Early Years ITT
Early Years Teacher Status
Programme Handbook
Undergraduate Entry
3 Year / 2 Year Route, Full Time
2015-2016
Disability Support Services Statement


SpLD (Specific Learning Difficulties) Support Team
Inclusion Team (Physical and Mental Health)
Our approach is friendly yet professional and you can discuss your individual learning
requirements in complete confidence. It is important to contact us as early as possible.
SpLD Support Team: Based in the University Library, 1st floor
You can contact us in relation to:





SpLD assessments (Dyslexia, Dyspraxia)
Specialist SpLD support
Using assistive technology
Applying for Disabled Students’ Allowances (DSA)
Visual stress / Meares-Irlen
The Inclusion Team: Based in the Student Information Centre (SIC), ground floor
If you have specific requirements due to a physical or sensory impairment, mental
health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge
when you are studying here, we can advise you on:




Applying for Disabled Students’ Allowances (DSA)
Specialist and/or personal support
‘Reasonable adjustments’ to learning, teaching and assessment
Accessible facilities and equipment
SpLD Support Team
In person: University Library, Ormskirk, 1st floor
Tel: 01695 584372
E-mail: SpLD@edgehill.ac.uk
The Inclusion Team
In person: SIC, Ormskirk, ground floor
Tel: 01695 584190
E-mail: InclusionTeam@edgehill.ac.uk
2
Equality and Diversity – Policy Summary
Edge Hill University’s vision is to ‘provide an environment where everyone feels able to
participate, contribute, enjoy and influence their experience; and where inclusive practices
underpin everything we do. Respect for, and celebration of, individual diversity will shape
institutional strategy, direction and behaviour.’
The University seeks to identify and eradicate any practice which discriminates on the
basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and
civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic
background.
The University recognises that equality and diversity embraces all aspects of employment
and service delivery including curriculum; teaching; learning and assessment; research
issues; and extra-curricular activities.
The University makes it a condition of service and admission that staff and students
adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the
Staff or Student Disciplinary Procedures, as appropriate.
The University makes every effort to ensure that traders, contractors, institutions,
organisations or individuals who interact with Edge Hill University are aware of the policy.
Discovery by the University of any inequitable policy or practice by them may result in Edge
Hill University breaking links and ceasing to do business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality
and Diversity Policy throughout the University.
Making Contact
Students are encouraged to make any concerns known. The first point of contact for this
is the Student Services Information Desk in the Student Information Centre on the Ormskirk
campus (01695 584554, or student services@edgehill.ac.uk). The Student Information
Officer will refer you on to an individual member of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services
Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.
3
Contents
Page no.
Disability Support Services Statement
2
Equality and Diversity
3
Welcome
5
Introduction
7
Trainee Identity
8
Roles and Responsibilities
10
Overview of Programme
11
Student Voice
13
Quality Assurance and Quality Enhancement
16
Teaching, Learning and Assessment
17
EHU ITT Professional Practices
18
Lines of Communication
19
Useful Contact Information for Trainees
20
The Role of the Personal Tutor
21
Employability, including References
23
Former Trainee Development and Enhancement Programme
24
Timetable
25
Assessment Information
27
Code of Conduct
29
Attendance Expectations
34
Academic and Professional Review Meetings (APRM)
36
Exceptional Mitigating Circumstances (EMC)
38
On Programme Self Declaration Procedure
38
Safeguarding – Management of a Cause for Concern
40
Teaching Standards
42
APPENDICES
44
4
Welcome
Dr. Tim Lucas
EYTS Undergraduate Programme Leader
Welcome to the Programme
The Early Years Team welcomes you to the programme.
The programme is designed to support you in the achievement of the Early Years
Teacher Status, a status that will recognise your expertise as a practitioner and a
professional leader.
Edge Hill University is a provider of Early Years Initial Teacher Training leading to the
award of Early Years Teacher Status in the UK and delivers training and assessment
on behalf of The National College of Teaching and Leadership in the North West.
We aim to ensure that you will find the programme challenging, innovative, and
rigorous and, we hope, enjoyable, relevant and rewarding.
The programme requires a great deal of commitment from you as trainees. It is
designed to provide personal enrichment and assist your professional development.
We hope that you enjoy your studies and will do all that we can to support you in
your studies and while on placement.
Tim Lucas
EYTS Programme Leader (Undergraduate Routes)
5
Welcome from one of our Early Years Partners
I feel it is a privilege and an asset for all concerned, to be a partner setting with Edge
Hill University. Over the past five years I have watched as students, trainees and
colleagues, including myself, develop and move forward on our early year’s journey
together. We all have strengths and skills to share and build upon and working closely
with the university enables us to do this. The University prepare and encourage
trainees to be confident to ask questions and contribute to discussions and debates
around current issues.
Offering guidance and support and acknowledging the student’s contributions is key
to ensuring they feel valued. Celebrating achievements and setting clear targets is an
essential part of our role in the setting.
Working together to raise standards and improve outcomes for children is something
we all want to achieve. Gaining a place on this course of study already shows your
passion to be involved and if you show commitment and drive you will have the
opportunity to make a difference.
It is exciting to be a part of this programme and I look forward to travelling on this
journey with you.
Thank you
Jan Davies
Owner and Manager of Penguins Nurseries
6
Introduction to the Programme
The Programme Handbook 2015/16 is designed to provide you with a range of
information that will continue to guide your understanding of the Early Years Teacher
Status programme.
The Programme Handbook contains important information. Please ensure you spend
some time reading it carefully and that you continue to refer to it during the year.
You are now an Early Years Teacher Status trainee at Edge Hill University. The
programme is challenging, innovative, rigorous and enjoyable! It requires a great deal of
commitment from you and it is designed to develop a range of important professional and
vocational knowledge, understanding and skills. It aims to train high quality Early Years
Teachers who:
Achieve the Teachers’ Standards (Early Years) 2013:
 Meet the needs of schools and settings and children;
 Develop throughout their professional careers.
Early Years Education at Edge Hill aims to develop high quality teachers and educators
who have developed:





commitment, creativity and energy within environments that encourage them to be
reflective and analytical
a range of academic, professional and vocational knowledge, understanding, skills
and values
intellectual skills and abilities within a high quality academic community
an appropriate range of key transferable skills
knowledge and skills across the Early Years Foundation Stage
And who will:


