Early Years Teacher Status Course Handbook, 2015/16
________________________________________________________________________________
Contents
Section
Title
Page No.
1
General information including contacts
3/4
2
The academic year
5
3
The course
7
4
Participation and feedback
21
5
Administration
22
6
Academic integrity
26
7
Research
27
8
Learning support
27
9
Other sources of support
28
Appendix 1
Safeguarding and welfare
32
Appendix 2
Beyond ITT Early Years training
34
Appendix 3
References & further reading
35
The School of Education and Professional Development, University of Huddersfield
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1
1.1
General information
Courses covered by this handbook
This handbook covers the Early Years Teacher Status (EYTS) postgraduate courses.
The course is managed by the School of Education and Professional Development in
partnership with the National College for Teaching and Leadership (NCTL).
EYTS pathways:
There are two postgraduate Initial Teacher Training Early Years (ITT Early Years)
Pathways available in the academic year 2015/16.


These are:
Graduate Entry Mainstream (GEM) – 12 months ( full-time)
Graduate Employment Based (GEB) – 12 months (part-time)
All ITT Early Years pathways are open to National College of Teaching and
Leadership (formerly the Teaching Agency) funded and self-funded candidates.
1.2
Introduction
Welcome!
The course is aimed at people who are interested in working with young children aged
from birth to five. It reflects national and local requirements for a highly trained,
graduate level, reflective workforce in early years. We have worked closely with our
partners including employers, students and experienced staff to develop this course
and we really hope that you enjoy your time with us.
Your fellow trainees on this course will come from a variety of different personal and
academic backgrounds. Your unique experiences and insights into children’s lives are
just as important as your academic work, and we will give you the chance to work
together and share experiences. This course should challenge and encourage you to
ask questions of yourself and deepen your understanding of early years. The
University is a learning organisation where students are not passive students but
actively construct their learning in partnership with staff.
When you complete your Early Years Initial Teacher Training and meet the Teachers’
Standards (Early Years) you will hold Early Years Teacher Status. We look forward to
our journey together.
The Early Years team
The School of Education and Professional Development, University of Huddersfield
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1.3
Contacts
Our address:
School of Education & Professional Development,
University of Huddersfield
Queensgate
Huddersfield
HD1 3DH
We are based in the Lockside Building.
Our main email address is sepd@hud.ac.uk and
Our main phone number is 01484 478249.
You can use this email and phone number for just about any enquiry apart from
reporting absence where you can find a form on the student portal or you can send an
email to sepdattendance@hud.ac.uk.
The University main switchboard is 01484 422288
Course Leader (all Pathways)
Jo McEvoy
LS1/39
01484 478122
j.mcevoy@hud.ac.uk
LS2/28
01484 478103
j.mullen@hud.ac.uk
01484 478137
t.m.wood@hud.ac.uk
Learning Support
Jane Mullen
Course Administrator
Tracy Wood
Second Floor
Our course administration team is based in Course Administrative Support office in
Lockside on the second floor. We are happy to deal with any query, to help you find
your way around the University, find a free room or computer room to work in, to work
out who can help you with any problem or take a message for a member of staff.
Other contacts
Andrew Youde
01484 478252
a.youde@hud.ac.uk
EYTS Project Manager and Divisional Head/Division of Academic and Professional
Studies
Dr Pete Sanderson 01484 478233
p.j.sanderson@hud.ac.uk
Head, Department of Education and Community Studies
Where to find out information about us
The University website is: www.hud.ac.uk
It will also help you if you look at our welcome pack online and our virtual guide which
includes lots of useful information about where we are, how to contact us and about
studying with us. If you accepted an offer of a place during the summer then you’ll
have had access to your own pre-enrolment portal with information about joining us,
checking your personal details are correct, uploading a photo for your ID card, getting
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prior information about your course and your personalised timetable.
2
2.1
The Academic year
Term dates/Academic administration timetable/University calendar
The University produces the Academic Administration Timetable - an annual
schedule showing details of key administrative activities such as registration dates,
term dates and the dates for the release of results. To check the dates that affect
your course please go to
http://www.hud.ac.uk/registry/academicadministrationtimetable .
As ITT Early Years sits outside the normal academic year, please check the virtual
learning environment, UniLearn for your course timetable.
The University sets provisional term dates a few years in advance and confirms them
for the forthcoming year on an annual basis. To check the term dates for the next
few years please go to https://www.hud.ac.uk/students/keydates/termdates/
You are expected to be available for the full length of the University academic year.
2.2
Attendance monitoring
As a registered student of the University, you are expected to attend your scheduled
classes – if you are unable to attend a class, you are expected to record your
absence by clicking on the ‘record your absence’ link on the Attendance Monitoring
section on the Student Portal. If you miss classes, your absence will be noted and
you may find that you have to explain your poor attendance. Continued poor
attendance will lead to exclusion from your course. The regulations governing this
can be found at http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs,
just click on the Student Attendance Policy.
If you swipe your attendance at a class please do make sure that you notify the tutor
if you need to leave before the end of the class. Spot checks on attendance are
carried out and discrepancies between the record of those swiped as present and
those actually present at the time of the check may result in disciplinary action.
2.3
Notification of absence
If you are going to be absent or are ill, then please notify us via your Student Portal
why you will be/were absent. You are allowed 24 hours to self-certify your absence
and this is logged automatically into your student attendance record. If you are
unable to complete the information on the portal, then please email
sepdattendance@hud.ac.uk. If you can’t access the portal or email then ring the
main School enquiry line which is 01484 478249. Be aware that when there is a
major traffic or weather incident the line can be very busy! We can update your
attendance record and make sure that you don’t get unnecessary or inaccurate
messages. The reason for absence should be exceptional and be the sort of situation
for which you would seek leave from work. When you are on placement, you should
contact both the placement organisation and email sepdattendance@hud.ac.uk if
you are unable to attend as soon as possible on the first day of absence. If you can
include your name, course and ID number, it will help us act on it quickly.
If you find you cannot attend for more than a week, please ask us for an authorised
absence form by emailing sepdattendance@hud.ac.uk. You should note that this is
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not confirmed or registered in our attendance monitoring system until it has been
approved by your personal tutor or Course Leader. Please note that we may ask for
a doctor’s note, medical evidence or other documentation to support your request.
Either way, it’s important that you let us know so we can help and support you.
If you cannot attend for more than two weeks, you may need to consider suspending
your studies. If you are sick or out of contact for a longer time, the University will
complete the suspension on your behalf. Further information about suspension and
withdrawal is included in section 5.6.
2.4
How will I be informed of cancellations or changes to timetabled sessions?
Wherever possible, we will inform you of any changes to your timetabled sessions by
email in advance of the planned activity. Unfortunately, there are occasions when a
lecture may be cancelled at short notice, usually due to staff absence or as a result of
severe weather conditions (resulting in cessation of public transport).
If a session has to be cancelled at short notice, an email will be issued to those of
you who will be affected by the cancellation. If a cancelled session is notified to you
in this manner, you will not be attendance monitored.
2.5
Examination/assessment periods
The main examination timetable is also uploaded in full to the University’s website
and, once finalised, can be found at http://www.hud.ac.uk/registry/exams/. Please
note that trainees on undergraduate pathways must complete module assignments
(rather than formal examinations) before their final ITT Early Years assessment. A
more detailed outline of ITT Early Years assessment is provided later.
You’ll have a range of assessments and deadlines during the course of the year but if
your course includes formal examinations at the end of the session, they will be
arranged through the Registry and a personalised exam timetable with details of
when and where your exams are will be emailed to you via your Unimail account
around Easter. Dates of the main and resit exam period are included on the
Academic Administration timetable (see section 2.1 above).
