask for information about particular health needs, such as
allergies to particular forms of medication, or any medical condition such as asthma
or diabetes. The SCITT will only use this information in the protection of the health
and safety of the
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individual, but will need consent to process this data in the event of a medical
emergency, for example.
Processing Sensitive Information
Sometimes it is necessary to process information about a person’s health, criminal
convictions, or race. Because this information may be considered sensitive under
the 1998 Act, trainees and users will be asked to give their express consent for the
SCITT to process this data. An offer of a place on the SCITT course may be
withdrawn if an individual refuses to consent to this without good reason.
Publication of School Information
Certain items of information relating to SCITT staff will be made available via
searchable directories on the public Web site, in order to meet the legitimate needs
of researchers, visitors and enquirers seeking to make contact with the SCITT.
Retention of Data
The SCITT has a duty to retain some staff and trainee personal data for a period of
time following their departure from the SCITT, for purposes such as being able to
provide references. Different categories of data will be retained for different periods
of time.
Conclusion
Compliance with the 1998 Act is the responsibility of all members of the SCITT. Any
deliberate breach of the Data Protection Policy may lead to disciplinary action being
taken, or even to a criminal prosecution.
Date: June 2012
Review: October 2013
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