work within the profession with an informed, thoughtful and innovative attitude and
approach to Early Years Education
continue their professional development throughout their professional careers
7
The Edge Hill University Trainee Identity
Early Years Teacher Status
Outstanding Training for Outstanding and Inspirational Teaching…
An Edge Hill University Early Years ITT Partnership programme supports each trainee in
developing as a professional practitioner who displays resilience, honesty and integrity; is
respectful of others; is adaptable and flexible; communicates effectively with a range of
audiences; acts independently and demonstrates self-organisation. Each individual is
trained by expert practitioners from across the EHU Partnership to enable them to become
inspirational, reflective teachers who engage with babies and young children in innovative
and creative ways. Their potential to become outstanding leaders will be clear, they will be
a highly valued and effective team player who seeks opportunities to contribute to every
aspect of a setting’s life with an enthusiastic ‘can do’ approach. They will be a significant
asset to their setting as an Early Years Teacher.
Each trainee will be enabled to develop their own individual teaching ‘personality’ and
personal principles with the following elements as the essential building blocks for an
outstanding practitioner:
 Good Behaviour - develop strategies to promote and manage good behaviour successfully and tackle
bullying, including cyber and prejudice-based bullying within the setting.
 Challenge and Motivate - challenge and motivate all young children and in particular in settings and
schools where attainment is low.
Teachers’ Standards (Early Years) Standard 1 - Set high expectations which inspire, motivate and
challenge all children.
 Causes of Low Attainment - understand the causes of low attainment in some underperforming
groups of children.
 Ensuring Progress
o identify and build on young children’s prior knowledge to ensure their progress.
o select and use teaching strategies that are effective in ensuring progress for all young children
including those from underperforming groups; and those eligible for the pupil premium.
 Minority Ethnic Backgrounds - confidence and competence in preparing to teach young children
from minority ethnic backgrounds.
 English as an Additional Language - confidence and competence in preparing to teach young
children with English as an additional language.
 Special Educational Needs and Disabilities - confidence and competence in preparing to teach
young children with special educational needs and disabilities with appropriate professional support.
Teachers’ Standards (Early Years) Standard 2 – Promote good progress and outcomes by children.
Teachers’ Standards (Early Years) Standard 5 – Adapt teaching to respond to the strengths and needs
of all children.
1
1
‘competence’ refers here to the level appropriate to the stage of training reached
8
 EYFS and the National Curriculum - understand the Early Years Foundation Stage and the
continuum of the National Curriculum 2014, along with its associated examination and assessment
arrangements (Progress Check at 2, EYFS Profile).
 Child Development - secure subject knowledge of child development across the curriculum to
support teaching and learning with a specialism in early years education 0 – 5 years.
 Teaching Reading - confidence and competence in teaching early reading, including systematic
synthetic phonics.
 Teaching Writing - confidence and competence in teaching writing.
 Teaching Mathematics - confidence and competence in teaching mathematics.
 Teaching Physical Education – confidence and competence in teaching PE, including for children
with special educational needs.
 New Technologies - select and use new technology to effectively support learning.
Teachers’ Standards (Early Years) Standard 3 – Demonstrate good knowledge of early learning
and EYFS.
Teachers’ Standards (Early Years) Standard 4 – Plan education and care to respond to the
strengths and needs of all children.
 Assessment and Using Data
o collect and record appropriate formative assessment data and summative data across the
EYFS.
o use assessment data to identify children’s progress and support their learning.
o use assessment data to evaluate the quality of teaching.
 Reporting Progress - report children’s progress to different audiences and for different purposes.
Teachers’ Standards (Early Years) Standard 6 – Make accurate and productive use of assessment.
 Professionalism – maintain professional behaviour at all times including an appropriately
professional standard of dress.
 Working in a Team - work with early years colleagues as part of a team, seeking colleague’s views
about the effectiveness of provision, involving them in the decision making process. Work in
partnership with wider professionals to enhance children’s well-being, learning and development.
 Leading the Work of Other Adults - confidence and competence in leading the work of
colleagues, trainees and other additional adults to achieve learning objectives. Reflect on their own
and other’s practice in order to effect continuous improvement.
 Communication - confidence and competence in communicating effectively with parents or carers
and other professionals.
Teachers’ Standards (Early Years) Standard 8 – Fulfil wider professional responsibilities.
 Safeguarding - knowledge of an Early Years Teacher's statutory responsibilities for the welfare and
safeguarding of pupils.
 E-safety - understand e-safety.
Teachers’ Standards (Early Years) Standard 7– Safeguard and promote the welfare of children, and
provide a safe learning environment.
9
 Educational Research - access educational research; assess the robustness of that research and
apply their findings to their own developing teaching practice.
 Applying Theory - integrate the theoretical elements of their ITT programme with the professional
practice elements to support their own reflection and professional development.
 Professional Development - commitment to identifying and addressing on-going professional
development needs.
 Gaining Employment - confidence and competence in applying for teaching posts.
Teachers’ Standards (Early Years) Standard 8 – Fulfil wider professional responsibilities.
Roles and Responsibilities
Leadership of your Programme
Dr Tim Lucas
Programme Leader
lucast@edgehill.ac.uk
01695 584727
Patricia Burgess
Programme Leader
EYTS Graduate
Routes
burgessp@edgehill.ac.uk
01257 517112
Julie Goodman
Senior Lecturer
goodmanj@edgehill.ac.uk
01695 584463
masterla@edgehill.ac.uk
01695 654317
Tutors
Louise Masterson Senior Lecturer
Administrative Staff
Professional Support Team
EarlyYearsPartnership@edgehill.ac.uk
01695 584730
01695 584556
EYTS Group Tutor
Your EYTS Group Tutor will lead your teaching sessions and support you through the
programme. They will be your first point of contact for individual or small group pastoral and
professional support.
Setting Mentors
All Early Years Teacher Status trainees will be asked to identify someone within their setting
who will act as the mentor for the trainee. This could be a practitioner who has previously
achieved the status of EYP/EYT and who has agreed to give support and advice to the
trainee during their time on the programme.
Edge Hill University (EHU) Visiting Tutor
All trainees will also be assigned an EHU Visiting Tutor who will make regular visits to
placement settings in order to provide guidance and advice as required. Your EHU Visiting
Tutor will make arrangements with you in order to choose a suitable time to visit the setting.
10
Overview of the Programme:
Undergraduate Entry Route Information
The Early Years ITT Undergraduate Entry route towards Early Years Teacher Status
runs alongside your degree. You are required to:

Work towards fully meeting the Teachers’ Standards (Early Years) 2013

Attend and participate in conference days (the number of which will be
determined in accordance with your current year of degree study).These are
designed to support your understanding of the programme and of the
requirements needed to achieve Early Years Teacher Status. Additional
sessions may be arranged in response to trainee feedback.