The University’s resit period is within the final term – the resit exam timetable will be
published after the release of results in June in the same way as the main exam
timetable. Although classes may have finished at or around Easter you are expected
to remain available until the end of the third term. For 12 month pathways, this will be
until the first week of August.
2.6
How and when to access your results
You will be awarded a provisional grade at the end of each placement and given a
grading sheet with a breakdown of your grade for each of the standards and your
observation of teaching. At the end of the course, a final overall grading sheet will be
issued to you. You will receive this final overall grading sheet by email on Friday 5th
August 2016. It will outline your final grade for teaching and for each of the 8 Teacher
Standards for Early Years. These final overall grades will be sent in August to the
awarding body, the National College for Teaching and Leadership (NCTL) and your
certificate will then be issued to you via the university. We are unable to give the
exact date for the issue of your certificate since this is dependent on the NCTL.
However, your final overall grading sheet, issued by the university is proof of your
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achievement of the award of EYTS.
3
The course
An introduction to Early Years Teacher Status
What is Early Years Teacher Status (EYTS)?
 The Government’s reforms are focussed on birth to five as the evidence is clear
that high quality childcare and education can have a powerful impact on young
children preparing for school and later life. Early Years Teacher Status reflects
the specialist role that EYTs have in working with babies and children from birth
to five years old.
 Those who successfully complete Early Years Initial Teacher Training and meet
the Teachers’ Standards (Early Years) will be awarded Early Years Teacher
Status.
 The standards are outcome statements that describe what Early Years Teachers
need to know, understand and be able to do, and apply to practice with children
from birth to the end of the Early Years Foundation Stage (EYFS).
What is an Early Years Teacher (EYT)?
Early Years Teachers make the care and education of children their first concern and
are accountable for achieving the highest possible standards in work and conduct.
The actual role of an EYT will vary according to the context within which they work,
such as the size of the setting, its internal organisation and scope for professional
autonomy.
Early Years teachers act with integrity and honesty. They have strong knowledge of
early development, keep their knowledge and skills up-to-date and are self-critical.
They forge positive professional relationships and work with parents in the interests
of babies and children (Teaching Agency 2013: 2).
All children deserve the best possible start in life and it is important that people who
provide early years services prioritise the safety and well-being of the young children
in their care. All your actions, as a member of the children’s workforce, should be
framed within equalities and safeguarding legislation.
3.1
Aims and learning outcomes of the course
Aims
We aim to deliver high quality, well planned training, assessment and accreditation of
EYTS pathways as specified by the NCTL.
The team at the University aims to support you to

develop reflective skills

become independent and autonomous learners

make connections between your learning and the EYTS Standards

complete activities and projects in preparation for your EYTS assessment
About the pathways
The Graduate Entry Mainstream pathway is 12 months full time. You will undertake
three placements of 40 days across the birth to five age groups and an additional two
weeks in a key stage one class. You will be assessed at the end of each 40 day
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placement against the Teacher Standards for Early Years and will be required to
produce a portfolio of evidence, including a reflective account of your work with each
particular age group. You will be observed teaching and graded for your teaching
during each placement. In the key stage one placement you will not be observed
teaching or required to produce a portfolio, but you will be asked to provide a
reflective account of your learning.
The Graduate Employment Based pathway is also 12 months but you will only attend
university on a part time basis. You will be required to undertake a placement in a
setting that is different to your own for a minimum of 30 days and an additional
placement of two weeks in a key stage one class. You will be assessed at the end of
each term (one of these will be at the end of your 30 day placement) against the
Teacher Standards for Early Years and will be required to produce a portfolio of
evidence, including a reflective account of your work with each particular age group.
You will be observed teaching and graded for your teaching for each age group. In
the key stage one placement you will not be observed teaching or required to
produce a portfolio, but you will be asked to provide a reflective account of your
learning.
For both pathways, the award of EYTS is made when you successfully complete the
final assessment. This assessment consists of portfolios of evidence of your practice
and leadership in relation to the Teachers’ Standards (Early Years). We will give you
a copy of the Teachers Standards for Early Years during your induction week and
they are always available on unilearn, our virtual learning environment.
The
EYTS ownership
The Early Years Teacher Status programme is managed by the National College for
Teaching and Leadership (NCTL). This is a new agency responsible for the supply of
high quality teachers and training, and for teacher regulation and their remit has been
widened to include Initial Teacher Training for the Early Years.
The NCTL supports:
 Teachers and instructors
 All early years workers
 Classroom-based school support staff
 Special educational needs co-ordinators (SENCOs)
 Educational psychologists
 Examination officers.
See the Department for Education website for further information on the National
College for Teaching and Leadership.
The University delivers three EYTS pathways for the NCTL The University is mindful
of the DfE’s strategic priorities, which are to:
 Direct activity so that EYTs are most likely to benefit children at the greatest
disadvantage
 Actively engage with and respond to the needs of employers in order that
there is sufficient supply of high quality EYTs to meet demand
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
Encourage more applicants from under-represented groups (e.g. men and
people from minority ethnic groups) to undertake training and enter the
workforce
What is expected of an Early Years Teacher: Reflective practice
You, as an EYT, may undertake the same activities as many of your colleagues.
However, you will be a graduate level practitioner with a clear understanding of the
underpinning rationale for practice.
You will have a role in improving the experiences and life-chances of children and in
maximising their opportunities for learning. You will make decisions based on a deep
knowledge of the EYFS (DfE, 2014) and of relevant theories and research. You will
be alive to changing circumstances and respond flexibly with children’s interests at
heart. You will review, analyse and evaluate your own and others’ practice and thus
judge whether you are making a difference to the wellbeing, learning and
development of children in your own and your colleagues’ care.
Positive professional relationships
Early Years Teachers need to work skilfully with others, using a wide range of skills,
including what is often characterised as ‘emotional intelligence’. You need to be a:
 Good listener.
 Able to tune into what colleagues know and can do.
 Sensitive to colleagues’ readiness for change.
 Able to explain the rationale for particular changes.
 Able to draw on a repertoire of strategies for inspiring, influencing, and
negotiating with others.
You need to have all these skills and use them sensitively to promote the best
interests of babies and children.
To meet the Teachers’ Standards (Early Years), you do not need to be a proprietor,
manager or deputy manager of a setting. However, it is important that there is scope
for you to build positive relationships with colleagues, professionals from other
agencies and most importantly, the parents. You will need to work across the team
and co-ordinate the development of practice.
Relevant equalities legislation
Since 1 October 2010, the Equality Act 2010 replaced all existing equality legislation
such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination
Act.
EYTs have a demanding and yet rewarding career and have a duty of care for the
children in their charge. The role is physically, emotionally and socially challenging,
involving close interaction with young children, parents and carers and colleagues
from diverse backgrounds.
The University and the NCTL are keen to ensure there is a diverse population of
EYTs and we have a duty under the Equality Act 2010 to make reasonable
adjustments for applicants covered by the act. Applicants, for instance, with a
disability or medical condition should not be deterred from embarking on the Early
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Years Teacher Programme. We hope that all settings that work with us and offer
placements take this into consideration.
The University and placement setting cannot demand equalities information about
you before you have been offered a place unless the questions asked are intrinsic to
the EYT role.
However, we encourage you to be open and honest about any circumstances that
might require a reasonable adjustment so that we can make an informed decision
about your ability to participate fully in training. The University Student Support
service can help you in your learning and provide counselling and occupational
health assessments. Please ask if you need additional services, advice and
guidance.
We encourage you to be open with placement managers about any necessary
reasonable adjustments that might be needed. Permission to share information with
the or settings will always be obtained. All tutorials and plans to support your
progress will remain confidential, but will involve clear lines of communication
between you the trainee, the course leader, mentor and the setting manager.
This is to ensure your health, safety and well-being and that of the children and
colleagues you work with.
Equalities discrimination appeals process
The University is aware that it is unlawful to discriminate against a trainee unless this
can be justified. Less favourable treatment cannot be justified in situations where
reasonable adjustments should have been made and were not (unless those
adjustments would have made no difference). Less favourable treatment may be
justified on the grounds of either
 It is the result of a ‘permitted form of selection’, e.g. it is necessary to maintain
academic standards.
 There is a ‘material and substantial’ reason for it, i.e. the training provider (the
University) must have a valid and legal reason which is relevant to the
individual circumstances after taking into account any reasonable adjustments
that may be required.
The University of Huddersfield has an Equality policy. These documents are
available on Unilearn. If you have any queries ask your course leader, alternatively
the Students’ Union and Student Support services are also sources of advice.
Contact details are available at the end of this handbook.
3.2
Course impact
Impact of the EYTS programme
Research has shown that the quality of early years provision is higher in those
settings that employ more graduate-trained staff (Sylva et al, 2004). High quality
early years provision has been shown to benefit children and its positive effects are
greater for disadvantaged children. The effects of high quality provision have been
shown to be long-lasting and have been observed in English and maths tests at the
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age of 11 (Sylva et al, 2008).
Recent reviews have cited compelling evidence that acknowledges the impact of a
well-qualified workforce has on provision and outcomes for young children. Early
intervention, poverty reduction and social mobility have been associated with high
quality provision, such that graduate led provision is recognised as having an impact
on the life chances of young children (Tickell, 2011, Allen, 2011, Field, 2010).
Research evidence is emerging that demonstrates the positive impact Early Years
Professionals can have on the quality of provision for young children (Mathers et al,
2011). The government policy statement ‘Supporting Families in the Foundation
Years’ (DfE, 2011) and the recent Ministerial commitment to continue to fund the ITT
Early Years programme (January 2013) means that EYTS is an important element of
current government policy.
You will be part of a movement to bring about the best possible outcomes for young
children and to aid their social mobility in life. Your role will be to inspire colleagues,
working alongside them to have a substantive impact on children’s care, learning and
development. You should aim to evidence this impact where possible and look for
ways to gain recognition for the setting’s quality practice.
3.3
Course structure
The learning experience: Training and development
In order to achieve EYTS you will experience a range of training, development and
assessment activities that vary according to the pathway and your individual learning
and development needs. To ensure national consistency, all trainees, irrespective of
their training and pathway, are assessed for competence against the 8 Teachers’
Standards (Early Years).
The University of Huddersfield aims to support you through:
 Personalised provision that supports you to demonstrate your abilities
across the Early Years Foundation Stage (EYFS) (DfE, 2014
 Work based learning, workshops and training events
 A range of mentoring opportunities, with mentors who have experience of
delivering and leading practice in the EYFS
All the training and assessment we deliver will be based on the standards. You are
required to be proactive in reviewing taught sessions with peer groups, tutors and
mentors to ensure you deepen your knowledge and understanding of quality practice
and how this supports their understanding of the Teachers’ Standards (Early Years).
You will be offered ideas to structure your work-based learning, which you will need
to negotiate with colleagues in the work place. Additional reading and desk-based
research will be suggested. You are strongly recommended to use timetabled study
days to build your underpinning knowledge and understanding of theory and practice
in the Foundation Stage.
Our key principles for effective candidate support and guidance
The training and development offered to you will vary depending on your individual
learning and development needs. The pathway selected will be based on the level of
learning and experience you need as well as our stated entry requirements. Taught
sessions, independent study/research, mentoring and work based learning are
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offered to support candidates to develop their understanding and competence in
relation to the Standards.
Ensuring equality and safeguarding
Section 175 of the Education Act 2002 (which came into force in 2004) introduced for
the first time an explicit duty on local authorities and governing bodies to make
arrangements to ensure that they exercise their functions with a view to safeguarding
children.
To fulfil their commitment to safeguard and promote the welfare of children, all
organisations that provide services for, or work with, children must have recruitment
and human resource management procedures that take account of the need to
safeguard and promote the welfare of children and young people including
arrangements for appropriate checks on new staff and volunteers.
Disclosure and Barring Service (DBS, formerly Criminal Records Bureau)
enhanced disclosure check
At the start of each pathway you will have had to gain clearance to confirm that you
do not have a criminal background that might prevent you from working with children
and have not previously been excluded from working with children. A check must be
carried out even if you have been subject to an enhanced DBS disclosure check for
or through another organisation.
It can take a number of weeks for a DBS check to be returned so this could be an
issue for you if you have applied near the Pathway start date. In this case our offer of
a place must be subject to a satisfactory check.
If the pathway has commenced before the clearance is received you must sign a
declaration stating that there is nothing that would prevent you from working with
children. You would then be allowed to start on the pathway; however, you are not
permitted to undertake a placement until we receive and confirm clearance. If /when
the subsequent check is returned and you are not deemed suitable to work as part of
the children’s workforce then the offer is immediately withdrawn and you will be
asked to leave the course.
If, during the pathway, your situation changes, it is vital that you let us know
immediately.
Fitness to practice
All trainees and setting managers have a responsibility to ensure that any matter
relating to fitness to practice is discussed with the pathway or course leader
immediately. You may believe that there has been no change to your suitability to
work with young children. However, honesty and integrity are essential to the role of
the Early Years Teacher.
It is vital for the safety and well-being of the children and their families that the
colleagues in setting and the team here at the University can trust trainees implicitly.
University regulations include the Fitness to Practise policy. You must access this
document (it’s also available in UniLearn as well as linked here on the University
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website), read it carefully and ensure that you comply fully with it at all times.
You are also required to read and comply with the relevant Local Safeguarding
Children Board regulations and the setting’s safeguarding policy at all times. This can
be found at the following link...
http://www.kirkleessafeguardingchildren.co.uk/
3.3
Overview of each pathway
Pathway
Graduate
Entry
Mainstream
(GEM) 12
months full
time
Training and development
 Induction & needs analysis – establishing an Individual
Learning Plan (ILP)
 Series of workshops/taught sessions related directly to the
Teachers’ Standards (Early Years)
Autumn Term:
Teaching and Learning in the EYFS – principles, theory and
practice
Work –based learning 3 days in variety of Early Years settings
Supporting learning and development for babies (0-2 years)
40 days teaching placement (babies 0-2 years)
Progress check and individual learning plan
Spring Term:
Understanding the Teachers’ Standards (Early Years)
Observation, Assessment and Planning in the EYFS
Supporting learning and development for children 3-5 years
33 days teaching placement (3-5 years)
Progress check and individual learning plan
Summer Term:
Demonstrating competence across the Teachers’ Standards
(Early Years)
Leadership and working in partnership with parents, carers and
other professionals 10 days work-based learning in Key Stage
one class
Supporting learning and development for two year olds
46 days teaching placement (2-4 years)
Final assessment
Graduate
 Induction & needs analysis – establishing an Individual
Employment
Learning Plan (ILP)
Based (GEB)
 Series of workshops/taught sessions related directly to the
12 months part
Teachers’ Standards (Early Years)
time
Autumn Term:
Teaching and Learning in the EYFS - taught sessions (full
days) bespoke to the needs of the group following individual
needs analysis tutorials
Work-based learning opportunity (optional) 3 days in a variety
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of Early Years settings
Progress check and individual learning plan
Spring Term:
Understanding the Teachers’ Standards (Early Years)
Additional placement
Progress check and individual learning plan
Summer Term:
Demonstrating competence across the Teachers’ Standards
(Early Years)
Leadership and working in partnership with parents, carers and
other professionals
Continuing the learning journey from EYFS into KS 1
Two week placement in KS 1 compulsory
Final Assessment
3.4
Assessment
You should aim to plan and complete your work to meet the course deadlines which
we’ll give you at the start of the pathway. The dates are set by the University and the
National College for Teaching and Leadership to comply with national assessment
and moderation dates.