Undertake a minimum of two work-based training placements in different
settings before assessment for Early Years Teacher Status accreditation is
complete. There is a requirement of 120 days spent directly working with
children aged 0-5 as set by the National College for Teaching and
Leadership (NCTL) and you must show a range of experience with babies,
toddlers and young children to gain the status. The NCTL also stipulates that
you must have spent at least 10 days in KS1, observing practice and noting
where work in the Early Years Foundation Stage feeds into the National
Curriculum.

Undertake personal independent reading

Organise exemplar visits where possible, to further extend your understanding
of the range of early years provision
Module delivery will combine face-to-face conference sessions, independent study
sessions and online materials and support. You will need access to the internet in
order to fully undertake the programme.
Placements
All trainees are required to demonstrate personal practice and leadership across the
birth to five age range, within specific age phases of birth-20 months, 16–36 months
and 30-50 months over the total course duration.
Trainees will undertake a minimum of 2 compulsory age related placements through
the programme in either a private, voluntary, independent childcare settings, a
children’s centre or within a maintained setting (nursery or reception class). Trainees
will be provided with a Professional Practice Handbook in preparation for their
placements. Trainees will be allocated a professional practice placement by the
Placement Coordinator. Trainees should recognise that they may be required to travel
to their placement and that they are placed in settings appropriate to the programme
requirements.
11
Trainees should not undertake the programme if they are not able to commit to
the full undertaking of their placement. Placements are a compulsory element
of the programme.
Trainees will be required to undertake a full working day at the placement of
approximately 7 hours excluding lunch and refreshment breaks. During placements
trainees will continue to attend module sessions held at Ormskirk.
Learning Outcomes
On successful completion of the programme, trainees will be able to demonstrate
personal practice and/or leadership in elements as required by the Teachers’
Standards (Early Years) 2013 which are the National Standards for Early Years
Teacher Status across the 0 – 5 years age range.
Programme Outline
You will be provided with a timetable of dates, times and rooms where the conference
days take place. Additional sessions or tutorials may be added later in the programme
in response to specific requests or suggestions from Visiting Tutors. These will be
announced on Learning Edge or by a group email from your tutor.
Induction Day – during the Induction day candidates will complete any required
documentation in addition to registration requirements for Academic Registry.
Trainees will be introduced to the Edge Hill library services, student support services
and Learning Edge services. Trainees will attend introductory sessions which focus
on an introduction to the Early Years Foundation Stage, the Teachers’ Standards
(Early Years) and child learning and development.
Conference Days are themed to focus on information to support understanding and
knowledge of the specific standards.
Conference days are designed to be flexible to the needs of the group and will include
support for written reflections, development review information and assessment
guidance. All session materials and extra resources will be uploaded onto Learning
Edge the day before the session and will remain there for trainees to access when
convenient to them.
Trainees should note that attendance at each of the Conference Days is
compulsory.
12
Student Voice
“All students should have the opportunity to be involved in quality enhancement and
assurance processes…….. In considering approaches it is important that higher
education providers create a culture and environment where students are encouraged
to take up the opportunities on offer.”
Chapter B5, QAA Quality Code
Our aim within the Faculty of Education is to go beyond mere consultation, or
representation of students in decision-making, and to try and create a genuine
partnership with each and every student. We believe that where a genuine partnership
exists, students not only identify enhancement opportunities but also offer ways to take
forward those enhancements. Our principle means of developing this partnership is
to create an environment in which all parties feel valued; and to create a wide range
of opportunities for any student to engage in dialogue which leads to educational
enhancement and assurance of quality.
The following list sets out some of the main ways in which every student can have a
voice within their programme:
o
o
o
o
o
o
o
Evaluation; including The National Student Survey and The NQT Survey
Staff-Student Consultative Forums (SSCFs)
Focus Groups
Boards and Committees
Course Representation
Curriculum Development
Personal Tutor discussions
The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice
to be recognised, celebrated and built upon; and secondly, it allows areas for
improvement to be identified and acted upon.
In the past year students have fed back many positive things relating to the taught
sessions and the support they received; and, in addition, have raised the following
points that they would appreciate more phonics sessions.
Based on all of the helpful feedback received the programme team has undertaken
the following enhancements: Joint observations carried out with the setting mentors.
In 2015-16 the following enhancements are also planned:
o Enhanced support from Visiting Tutors
o Further support from mentors within the settings
An important point to note:
You will be asked to complete a final Exit Survey or End of Year Evaluation in
June/July, which is an essential element to your training.
The table overleaf sets out the ways in which the student voice will be captured during
the coming academic year.
13
Student Voice Overview
September
Potential
Trainees
October
November
December
January
February
March
April
May
June
End of year
‘Big Evaluation’
Focus
Group
Partnership
Programmes
Board
SERIM
July
Aug.
Feedback questionnaire after each open event/recruitment event
Feedback questionnaire after each interview, including questions about the rigour of the selection process
Trainees
First Week/
Induction
Day Survey
Partnership
Programmes
Board
ITT Board
SERIM
Faculty Board
Mid-year
‘Big
Evaluation’
SSCF
Student
Consultative
Meeting 1
NSS Survey
SSCF
Student
Consultative
Meeting 2
ISS Survey
ITT Board
Faculty Board
Partnership
Programmes
Board
ITT Board
HoA Focus
Group
NQTs/
Former
Trainees
Partnership
Programmes
Board
Faculty Board
ITT Board
NQT Survey
Faculty Board
Partnership
Programmes
Board
NQT/CPD
Conference
Feedback
Employability
Survey
Focus
Group
ITT Board
ITT Board
Faculty Board
Faculty Board
Feedback to Trainees after:
SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’
Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees.
14
Staff-Student Consultation
The process of Staff-Student Consultation is set out below:
Group
Programme
Area
Aim – To gather feedback at individual course
and/or year level within the programme in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt, on-going feedback.
Aim – To gather feedback on the programme
as a whole in order to celebrate achievements
and successes, and to identify any issues; and
provide feedback via the production of the
Staff-Student Consultative Forum (SSCF)
Meeting Summary, within an agreed timescale.
Aim – To gather feedback across the Area in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt feedback to students via the
production of the Staff-Student Consultative
Forum Meeting Summary, within an agreed
timescale.
-
1 / 2 consultative representatives per
group to be elected and trained in role
-
Programme Leader and SU to train all
consultative representatives, and to
confirm processes/expectations at the
start of the year
-
-
-
On-going feedback mechanisms to be
established via e-mail/Blackboard, as
appropriate, and Year Leader/Course
Leader to receive on-going feedback
Course Leader to produce an overview of
actions on a termly basis for management
team review
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
-
A minimum of two SSCFs per year to be
planned
-
Number of focus groups per year to be
planned by the Head of Area or Assistant
Head of Area
-
Chaired by Programme Leader
-
Timing to be planned by the Head of Area
or Assistant Head of Area
-
Year Leaders to attend and appropriate
partners
-
Chaired by Head of Area or Assistant
Head of Area
-
Minutes of meetings discussed, and
actions confirmed, with Area Management
Team
-
Focus to be confirmed but linked to Area
priorities and issues raised at previous
stages of the process across all
programmes
-
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
15
Quality Assurance and Quality Enhancement
External Examination
Degree‐awarding bodies are responsible for the quality of their educational
programmes and the standard of the awards to which they lead; and the external
examination system within UK higher education is one of the principal means for
assuring both.
Within the Faculty of Education we work with External Examiners and External
Consultants, according to the needs of the Area; and both of these roles are taken by
experts in their subject, or field of work. The External Examiner is a colleague from
another Higher Education Institution, and the External Consultant is a colleague from
a setting, school or college. External colleagues are independent experts who has no
significant prior association with the programme team.
Our externals are valued partners at Edge Hill University and the work they undertake
allows programme teams to be assured of the quality of the programmes delivered
and, at the same time, supports programme teams in identifying enhancement
opportunities in order to continue to improve programmes.
All external colleagues will visit a sample of trainees on placement, will observe them
teaching, and may look at trainees’ files. They will also talk with school colleagues.
All of these activities allow externals to judge the quality of the programme being
delivered.
Externals also review samples of assessments in order to judge the accuracy and
fairness of marking being undertaken; and, they will meet with a group of trainees at
the university to discuss all aspects of their studies.
At the end of the year externals attend the relevant assessment boards in order to
confirm that the marks and awards being made are made fairly and rigorously.
At the end of the examination process external colleagues write a report which
outlines their findings, observations and judgements. This is a significant document
which allows programme teams to celebrate strengths and identify areas to develop.
The reports are located in the relevant area of the VLE for you to read; along with the
programme team’s response to the report.
The External Examiner for your programme is:
Dr Pam Jarvis; Senior Lecturer; Leeds Trinity University.
It is not appropriate for trainees to contact externals individually, however, many of
you will have chance to talk with them as outlined above.
16
Teaching, Learning and Assessment
The Faculty of Education’s approach to teaching, learning and assessment is built
around a concept of a learning entitlement for all students/trainees that includes:

programmes that provide academic and professional challenge and which are
underpinned and informed by practice based research

explicit engagement that addresses learners’ academic and professional needs
and develops their relevant skills and knowledge

a focus on learner centred approaches to teaching, learning and assessment

provision of a wide range of pedagogies designed to role model excellent practice
and to promote effective learning opportunities

the effective integration of new and emerging technologies designed to enhance
the learning potential of sessions, modules and programmes

assessment opportunities (formative and summative) that are equitable,
consistent, transparent, time appropriate and closely aligned with aims and
learning outcomes

comprehensive and effective feedback procedures that clearly articulate targets for
progression and improvement

opportunities to develop teaching, learning and assessment techniques within a
range of settings as appropriate to the programme of study
17
Edge Hill University ITT Professional Practices
Whilst on Professional Practice, a trainee’s first point of contact with the University will be
their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee in
advance of the Professional Practice and provide their contact details. In the event that
the trainee is unable to contact their tutor on an urgent matter, they must contact their
Professional Practice Leader, who will direct the trainee to an appropriate member of staff.
Professional Practice allocations
If a trainee is aware of a setting which they feel might provide a Professional Practice for
them, as they have previously undertaken paid or voluntary work there, a trainee can
make direct contact with the setting. A Professional Practice Assistance Form will need to
be completed and signed by the setting. http://www.edgehill.ac.uk/educationpartnership/
Contact Details for Professional Practice
Any change in a trainee’s address or contact details, a trainee must ensure that they
update their details with the Early Years Partnership team, to ensure all information is
completely up to date.
Blackboard Learning Edge
Trainees are requested to access blackboard on a regular basis and also to check their
Edge Hill email accounts, which will be used for urgent communications. As these are
accessible through the Go Portal, it is a positive way of strengthening and fostering
collaboration between trainees whilst on Professional Practice, enhancing the overall
reflective experience.
Additional information related to Professional Practices

Any concerns or personal issues regarding the Professional Practice, e.g.,
medical conditions, personal issues, financial issues, etc., should be reported by
contacting their Visiting Tutor.

Trainees must complete a minimum number of 120 days on Professional
Practice. If a trainee does not complete these days, they will not be compliant and
they cannot be recommended for EYTS at the end of the Programme.