The award of EYTS is managed through the EYTS database held centrally by the
National College of Teaching and Leadership.
The final assessment for EYTS is through:
The submission of three portfolios that include:
 written assignments
 documentary evidence
 signed witness testimonies to verify practice and leadership
 summaries of your link tutor assessment visits
 graded observations of your teaching
 reflective accounts of your leadership and practice
 evidence of your competency against the Teacher Standards for Early
Years across the birth to five age range
You will experience a range of training, development and assessment activities that
will vary according to your pathway and individual learning and development needs.
All training and assessment delivered within the ITT Early Years pathways will be
based on the Teachers’ Standards (Early Years).
You are encouraged to meet regularly with university tutors to discuss your progress.
You need to update your personal development plan (PDP) at regular intervals and
pre-empt the need for deferral where at all possible. Deferrals will be considered on a
case by case basis. The NCTL expects all trainees to work to the normal duration
deadlines and adjustments to funding will be made should you be granted a deferral.
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If you fail to submit your assessment at the normal pathway end date without a formal
deferral agreement your status will be marked as ‘Not Met’. If you secure an agreed
deferral but fail to submit by the agreed date you will be marked as a ‘Not Met’.
The assessment process
Candidate induction & Individual Learning Plan
Training and development
Workshops, modules, tutorials,
mentoring, work based learning
Termly Progress Reviews
Training and development
Workshops, modules, tutorials,
mentoring, work-based learning
Opportunity for
feedback prior
to summative
assessment
Guidance
given on
knowledge,
skills &
experience that
maybe
required
Summative
Assessment
Setting Visit
Met
EYTS
Certificate
issued
Outcome awarded
Not met
Candidate
leaves the
system
Guidelines for assessment
All your assessments should draw on evidence that is current and related to
today’s political, economic and wider early years environment.
Confidentiality
Information concerning settings, trainees and children is confidential and should
never be divulged, except in exceptional circumstances due to legal or ethical
concerns.
Issues relating to incidences of practice may be discussed in taught sessions,
mentor meetings and tutorials. However, such matters should not be referred to
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outside the meetings/sessions; names and specific personal details must not be
used. All work submitted should avoid giving such details.
You are required to comply with the setting’s confidentiality policy at all times.
Informed consent must be obtained from all concerned if projects focus on
specific individuals and information is being removed from the premises.
Preparation for assessment sessions will make clear the expectations and
requirements in relation to confidentiality.
Breeches of confidentiality may invoke Fitness to Practise procedures. This policy
is available on Unilearn.
All tutors, assessors and link tutors are bound by rules of confidentiality.
Assessors and link tutors all have current enhanced DBS clearance. The NCTL
assert that information gained during trainee support and guidance sessions
concerning settings, trainees and children is confidential and should never be
divulged, except in exceptional circumstances due to legal or ethical concerns.
Please see also the University of Huddersfield EYTS Safeguarding and Child
Protection policy available on Unilearn.
Key features of the assessment process
The key features of the assessment process are:
 Progress Review (formative assessment) which takes place once a term
following a visit to observe your practice in your workplace or placement
setting.
 The summative assessment which takes place at the end of each placement
in the final two weeks
 Overall final assessment this takes place at the university when your
portfolios are examined for the final time and you are given an overall final
grade
The Progress Reviews (formative assessment visits)
The progress reviews will be carried out by a University Link Tutor who will visit
you in your workplace or placement setting. The review will:
 Determine your understanding of the Teachers’ Standards (Early Years)
 Determine your progress in evidencing the standards
 Determine your ability to communicate clearly and confidently
 Evaluate your teaching skills - strengths and areas for development
 Provide an opportunity for you to receive interim feedback on your progress
 Review and support your progress towards achieving a successful EYTS
outcome
 Produce an action plan for you to support the successful completion of
EYTS
The Summative Assessment at the end of each term
 A grade is awarded for your teaching
 A grade is awarded for each of the 8 Teacher Standards for Early Years
 An action plan is made to address your development points for the next
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

term
A written reflection of your work with the specified age group is assessed
A portfolio of evidence is submitted to the course tutor
Overall Final Assessment
 Each of the Teachers’ Standards (Early Years) must be met with a
minimum of three pieces of evidence from at least two sources
 There must be evidence that you have been assessed against the
standards in more than one setting and across the 0-5 age range
 There must be evidence of your leadership as well as practice
 All standards must be at least a grade 3 in each age group
3.5
Progression and award regulations
The University has a standard set of assessment regulations that applies to all
courses. These can be found in Appendix 1 at
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
Working with babies, toddlers and young children
The written assignments should provide substantial evidence of your work across
the 0-5 age range. If the evidence is not strong enough it should be looked for in
the other sections of the portfolio.
If your evidence is inconclusive for two or three age groups, this is potentially a
‘not met’ on the grounds that:
 A fundamental requirement for EYTS has not been met.
 The deficiency cannot be easily remedied in a short period of time.
Each trainee brings a different combination of experience and scholarship to the
ITT Early Years assessment process; this is because you practise in different
types of settings within differing communities. The assessment process is
designed to value this diversity, whilst being rigorous and consistent.
It is important that you respect the needs of the babies, toddlers and/or
young children in the setting. Activities should only be carried out if they
form part of an agreed plan for the young children concerned. Planned
activities must only outline possible lines of development for young
children. You must show your ability to first and foremost meet the needs of
the children in the normal course of the day. Under no circumstances
should an EYTS assessment activity be imposed on children and colleagues
simply to help you address preselected standards.
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Assessment outcomes
There are two possible assessment outcomes for an EYTS trainee:
MET
NOT MET
The trainee has met all the requirements for the award of
EYTS. The
trainee has provided sufficient evidence of;
[a] Work with babies, toddlers and young children;
[b] Personal practice and leadership and support in
each group of standards;
[c] All 8 individual standards.
The trainee has failed to meet all the requirements for the
award of EYTS and the deficiency in evidence is
substantial. This recommendation would be made when
there is a serious deficiency in the evidence of any of the
following:
[a] The trainee’s experience with one or two of the age
ranges
[b] Personal practice and/or leadership and support
[c] One or more of the 8 individual standards have not
been met
This recommendation could also be made when you
have a combination of deficiencies cutting across a, b
and c.
You will not be able to re-submit and will not be funded to
undertake a further pathway.
EYTS is subject to internal and external moderation. Outcomes can only be
confirmed once these processed are complete and the results confirmed by the
NCTL.
3.6
Maintaining the accuracy and currency of the trainee record (name spelling,
contact details, module registration etc.)
When you completed your registration, you will have been asked to confirm that the
personal and contact details held for you by the University are correct. You must
keep this information up to date, amending such things as your local address and
mobile numbers as necessary. If the University tries to contact you in line with the
details you have provided and is unable to do so, the University will not accept
responsibility for the consequences if all reasonable measures have been taken to
communicate with you.
It’s also important to be sure that your name is recorded correctly as the name
which will appear on your award certificate will be exactly as it appears on the
system. Award Certificates/official letters will not be reissued if your name has been
incorrectly or incompletely recorded.
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To check and update your details please go the University’s Student Homepage and
click on MyDetails.