Some trainees and schools/settings will be visited by External Examiners. Details
of External Examiner visits will be shared nearer the time. The role of the External
Examiners is to act as critical friends to Edge Hill University and to offer views
about how we can develop and improve our provision. Their role is not to visit
trainees and schools/settings in order to make judgements about their
performance.
18
Lines of Communication: Who do I ask if I have a query or a concern?
If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group,
including booklets and notices on Learning Edge? Have you checked with your members of your peer group?
If you have a personal concern or an
academic query (e.g in relation to your
academic writing)
If you have a concern or query in relation to
your professional practice.
If you have a query relating to a
particular module (including the content,
tasks or assignment)
Please make contact with your Personal
Tutor initially via email to arrange a time to
meet.
Your personal tutor will usually be able to
resolve your issues or direct you to the
most appropriate point of contact.
If your professional practice has not yet started
please contact your personal tutor
If your professional practice has started then
please contact your Mentor (school based
trainer) or your Visiting Tutor (Edge Hill based
trainer).
Please contact the individual module
tutor who teaches you for that module in
the first instance.
Your module tutor will usually be able to
resolve your issues, however, if
necessary they may be referred to the
Module Leader.
If necessary your personal tutor, visiting tutor or module leader will refer your queries or concerns on to your Year Leader.
NB: Due to data protection we cannot discuss your training with anyone other than you.
Certain matters may be referred by the Year Leader, to the Programme Leader.
NB: You should not make contact with the Dean of Education or the Head of Area.
For wider support outside the faculty please access support from Student Services or Learning Services.
Student Services for
Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support
Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday
Tel –- 01695 584554
Leaning Services for
Library/ IT help / Media Facilities /SpLD support
Tel – 01695 650800
https://www.edgehill.ac.uk/studentservices/student-information-desk/
Email, live chat or text message – ehu.ac.uk/askus
https://www.edgehill.ac.uk/ls/about/
19
Useful Contact Information for Trainees
Careers Service
Website: http://www.edgehill.ac.uk/careers/
Tel: 01695 584866 (out of hours answer machine available)
Email General Enquiries: careers@edgehill.ac.uk
Address: Careers Office - Student Information Centre (ground floor), Edge Hill
University, St Helens Road, Ormskirk, L39 4QP.
Learning Services (including support services)
Website: http://www.edgehill.ac.uk/ls/
Tel: 01695 584286
Email: enquiries lsdesk@edgehill.ac.uk
Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/
Finance
The Student Financial Support Team is based in the Student Information Centre at
Edge Hill.
Academic Registry
Academic registry is based in Student Information Centre (SIC)
Tel: 01695 584554 – Academic Registry Helpdesk
Accommodation
Email: www.edgehill.ac.uk/accommodation.
Counselling
Tel: 01695 650988
Email: counselling@edgehill.ac.uk
20
The Role of the Personal Tutor
What is a Personal Tutor?
The Personal Tutor sits at the centre of the student ‘goal setting process’, linking
together all aspects of a programme to ensure that each trainee is supported and
challenged rigorously throughout their training within the Edge Hill University
Partnership, in order to achieve their full potential.
The Personal Tutor, will ‘own’ the progress and training of each trainee they work with,
and be responsive and accessible when issues arise. They will report on their work at
regular intervals throughout the year, demonstrating how each of their trainees is
developing into a highly reflective and critical practitioner who evaluates his or her own
practice and the impact this has on pupil progress and achievement, thus ensuring
that each trainee makes outstanding progress.
This is a personalised role for each trainee dependent upon their prior experiences,
achievement and individual training needs.
What does a Personal Tutor do?
The role of the Personal Tutor will vary depending upon the year of the programme a
trainee is in.
All Personal Tutors will receive training before they undertake the role and will receive
staff development in this area as required.
Their focus will include:
Undertaking scheduled tutorial meetings with tutees (a minimum of 3 during the
year)

Tracking and monitoring of trainee progress and logging this centrally, and
intervening when required

Being available to offer advice and guidance during Professional Practices

Offering support when required regarding training; and communicating with
trainees regularly

Guiding trainees in relation to personal employability.
21
What should you as a trainee do?
You should engage fully in all scheduled Personal Tutor meetings; and attend
Personal Tutor meetings ready to engage in discussions about your progress and
goals. This includes the completion of pre-meeting tasks as appropriate.
You should ensure that copies of relevant information are made available for Personal
Tutors at planned meetings, such as Professional Practice End of Placement Forms.
You should ensure that your Personal Tutor has all your current contact information.
You should ensure that all your relevant teaching files, subject knowledge folders and
Standards portfolios are maintained and up to date, as a Personal Tutor may wish to
see these at any point.
It is to be emphasised that working with a Personal Tutor is a two way process
and trainees are expected to prepare for Personal Tutor meetings in an
appropriate way.
Please also refer to the diagram in this booklet which will guide you in
understanding the most appropriate sources of support throughout your time
on the programme if you have a query or a concern.
22
Employability Including References
Employability/Applying for Jobs
Support from Edge Hill University
You will be given advice on job applications within your taught sessions. Further
written advice is available from the Careers Centre, located on the ground floor of the
Student Information Centre. To find out further information about the Careers Centre
you can also visit:
http://www.edgehill.ac.uk/careers/
References
When applying for jobs, you should state your first referee as your current/most recent
employer. Edge Hill University are only able to provide you with a trainee reference.
23
Former Trainee Development and Enhancement
Programme
Edge Hill University are here to support you through your studies and throughout your
teaching career. The Development and Enhancement programme supports graduates
in their first year of teaching through the following:






Workshops/Collaborate sessions
Blackboard dedicated to NQT/Former Trainees and their professional development
Access to the Public Lecture Series
3 NQT/Former Trainees Conferences
Dedicated email address nqt@edgehill.ac.uk
Support from Area Coordinators
We also provide support throughout your teaching career including:




Invitations to TeachMeets
Support in planning your career
Free Library and online journal package
Help with further study
We very much welcome you to be a part of the Edge Hill University alumni community
once you graduate.
24
Timetable
The 2014-15 timetable below is for trainees who are on both the 3 year route (trainees starting
in year 1 of their degree) and 2 year route (trainees starting in year 2 of their degree). Trainees
will attend together as 1 group.
Week
commencing
Week
No.
30-Aug-15
07-Sep-15
14-Sep-15
1
2
3
21-Sep-15
4
28-Sep-15
05-Oct-15
5
6
12-Oct-15
7
19-Oct-15
26-Oct-15
02-Nov-15
09-Nov-15
16-Nov-15
23-Nov-15
30-Nov-15
07-Dec-15
14-Dec-15
21-Dec-15
28-Dec-15
04-Jan-16
11-Jan-16
8
9
10
11
12
13
14
15
16
17
18
19
20
18-Jan-16
21
25-Jan-16
01-Feb-16
08-Feb-16
15-Feb-16
22-Feb-16
29-Feb-16
07-Mar-16
14-Mar-16
21-Mar-16
28-Mar-16
04-Apr-16
11-Apr-16
22
23
24
25
26
27
28
29
30
31
32
33
Mon
Tues
Wed
Thurs
Fri
Induction
9:30 - 3:30
Positive
Relationships
9:30 - 3:30
Half Term
Christmas Holidays
Enabling
Environments
9:30 3:30
Half Term
Easter Holidays
25
Week
commencing
Week
No.
18-Apr-16
34
25-Apr-16
35
02-May-16
09-May-16
36
37
16-May-16
38
23-May-16
30-May-16
06-Jun-16
13-Jun-16
20-Jun-16
27-Jun-16
04-Jul-16
11-Jul-16
39
40
41
42
43
44
45
46
18-Jul-16
47
Mon
Tues
Wed
Thurs
Fri
Unique Child
9:30 - 3:30
Bank Holiday
Development
Reviews
- Years 1s
Development
Reviews
- Year 1s
Half Term
26
Assessment Information
Early Years Teacher Status assessment (irrespective of route) will undertake exactly
the same assessment activities. The assessment process can broadly be divided into
2 distinct sections;

The Development and Progress Review, is generally undertaken midway
through the programme and is a practical, formative part of the assessment
process. Two Interim Reports must have been received by the Programme
Leader before the review can take place.

The Assessment visit, is undertaken at the end of the programme and is the
summative part of the assessment process. This will involve a visit to your
setting by the trainee’s visiting tutor from Edge Hill University
Development and Progress Review Process
It 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
Provide you with interim feedback on your progress
Review and support your progress towards your progress towards achieving a
successful outcome
Inform an action plan to support you towards successful completion of the
programme.
The Assessment Process – Written Tasks
During the programme each trainee will undertake, complete and hand in eight written
tasks. These written tasks are obligatory, if a trainee does not submit all of them, or
combines two or more, you will not be able to proceed to the assessment stage.
The Assessment Process – Assessment Visit
The purpose of the assessment visit is two-fold:


Firstly to provide each trainee with the opportunity to provide both oral and
documentary evidence of your work in your setting
Secondly to enable your assessor to complement the evidence of your written
tasks through scrutiny of your documentation, a tour of your setting, an
observation of practice, a witness interview and through talking to you.
The visit comprises of:



An interview with the trainee relating to the Standards
Scrutiny of documentary evidence relating to the Standards
A tour of your setting
27


An observation of professional practice (this may be carried out prior to the final
assessment visit)
An interview with a witness nominated by the trainee (usually their line
manager)
You will use the prescribed documentation throughout the assessment visit which is
as follows:





Setting Details
Tour Notes
List of Documents
Record of Observation
Written Task pro formas
These documents are available through Learning Edge VLE services.
You will be notified of the ‘setting visit window’ and will be required to make a selection
of preferred dates. Confirmation of the actual date will be agreed with your employer
and the Edge Hill Visiting Tutor and added to the EYTS portal.
The setting should be operating normally during the visit, and it is your responsibility
to ensure that a private space is available for the assessor for the FULL duration of
the assessment visit.
Trainees should note that attendance at each of the taught sessions is important. Any
trainee who does not attend a session may miss vital information about the
assessment process. They may be required to attend another session on a different
day.
28
Code of Conduct
Faculty of Education
Initial Teacher Training (ITT) Professional Code of Conduct
Introduction
All Initial Teacher Training (ITT) programmes leading to a recommendation for the
award of Qualified Teacher Status (QTS), or Early Years Teacher Status (EYTS), are
programmes of professional training and education. As a trainee studying on an ITT
programme you are expected to conduct yourself at all times in an appropriate
professional manner.
You are entitled to expect that your professional practice settings mirror the
professional experience of a teacher, and settings are entitled to expect that you will
present and conduct yourself in a way that is consistent with the professional
expectations of a teacher. This could mean, for example, attendance at start of day
staff meetings, or attendance at an after school club.
The Professional Code of Conduct is additional and complementary to the Edge Hill
University Student Regulations, which incorporate the Student Code of Behaviour and
Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT
programme is a student of Edge Hill University and you are therefore both bound by,
and protected by, the entitlements included in the Academic Student Regulations in
force at the time of enrolment and study. These are issued to each student at the point
of enrolment and subsequent updates are accessible via the web.
The Professional Code of Conduct is additional and complementary to both the Edge
Hill University Student Charter and a professional practice setting’s own policies and
practices.
This code has been drawn up in collaboration with the ITT partnership. The code takes
into account the relevant and current policy and legislative frameworks including the
Teachers’ Standards for Early Years, 2013, Teachers’ Standards in England, 2012,
the current Professional Standards for the Further Education Sector managed by the
Education and Training Foundation leading to Qualified Teacher Learning and Skills
(QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring
Services legislation and Safeguarding legislation.
This code sets out the Faculty’s expectations of you as you engage with a professional
programme. You are signing the document in order to evidence and agree to abide by
the behaviour, attitudes, responsibilities and agreements outlined to you both as a
trainee and as a representative of the university, from the point of enrolment onwards.
29
Behaviour and attitude:
As a trainee following an ITT programme at Edge Hill University, Faculty of Education,
you are expected to demonstrate consistently high standards of personal and
professional conduct. You will maintain and model the highest standards of ethics and
behaviour.
For all aspects of the programme you are following, you will:
1. Demonstrate high standards of honesty and integrity
2. Treat pupils/learners in all settings, and others, including fellow trainees and all
staff in the Edge Hill University Partnership, with humility and dignity
3. Show respect for the rights of others including individual liberty and mutual
respect and tolerance of those with different faiths and beliefs
4. Show due regard for the ethos and values of the university and any other setting.
You will follow the policies, procedures and codes of practice and conduct,
including safeguarding pupils’ well-being, in accordance with statutory provision
5. Demonstrate professional behaviour and relationships towards all staff,
pupils/learners and trainees in both formal and informal contexts, including via
social media. You will observe boundaries in line with a teacher’s professional
position and responsibilities
6. Take responsibility for your own learning and development, ensuring a
professional and accountable approach to all aspects of the programme
7. Take responsibility for managing the demands of the profession by looking after
your personal well-being and actively developing resilience strategies
8. Show an active willingness to engage with, listen to and act on feedback and
advice from trainers across the Edge Hill University Partnership
9. Actively reflect on your learning and teaching experiences in order to target set,
action plan, improve, achieve and attain highly
10. Participate and actively engage in all learning and teaching experiences, and
activities; and engage with the full range of feedback mechanisms, such as
trainee surveys, trainee consultation and focus groups
11. Ensure that the requirements of all elements of the programme are carried out
in line with the guidance in module, course and programme documentation, and
at briefings. This includes subject specific codes of practice
30
Professional responsibilities:
In addition, this will mean that you are required to:
1. Commit to attend all training sessions. You will reflect an exemplary
attendance record that can be reported within your completed reference from
the Edge Hill University Partnership. You will follow the procedures for notifying
absence which are clearly set out in the programme documentation and avoid
last minute cancellations of meetings wherever possible
2. Complete, adhere to and retain all compliance-related documentation in an
appropriate manner. This will include DBS Enhanced Disclosure and good
health and good character declarations
3. Fully engage with the programme that you have enrolled upon, as required by
the teaching and learning strategy for your programme; including attendance
at all Personal Tutor meetings
4. Take responsibility to access, read, fully understand and engage with the
policies, procedures and practices across your training programme; and
ensure all safeguarding procedures are fully adhered to
5. Maintain a professional approach to all communications, including e
communications and social networking, ensuring that comments made do not
bring yourself, your family, your colleagues, or the Edge Hill University
Partnership into disrepute
6. Use the Edge Hill University email system to communicate professionally with
staff, to maintain an appropriate approach to e-safety and to comply with the
university’s and setting’s policy2
7. Be punctual at all times
8. Use the relevant support networks to raise any issues/concerns you may have
with your training
9. Maintain an appropriate standard of professional dress and appearance,
particularly whilst on professional practice and in relation to special activities
10. Ensure that all assessed work relevant to your training programme is available
if requested
11. Take full advantage of the range of professional development opportunities,
including the NQT/Former Trainee programme, in order to support your
ongoing training and development
2IT
Acceptable Use Policy https://go.edgehill.ac.uk/wiki/display/itservices/IT+Acceptable+Use+Policy
31
Breaches of the Professional Code of Conduct
When at Edge Hill University:
1.
Code of Behaviour/Misconduct
The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets
out the code of acceptable behaviour and disciplinary procedures to deal with
misconduct. 3
You must comply with all rules and regulations of the university. The current versions
of all university polices are housed on the Edge Hill University intranet and it is your
responsibility to make yourself aware of these. Some rules and regulations may be
supported by sanctions, including fines, or exclusion from facilities and services.
2. Academic and Professional Requirements
The academic and professional requirements of each ITT programme are specified
in The Edge Hill University Programme Handbook, produced on an annual basis.
The handbook sets out what is expected and required of you in relation to academic
performance and professionalism and specifies the procedures to be followed in the
event of:



Academic failure
Malpractice
Failure to meet the academic and professional requirements of the
programme.
Within the Edge Hill University Academic Regulations, please refer to Appendix 19:
Academic and Professional Review procedures and the Fitness for Practice
Regulations
3. Academic and Professional Review procedure
The ITT Academic and Professional Review Procedure acts as a necessary first
stage in the tracking and monitoring of trainees’ progress on their ITT programme.
The process is designed to be supportive of you in outlining clear actions to support
your success, progression and achievement. In addition, the procedure allows
decisions to be made with regard to your suitability to teach and/or remain on the
programme. The process involves four stages including a preliminary stage and is
detailed in the appropriate Programme Handbook.
3Student
Support & Regulations - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html
32
Whilst on professional practice:
1. Minor breaches of the Code of Conduct will be dealt with initially by discussion
with the mentor and/or visiting tutor, an informal warning, and/or improvement
targets set through the normal training process. Provided that you act on such
warnings and/or targets, and comply with the Code of Conduct, there will be
no further consequences. Failure to act on such warnings and/or targets is
likely to constitute a serious breach of the Code of Conduct and the procedure
outlined below will apply.
2. If you commit a serious breach of the Code of Conduct and your behaviour
gives rise to concern about professional standards, the head, manager or
principal of the setting will follow normal procedures in relation to staff
discipline as appropriate. Relevant Edge Hill University tutors will also be
notified and appropriate action will be taken. This may include the triggering of
the Academic and Professional Review Meeting procedure (APRM) involving
the Programme Leader and Assistant Head of Area at stage 2.
3. Behaviour that is regarded as a grave breach of the Code of Conduct will
normally result in your immediate removal from the school/setting/college and
serious disciplinary consequences. These consequences will usually include
a Stage 3 Academic and Professional Review Meeting with the Assistant Head
of Area/Head of Area.
33
Attendance Expectations
Attendance at taught sessions and engagement in online sessions is compulsory and is
necessary to meet National College for Teaching and Leadership requirements. You will
have responsibilities to fellow trainees and will be expected to actively contribute to
sessions. Occasional absence related to illness or personal difficulties will not be penalised.
Trainees should explain absences to their tutor in advance where possible and
demonstrate understanding of the session missed.
On the first day of any absence, it is the trainee’s responsibility to notify the Early Years
Administration Office and their Tutor before 9.30am on the first day of absence. The
following information will be required:
a)
b)
c)
d)
Name
Programme
Reason for absence
Proposed return date to Edge Hill University. The Faculty of Education is required to
record all absences.
e) You must notify the Early Years Administration Office of your return date, if unknown
at the time of notification or if different to the above.
Trainee Tracking

Explained absence
Unexplained
absence





Consecutive
unexplained
absence
Irregular
attendance/missed
more than 3
sessions.





Trainee informs both the tutor and Early Years
Administration Office of absence
Tutor passes session register to the Early Years
Teacher Status Administrator to ensure that the
absence has been noted on the trainee’s record
Tutor discusses absence with trainee
Independent reading set as appropriate
Tutor notifies Early Years Teacher Status Administrator
of absence via the return of the register
Tutor monitors the situation
Tutor notifies the Programme Leader
Tutor notifies Early Years Teacher Status Administrator
of absence via the return of the register
Programme Leader makes contact with the trainee to
identify issues, agree and record action (retained on
trainee file)
Tutor notifies the Programme Leader
Tutor notifies Early Years Teacher Status Administrator
of absence via the return of the register
34


Emerging pattern of
missed attendance,
explained or
unexplained
prolonged absence.