Early Years Teacher status database
The ITT Early Years database is a web-based programme. It stores the details of
each trainee and tracks your progress throughout the course. Each trainee is
allocated a unique reference number.
It is vitally important that you keep the information on the database up to date so
that the Status can be awarded on successful completion and any bursary
payments, cover funding, etc. can be paid promptly.
Data is held securely at all times. You will have access to your data through a
personal log-in. Please inform the School administrative staff and your course
leader immediately if you update the information on your NCTL candidate
information page. We will have to update the information on University
systems as well.
Please note that under the current contract, once a trainee has been registered on
the database for a funded place, any subsequent re-registration will incur full
training and assessment costs. The database is a national system that records who
has (or has not) successfully completed EYTS training with any provider in England
and been awarded the status.
3.7
Aspects of health and safety specific to the course
We take your health and safety very seriously. Where necessary, risk assessments
will be undertaken for your study and we will provide you with a checklist to use
when you start your placement(s). If you have any concerns about health and safety
matters on campus, please report them to the School Office reception desk in
Lockside building. Further information about any health and safety matters about
placements will be given to you separately.
3.8
Personal Development Plan (PDP) arrangements
Personal development planning is an integral part of your learning. You will be
provided with a framework for your Personal Development Plan (PDP). This will be
introduced during the induction period. The purpose of the PDP is to support you to
structure your learning, through reflection, setting personal professional goals,
planning and evaluating your progress. The PDP framework will be available on
UniLearn.
3.9
Work-based learning
Work-based learning is an important element of each pathway. The tutors, the
University link tutors and setting-based mentor will all support you with this work.
The kind of support and guidance required during work-based learning includes
sharing practice and skills, offering ideas about different approaches and brokering
access to different experiences and support from colleagues within the setting. The
aim of such support is to increase your confidence and competence in all aspects of
your professional practice.
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If you are on the practitioner pathway (GEB) you must ensure that your employer
and manager are fully aware of the contract and Setting Agreement.
To ensure that you can demonstrate effective practice across the Early Yers
Foundation Stage age range and all 8 standards, it may be necessary for existing
work patterns and responsibilities to be adapted. Work-based learning is a vital
component of the course. Please contact us immediately if you have any queries
about this aspect of the course. Sample copies of the contract (enabling settings to
apply for ‘cover’ funding) and the Setting Agreement are available on Unilearn.
Placements
One of the assessment requirements is that you must have sufficient experience
across the birth to five age range to allow you to meet the Teachers’ Standards.
This is a core element of the course.
A separate placement handbook will be provided to explain in depth what is
required during your placements.
Maintaining confidentiality
The University appointed Link Tutor aims to build a one-to-one relationship with you
through a range of communication methods, for example face-to-face, on-line and
telephone contact. The support is intended to provide opportunities for confidential
and impartial conversations about development and progress and also includes
termly progress reviews to include needs analysis and action planning for
development.
The responsibilities of those providing personal and professional support and
guidance to you is as follows:
 Understanding the support and guidance available to you throughout the
programme.
 Recording conversations and decisions and drawing up and monitoring
action plans.
 Ensuring accessible support is available to you by a range of means
(telephone, e-mail, face-to-face, etc.)
 Maintaining confidentiality.
 Remaining candidate focused.
 Evaluating your teaching skills and offering advice on how to improve.
 Providing support for reflection, analysis and evaluation.
 Supporting you to find your own solutions to issues.
 Signposting you to possible sources of further information or assistance
The University Link Tutor will visit you on placement or in the workplace three times
each term. These visits will include an observation of your practice, a review of your
progress towards meeting the Teacher Standards for Early Years and conversations
with the designated setting based mentor to gain feedback from colleagues who
have worked with you.
The setting-based mentors are not tutors by another name – they will not direct your
learning for you. You are required to negotiate with colleagues to set dates/times for
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meetings. You must carefully prepare for each mentor meeting and use strategies to
ensure meetings are purposeful and the mentors can see progression in aspects of
work such as the development of practice, understanding of the Teachers’
Standards and evidence gathering in preparation for assessment.
The greatest influence on the success or otherwise of work-based learning is
yourself and your ability to have a clear sense of what you would like to learn.
You need to communicate effectively and always be prepared to be flexible, whilst
keeping key goals in mind. You need to take responsibility for building on the initial
work done by the University in helping the team to understand about your role as an
EYT trainee so that trust is developed with colleagues, children and families. This
trust can form the basis of a partnership in learning and through discovering
together what works for the particular young children in the particular context in
which they are being cared for.
No single job specification is available for the role of the EYT. This can be very
frustrating, but can also be seen as an opportunity – an opportunity to learn together
about roles and responsibilities and how practice can be developed. The Teachers’
Standards do, however, set out the scope of the work expected of an EYT.
4
4.1
Trainee participation and feedback
Trainee panel – how to raise an issue/Trainee reps
Staff/Trainee Panels are held twice a year and are timed to precede and report to a
course committee. The Trainee Panel meeting is organised by the Course Leader.
You will be invited to participate in discussions with staff and fellow trainees and to
voice your suggestions and concerns. The Course Leader will provide a summary of
issues raised at the Course Committee and on a trainee panel rolling log on
UniLearn. You can find out more information about how you can have your say in
the virtual guide.
4.2
Course Committee
The Course Committee meets twice a year. It includes trainees, University staff and
employer representatives and is chaired by the Course Leader. It provides an
opportunity to share and update knowledge, identify matters of concern and
disseminate information. You will be asked to identify a representative for each year
of your course to attend the Course Committee and the Students’ Union offers
training.
The dates of the Course Committees in 2015/16can be found at the following link.
4.3
Representation on School Board and other School Committees
There are also opportunities to represent other trainees on the senior committee of
the School, School Board and other committees. If you are interested please see the
Deputy School Services Manager, Jane Reddington. Just ask at Lockside reception
desk for her.
4.4
Course evaluation
From time to time we will ask you for feedback to help us ensure you are able to
make progress in your learning and evidence-gathering.
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A course debrief session is scheduled on your timetable in the final week of the
course. This session is a requirement of each pathway. The purpose is to feedback
to NCTL your evaluations of the course and the impact you feel you have had on
children’s learning and development. The NCTL are also interested in your career
plans and aspirations.
4.5
Complaints process
The University makes every effort to provide you with a rewarding and stimulating
learning experience but it accepts that there may be occasions when you wish to
raise a concern. If you do have a concern it is important that you raise it as soon as
possible so that necessary actions can be taken to resolve the situation. You may
find that options for resolution are limited if you allow your concerns to continue
indefinitely. You may want to discuss the issue in the first instance with a relevant
tutor or your personal tutor or raise it via the Student Panel for your course.
The formal complaints procedure compromises three stages: an informal approach
with emphasis on local resolution, a formal procedure which includes mediation, and
an appeal stage. The University has a pool of Student Conciliators and you may find
it useful to approach your School’s Conciliator with a view to resolving your concern
without the need to enter the formal complaints process. A summary of the
conciliation process and a list of Conciliators can be found here:
http://www.hud.ac.uk/regs/
The full regulations on complaining can be found at Section 8 at the following link:
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
5
5.1
Administration
Where to find information
The University publishes a range of documentation which forms the regulations that
underpin your course. For further guidance on where to access various aspects of
these regulations please have a look at
http://www2.hud.ac.uk/regs/index.php
Your checklist of guidance documentation
Guidance
Location
Seen
Specific pathway information, based on Unilearn
this handbook
Copy to candidate
Copy to setting and or placement
Clear and detailed assessment
Unilearn
process information outlining the
Paper copy to candidate
expectations for trainees
Paper copy to setting and or
placement
A list of key dates including a training
Unilearn
schedule, assessment dates and
Paper copy of timetable to
placement dates
trainee
Paper copy of timetable to setting
and or placement
Trainees know who to contact in
Contact details are in handbook,
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different circumstances
Trainees understand their
responsibilities with regard to their own
learning and development
Settings and mentors who provide
support and guidance to trainees are
clear about their relative roles
Feedback mechanisms are used to
gather data about support and
guidance
pathway specific information, the
timetable, the work based
learning agreement and the ILP
Handbook details roles and
responsibilities
Timetable sets out induction
periods, independent study time,
assessment deadlines.
Course materials such as module
specifications and workshop
notes signpost opportunities for
further study.
UniLearn is accessible at all
times and includes the required
forms, policies and procedures
necessary to complete the
course.
PDPs are updated.
All have a copy of the EYTS
placement Handbook, timetable
and pathway specific overview
relevant to the trainee they are
supporting.
Forms for mentor contracts,
PDPs, professional discussions
are provided.
Each setting has signed the
Setting Agreement and Contract
Settings will be asked for
feedback about trainees and our
support for the setting.
You will be asked for feedback
about the level of support offered
by the setting.
An overview of assessment regulations can be found in the Student Handbook of
Regulations. You can find out more information in our Virtual Guide. We will show
you how to access details available in UniLearn during your induction at the
University (and you can always ask to be shown again later).
Further information
The course leader for your pathway is your first point of contact for any matters
arising from this section of the handbook. For setting-based matters, please approach
the setting manager. Work-based learning is subject to the policies and procedures of
the setting. The setting must comply with the Statutory Framework of the Early Years
Foundation Stage (DfE, 2014), relevant employment, health and safety, equalities
and safeguarding legislation.
The current EYFS documentation can be found on the Department for Education
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(DfE) website.
http://www.education.gov.uk
http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/earlyyears-foundation-stage-eyfs
Ofsted
Ofsted is the Office for Standards in Education, Children’s Services and Skills, which
reports directly to Parliament and is independent and impartial.
Ofsted inspects and regulates services which care for children and young people,
and those providing education and skills for learners of all ages. Day care and early
education settings are inspected by Ofsted. For further information see the Ofsted
website.
5.2 Submission of assessed work
How do I hand in my work?
It is important that you keep a copy of all the work you submit for assessment.
The majority of assignments will be submitted electronically via UniLearn and put
through our anti-plagiarism Turnitin software. Where a hard copy is required (e.g. a
creative resource) it should be handed in to Student Support Office (Ground Floor
Lockside). Hard copies need to be posted to the Drop Box which is located to the left
of the reception window.
All hard copy assignments must be submitted by the agreed submission date.
If alternative arrangements are made for an assignment hand in, then you will be
informed by e-mail prior to the submission date.
You must attach a front cover sheet with your work. This can be downloaded from
UniLearn (front page under school announcements). You will receive confirmation of
receipt by email.
The dates for the submission of your portfolios are as follows:
4th January 2016
11th April 2016
8th July 2016
Presentation of assessed work
When presenting your work try to adhere to the following guidelines;
 Use a consistent font throughout. Sans serif fonts are easier to read for
example, Arial or Comic Sans.
 Use consistent font sizes throughout. For example size 16 for main headings,
14 for sub-headings and 12 for the main body of the text.
 Use consistent paragraph spacing throughout and at least 1.5 spacing
between lines.
 Paginate your work.
Include a front cover which includes your name, trainee and student number,
the module name and number, your tutor’s name, the title of your work and the
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number of words.
5.3 Deadlines/Extensions/Extenuating circumstances (ECs)
Undergraduate Pathways – module assignments only
Deadlines for the submission of assessed work are strictly applied.
There are procedures in place for you to request a short extension to a deadline but
this request has to be made no later than two working days after the published
submission date. If you have difficulties such as a short term illness and need to
request an extension, you should submit a request via the eCover extensions and
submissions system. You can find the link to this in the School tab in UniLearn.
Late requests for extensions are not accepted and you run the risk of scoring a
maximum of a grade 3 for that piece of work if submitted late but within 5 working
days of the original deadline, or a grade 4 if submitted later than this without an
approved extension.
The University understands that there may be times when your ability to complete a
piece of assessed work or to concentrate on your studies may be hindered by factors
beyond your control – such as illness or personal difficulties. The regulations include
a process to allow trainees who are affected in this way to bring these extenuating
circumstances (ECs) to the attention of the relevant people in the School (such as the
Course Assessment Board) so that proper account can be taken. Please be aware
that a claim for ECs will usually only be accepted where you’ve been able to
demonstrate that the circumstances described have had a direct impact on you and
were substantial and unexpected - in all other cases trainees would be expected to
negotiate an extension. The regulations for ECs can be found in Section 5 at
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
5.4 Arrangements for the return of work and feedback
All ITT Pathways
Portfolios are moderated internally after each placement and externally at the end of
the year. After each round of moderation you will be notified to collect your portfolio.
Retention of assessment files
Trainees are required to keep all portfolios for six months after they have been
notified of their outcome.
5.5 Arrangements for borrowing equipment/accessing labs/studios
The School has a range of equipment to help you study, mainly to help you record
audio or video files. The technical support team based on the second floor, room 1 in
Lockside can advise you on what will suit you best.
5.6 Requests to change personal tutor/modules/courses/ withdraw/suspend
studies
At the start of your course you will be allocated a University Link Tutor who will also
act as your personal tutor. You will be invited to take part in an induction tutorial to
plan for your individual needs. You will review the modules and workshops available
to you and placement requirements. If you wish to make any changes to your plan,
for example, changing modules or placements, please discuss this with the tutors
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and/or course leader as soon as possible. Changes cannot be guaranteed, but if you
make your request within the first three weeks of the course and have tutor
agreement, it may be possible. Changes to placement arrangements and University
Link tutors must be discussed with the Course Leader and will be considered on a
case by case basis.
If you need to withdraw or suspend your studies, please contact the Course Leader.
5.7 Use of University email account
If anyone from the University needs to contact you by email, we will only use your
Unimail account. There is a facility within that for you to forward all emails arriving in
your Unimail account to your private email account. If you wish to activate this facility
please do so by following the directions at http://www.hud.ac.uk/students/it/unimail
You should check your email account regularly to be sure that you have not missed
any important emails.
The regulations regarding the use of the University’s IT system, including emails can
be found in Section 10 at
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
5.8 Intellectual Property (IP)
The default position is that undergraduate students shall own all IP in their work. The
University reserves the right to acquire IP from such students; it is anticipated that
this is most likely to occur where a final year project contributes to a larger
commercial opportunity from the research group of the supervising academic.
The default position does not apply to the following:
Placement s. Any IP developed by the student during their placement would be the
property of the host company/organisation.
Alternative internal placement e.g. Canalside Studios .Any IP developed by the
student during their placement would be the property of the host group/department
6
6.1
Academic integrity
Trainees’ responsibilities
The University regards any action by a trainee that may result in an unfair academic
advantage as a serious offence. It is your responsibility to ensure at all times that
the assessments you complete are entirely your own work and that you have used
the relevant referencing technique correctly and in full. Please be particularly careful
when discussing your assessments with others – it is a breach of regulations to
share your work with other students. The full set of regulations which govern
academic integrity can be found under Section 4, Assessment Regulations 3 and 4
at http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
If you are struggling with an assignment and need help with academic protocols in
terms of referencing please contact your module tutor or the School’s Academic
Skills Tutor, Jane Mullen (see the contact details, section 1 above)
Please remember that making your work available to another student (even if you
tell them not to copy it) may lead to an allegation of a breach of the academic
integrity regulations being brought against you.
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6.2
Support for referencing (including induction sessions)
We will give you guidance on referencing in the early part of your course and
certainly before you hand in your first assignment. It is vital that you learn to
reference correctly. There is a link to the referencing guide in the virtual guide and
on the University web site – search for the education academic librarian. If you need
personal support contact the Academic Skills tutor (Jane Mullen).
7
7.1
Research
Staff research interests
If you are interested in the background and research interests of the staff who are
teaching you, you can find their profiles on the University website on this page and
search for them by their surname.
7.2
Opportunities to access research and other public seminars
There are lots of opportunities to attend public lectures and seminars across the
University and they cover a vast range of subjects. Most are advertised on the
University website and any of particular interest will be posted on the School
Facebook site and through our Twitter account (eduhuduni).
8
8.1
Learning support
Tutors
The tutors will give you all the support you need or signpost you in the right direction
to get the help you need. All you need to do is to ask!
8.2
E-learning opportunities including UniLearn
We use UniLearn in a myriad of ways and try to build your e-learning experience
through the course. In addition to your tutors, the School has a specialist technician
who can help advise and support you in using UniLearn and other online forms of
learning. Jebar Ahmed can be contacted in the Technical Support Office at the end
of the second floor of Lockside. He offers induction sessions to help you find your
way round in the first few weeks of your course and you can contact him at any
stage of your course.
UniLearn (VLE) and electronic media
All trainees are required to access UniLearn. Course materials, such as this
handbook and timetables along all the necessary paperwork to complete your
assessments are stored on UniLearn under the NCTL Early Years Teachers
module. Messages will be sent via Unimail and Unilearn. As you are expected to
work independently in your setting for periods of time, it is important that you
regularly log on and check your messages.
Please contact the course leader as soon as possible if you have any difficulties
accessing UniLearn.
Materials on UniLearn are open to all trainees on Early Years Initial Teacher
training. All work submitted through UniLearn and any comments posted should
respect the confidentiality of children, colleagues, fellow trainees and tutors. Settings
will have their own policies and procedures regarding electronic media. Trainees
must ensure they read, understand and comply with these policies and procedures
at all times.
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8.3
Learning Centre/Academic skills tutors
The library and computing centres operate one service and aim to enhance your
learning experience. You will find more information in the support services guide
below. We work very closely with the librarians and computing services to ensure
your needs are met.
8.4
IT support – School and Computing Services helpdesks
There are two contacts to help you with technical enquiries. The first is operated by
the School on the second floor of Lockside where technical support can help with
logons, UniLearn access, the use of applications and equipment and they support
the computers and printers/scanners in the labs. We hold some specialist
applications you may find useful, which you can access on any computer you can
log onto across the University, including in the library. If you find any problems
please let them know. They also offer loan of equipment, mainly for audio and video
recordings and can help advise on what will suit your needs best and transfer your
materials to discs etc. if you need help. They have a helpline phone number which is
01484 478181. They are available during office hours.
University computing services also offer a helpline which is open 24 hours a day on
01484 473737 which you can use as an alternative.
8.5
Trainees with specific circumstances or other responsibilities
If you feel you have a condition or circumstances that require specific support or, for
example, you want to talk to someone about being assessed for dyslexia, please
make contact with Disability Support Services.
Please remember that at any point in your studies if you are facing any difficulties or
challenges in managing your work, you are welcome to approach any of your tutors
or discuss the matter with your personal tutor.
9
9.1
Other sources of support
PortalPlus
You can change your personal details (including your address), view your end of
year results and re-register for the next stage of your course on-line via PortalPlus.
This is your 24/7 online one-stop shop that gives you access to a wealth of
University resources from any location. http://portalplus.hud.ac.uk
Login using your University username (e.g. u0812345) and password. PortalPlus
understands who you are, logs you in automatically and displays information,
options and applications which are relevant to your personal profile.
Use PortalPlus for instant access to:

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Your library account; catalogue, E-journals and e-resources via Summon
UniMail
UniLearn
My details, My results
Personal Storage
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9.2
Timetables
University and World News and much more
Students’ Union
The Students’ Union represents supports and advises trainees on all aspects of their
time at university. It offers you a chance to have a say in the things that affect your
daily life as a trainee.
The Student’s Union building is located centrally on the main Queensgate campus –
and the iZone, on the first floor is a one-stop resource centre for all things to do with
student activities. Here you can find out about sports clubs, societies, volunteering,
events and student media including RadioHUDD and the Huddersfield Student, the
Union’s own newspaper.
You can access more advice and information on anything related to the Students’
Union at http://www.huddersfieldstudent.com/
9.2
Academic librarians
The Library staff are organised into subject teams to help trainees get the most out
of the service. You can request help in your subject by contacting the team direct.
For more details, see the website at http://www2.hud.ac.uk/cls/library/subjects/
The Library and Computing Centre
The University Library and Computing Centre provides you with full access to a wide
range of books, journals, electronic information, IT facilities and staff support
(available evenings and weekends). Services can be accessed electronically from
home or workplace and orders/requests can be made by e-mail, fax or telephone. In
some instances orders can be delivered for a nominal charge.
Drop in IT facilities are available all the time on Lockside first floor in floor 1, room
42, and there are many other rooms with PCs in which you can use when they are
not in use for teaching. We post on the plasma screen in Lockside reception which
labs are free each day of the week so you can check there anytime (or ask at the
reception desk).
9.5
Wellbeing and disability services
We are here to support you throughout your time at University so that you can make
the most of your experience while you are here and leave better equipped to face
the future.
We provide disability support and support with personal issues through welfare,
counselling and mental health support. We help students who are falling behind
with their studies or attendance, or experiencing difficulties with their course through
Back on Track.
We offer one-to-one drop-in, booked appointments and group sessions. We provide
a wide range of information at events and through our website and Facebook page
and Twitter.
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Web: www.hud.ac.uk/student-services
Facebook: UoHWellbeing Twitter: @Disability_HudU
Contact us: 01484 472227 or visit us in the Student Central
9.6
Careers and employability
How do you become an employable graduate? Who is in control of your career
planning at University? Where can you turn to when you need support and advice?
We offer careers appointments, free workshops and drop in sessions all year round
and you can still receive help from us for up to three years after graduation. You can
also use our Student JobShop where we advertise full and part time vacancies.
Look out for the green EmployableME character around campus and particularly
within the Careers Centre in Student Central. EmployableME is our innovative and
fresh approach to careers and employability at the University of Huddersfield. It is
about taking control of your own career planning – with support from your
professionally qualified and experienced award winning careers team.
Whatever point you’re at on your course, the Careers and Employability Service is
here. From the moment that you arrive on campus everything that you do and learn
from that point onwards – whether from Careers, your course, the Student’s Union
or on work placement – will help you reach your end destination of becoming an
employable graduate.
Find out more about us at Student Central or online at
www.hud.ac.uk/careers/ @HudUniCareers/ Facebook HuddCareers
9.7
Student Finance Office
The Student Finance Office offers information and guidance regarding possible
sources of funding for all courses in the University. You can also access budgeting
advice and discuss a variety of options and strategies in order to manage on a
budget.
The service manages facilities for the billing and payment of income to be collected
by the University, and can offer debt advice via personal and confidential sessions
with trained staff.
9.8
Health Centre
All students/trainees (and their partners and children) are eligible to register, as long
as you live in the practice area. The Heath Centre’s website can be found at
http://www.universityhealthhuddersfield.co.uk/ .
9.9
Student Central
If you have queries about aspects of your course to do with fees, replacement ID
cards, council tax letters, fee queries – or if you want to make an appointment to see
a Disability Advisor or Welfare Officer, please refer to the iPoint team in Student
Central.
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9.10 Faith Centre
The Faith Centre is for all trainees, whatever your faith and even if you haven’t got
one. It has a range of prayer rooms and quiet rooms and its website can be found at
http://www.hud.ac.uk/wellbeing-disability-services/faithcentre///index.php
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Appendix 1
Safeguarding and welfare
Introduction
It is essential that staff in contact with children, young people and their families have the requisite
knowledge and skills to carry out their jobs safely and effectively. The National College for
Teaching and Leadership is fully committed to safeguarding the welfare of all children and young
people, by taking all reasonable steps to protect them from physical, sexual, or emotional abuse or
neglect.
Working together to Safeguard Children (March 2013) defines safeguarding and promoting the
welfare of children as:
 Protecting children from maltreatment
 Preventing impairment of children's health or development
 Ensuring that children are growing up in circumstances consistent with the provision of safe
and effective care and
 Taking action to enable all children to have the best life chances.
Child protection is a part of safeguarding and promoting welfare. This refers to the activity that is
undertaken to protect specific children who are suffering, or at risk of suffering significant harm.
This section is not a comprehensive ‘how to’ guide in child protection but relates to the role
trainees and settings have in relation to Initial Teacher Training for Early Years. No setting’s own
policy is superseded by this handbook.
This is the link to the most up to date guidance.
http://www.workingtogetheronline.co.uk/
Safeguarding and EYTS
The University will ensure that all delivery partners, such as placement providers have appropriate
child protection policies and procedures in place. This will be brought to the attention of all trainees
and internal team members (assessors, moderators, tutors, mentors etc.). The EYTS Northern
Alliance policy is available on Unilearn and will be discussed during placement preparation
sessions.
All trainees must have a Disclosure and Barring Service enhanced disclosure check which shows
that they do not have a criminal background that might prevent them working with children and
have not previously been excluded from working with children (a check must be carried out even if
the trainees has been subject to an enhanced DBS disclosure check for or through another
organisation).
It is the role of the University to ensure that standards are well understood by trainee; mentors;
placement providers; assessors; and internal moderators.
Standard 7 asserts that:
An Early Years Teacher must:
Safeguard and promote the welfare of children and provide a safe learning
environment.
 Know and act upon the legal requirements and guidance on health and safety,
safeguarding and promoting the welfare of children.
 Establish and sustain a safe environment and employ practices that promote children’s
health and safety.
 Know and understand child protection policies and procedures, recognise when a child
is in danger or at risk of abuse, and know how to act to protect them.
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However, safeguarding children underpins all effective practice across the EYFS. Provision for
children’s well-being requires attention to how children learn and develop; including respectful care
and stimulation, observation led personalised provision built on partnerships and on-going
reflection as to the effectiveness of practice. Safeguarding relates to each of the Teachers'
Standards.
It is essential that the differing aspects of these standards and their supporting statements are
understood. For example there must be clear evidence that the difference between health & safety,
and safeguarding children’s welfare is both understood and put into practice.
Please note that if a potential child protection issue has been raised in any way in a trainee’s file
immediate appropriate action should be taken by the University to ensure the setting and trainee
have put measures in place to resolve the case. A full report should be included with the trainee’s
file and recorded as per procedural requirements.
If any cause for concern is raised about a trainee in relation to a child protection issue the
University must implement appropriate procedures in line with the University regulations. Settings
are required to assist in a full review of the trainee’s conduct. A full report should be included with
the trainee’s file and recorded as per procedural requirements. The trainee's file should not be
progressed (i.e. put forward for assessment/moderated) until the case has been closed. The
University Fitness to Practice regulations will be invoked.
University regulations documentation are available on UniLearn. Workshops and assessment
preparation sessions will explore these issues. Trainee’s induction checklists include Safeguarding
and it is vital that each trainee knows who to approach within their work place to discuss
safeguarding matters. The course leader is a first point of contact within the University and will
treat all matters with confidence.
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Appendix 2
Beyond ITT Early Years training
The University is required to maintain robust records and data to demonstrate the impact of EYTS
training to inform continuous quality improvement. All training providers are asked to track trainees
and provide destination data for candidates using the EYTS database once accreditation has been
granted.
For this reason, from time to time, the University will ask you to reflect on your training and
development and make contact with your setting. Once you have completed the course the
University will need to gather (as required by the NCTL) the following information:

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
What role did trainees have before gaining EYT status?
Where are they working and what responsibility do they have?
Have they left the setting in which they gained the status?
Did trainees receive advancement after gaining EY Teacher status and what was it?
What was the impact of gaining the status on the trainees? On the setting?
The three-year longitudinal study final evaluation report on the impact and role of EYPs reported in
July 2012. Initial findings from the Centre for Development and Applied Research in Education at
the University of Wolverhampton have been encouraging showing the positive impact of graduatelevel training on the skills, status and on-going professional development of early years’
practitioners and include:
 Over three-quarters (76%) of respondents felt EYPS had improved their sense of
professional status
 80% felt EYPS had increased their confidence as a practitioner
 Nearly two-thirds (62%) felt they now had greater credibility with colleagues
 The EYPS programme has had a substantive impact on practitioners' ability to effect
change in their settings and to communicate ideas for effective change to other staff
 Practitioners with EYPS were heavily involved in their settings supporting others, acting as
mentors and coaches and leading a number of Continuing Professional Development
(CPD) activities
 Overall, practitioners were extremely positive about the impact of obtaining EYPS on their
ability to carry out their current role across a range of skills, knowledge and understanding
Whether you are an Early Years Professional or a new Early Years Teacher, we hope that you find
your time with us rewarding. At times, it will be very challenging but above all, we hope you will be
inspired to support your team in making positive difference to children’s well-being learning and
development.
September 2014
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Appendix 3
References & further reading
Allen, G. (2011) Early Intervention: Next Steps London: Cabinet Office
Centre for Development and Applied Research in Education at the University of Wolverhampton
commissioned by CWDC, Available at <
Longitudinal study of those who have achieved Early Years Professional Status
(http://www.cwdcouncil.org.uk/research/projects/current/longitudinal-study-of-those-who-haveachieved-early-years-professional-sta)
Department for Education (DfE) (2014) The Early Years Foundation Stage: Setting the Standards
for Children’s Learning Development and Care for Children from Birth to Five. London: DfE.
Department for Education (DfE) (2011) Supporting Families in the Foundation Years
Available at
https://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/early/a00192398
/supporting-families-in-the-foundation-years >
DfE (2015) Working Together to Safeguard Children Available at
http://www.workingtogetheronline.co.uk/index.html
Early Education (2012) Development Matters in the Early Years Foundation Stage (EYFS) London:
Early Education
Field, F. (2010) The Foundation Years: Preventing Poor Children Becoming Poor Adults London:
Cabinet Office
www.foundationyears.org.uk to access a range of useful materials to support your knowledge and
understanding of early years practice and policy
Home Office – information on the Equalities Act 2010, available at
http://www.homeoffice.gov.uk/equalities/equality-act/
Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K. Graham, J. and Siraj-Blatchford, I.
(2011) Evaluation of the Graduate Leader Fund – Final Report Available at
https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR144.pdf
Sylva, K., Melhuish, E., Sammons, P., Siraj-Baltchford, I. and Taggart, B. (2004) The Effective
Provision of Preschool Education (EPPE) Project final report London: Dept for Education and Skills
(DfES)
Available at https://www.education.gov.uk/publications/eOrderingDownload/SSU-FR-2004-01.pdf
Tickell, C. (2011) The Early Years: Foundations for Life, Health and Learning London: Department
for Education (DfE)
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