Continuing missed
attendance,
explained or
unexplained/ attitude
concerns



Programme Leader meets with the trainee, identifies
issues, agrees and records action (retained on trainee
file).
Programme Leader notifies Academic Registry to send
first tracking letter.
Programme Leader meets with the trainee, identifies
issues, agrees and records action (retained on trainee
file).
Programme Leader notifies Academic Registry.
Academic Registry sends second tracking letter.
Early Years Head of Area/Assistant Head of Area and
the Programme Leader meet with the trainee and initiate
Stage One Academic and Professional Review
Procedures
Targets set – documents circulated to trainee
Trainee placed on ‘Reserved Agenda’
Programme Leader monitors attendance and reports to
the Early Years Management Board and ‘Reserved
Agenda’.
Early Years Head of Area/Assistant Head of Area and
Programme Leader meet with the trainee to review failure to
meet targets.
Trainee fails to
respond to the
targets set at Stage
One Academic and
Professional Review
Procedures.
Where appropriate, Stage Two Academic and Professional
Review Procedures initiated. Documents circulated to
Academic Registry, trainee and Early Years Head of
Area/Assistant Head of Area.
OR
Academic Registry withdraws the trainee from the
programme in the event that first or second tracking letter is
not responded to.
35
ITT Academic and Professional Review Procedures (APRM):
2015/16
Early Years Education
Tracking and monitoring of
trainees reveals a specific
support need, or,
infringement of Code of
Conduct
APRM Stage 1, including
Initial Tutorial Meeting:
Stage 1 APRM, including
Initial Tutorial Meeting,
initiated4
Trainer alerts trainee and
Year Leader, and maintains
a record of communication
Trainer meets with trainee.
Identification of issues and
actions/targets agreed.
APRM doc.tut completed
Trainer monitors situation
and maintains the overview
Tracking and monitoring of
trainees reveals
ongoing/further specific
support needed; reoccurrence of infringement
of Code of Conduct; or
targets not met
Trainer notifies Year Leader
Year Leader meets with
trainee.
Identification of issues and
actions/targets agreed.
APRM doc.1 completed
Year Leader informs
Programme Leader,
monitors situation and
maintains the overview
Tracking and monitoring of
trainees reveals
ongoing/further specific
support needed; reoccurrence of infringement
of Code of Conduct; or
targets not met
Stage 2 APRM initiated
4
The APRM staged process will normally be followed as set out in the flow chart; however, certain
circumstances may require the process to begin at a specific stage
36
APRM Stage 2
Tracking and monitoring of
trainees reveals
ongoing/further specific
support needed; reoccurrence of infringement
of Code of Conduct; or
targets not met
APRM Stage 3
Tracking and monitoring of
trainees reveals
ongoing/further specific
support needed; reoccurrence of infringement
of Code of Conduct; or
targets not met
APRM Stage 4
Assistant Head of Area
and Programme Leader
meet with trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.2 completed
Programme Leader
monitors situation and
maintains the overview
Stage 3 APRM initiated
Head of Area and
Assistant Head of Area
meet with trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.3 completed
Programme Leader
monitors situation and
maintains the overview
Stage 4 APRM initiated
Head of Area alerts
Associate Dean (ITT and
Quality). Head of Area
reports to Academic
Registrar and Director of
Student Services with
regard to institutional
consideration within
Fitness to Practise
regulations.
37
Exceptional Mitigating Circumstances (EMC)
The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The
guidelines can be found on the Academic Registry wiki
https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014
If you have questions about the content please discuss with the Programme Leader who
will advise you on the best course of action.
On Programme Self-Declaration
All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees
have the health and physical capacity to teach and will not put children and young people at
risk of harm. In addition, Statutory guidance, Safeguarding Children and Safer Recruitment in
Education, requires providers to ensure that entrants on all routes, including salaried
schemes, have been subject to a Disclosure and Barring Service (DBS) criminal records
check, including a check of the children’s barred list, and they should keep records showing
that trainees have obtained these.
All trainees undertaking programmes leading to the award of Qualified Teacher Status (QTS)
or Early Years Teacher Status (EYTS) must therefore inform their Head of Area without delay
of any issues relating to their health and physical capacity to teach; and any change relating to
a criminal record, which arise after enrolment on a programme. In addition, the details of any
criminal convictions must be detailed on the document overleaf and shared with the Head of
Area.
The flow chart overleaf sets out the detail of the relevant procedures.
38
Self-Declaration Procedure
Health Issue
disclosed - Faculty
Assistant Registrar
(FAR) requests
further information
and informs Head
of Area (HoA)
Character issue (i.e. a criminal
offence) disclosed at enrolment Faculty Assistant Registrar (FAR)
organises Disclosure and Barring
Services (DBS) panel and results to be
passed to Academic Registry
During programme
trainee declares a
character issue
(following DBS
clearance) OR the
University are made
aware of an offence
HOA to make initial
decision related to
trainee's ability to
undertake a
Professional
Practice
HoA to report issue
to ITT Leadership
Team, maintaining
anonymity, for
decision to be
confirmed - ILT to
make decision as
to next steps
Trainee cleared
and proceeds
with
programme
HoA to report
outcome to trainee
Team Leader
produces DBS
letter and
confirms with
FAR that letter
has been
produced
DBS letter
produced and
passed to
CL/PL to
distribute to
trainee
Trainee not
cleared trainee is
supported in
leaving the
programme
Trainee completes
Self-Declaration
Form and submits
form to Academic
Registry
DBS Panel
arranged
39
Safeguarding – Management of a Cause for Concern
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
Safeguarding is everybody’s responsibility and there may be occasions where we need to act
quickly to identify and minimise any risks to children/vulnerable adults.
This policy sets out the actions that must occur if a student/trainee has a concern for the
safeguarding and welfare of a child/vulnerable adult during the Professional Practice element
of their programme. It also clarifies how a student/trainee will be supported throughout any
process of enquiry.
POLICY TITLE
MANAGEMENT OF A CAUSE FOR CONCERN ON
PROFESSIONAL PRACTICE RELATED TO
SAFEGUARDING OF A CHILD/VULNERABLE ADULT
NEXT REVIEW DATE
June 2016
REVIEW RESPONSIBILITY
N. Baker
LAST REVISION MADE
July 2015
40
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
The following sets out the actions to be taken by a student/trainee and Faculty staff
Student has concerns relating to
safeguarding of a
child/vulnerable adult
Student/trainee must inform the Faculty of Education
DSO immediately (within 24 hours) using the
designated email safeguarding@edgehill.ac.uk and
must be copied to the appropriate HoA.
The HoA will ask the trainee to complete an incident
reporting form and submit this to the Faculty DSO,
who will refer to the appropriate body, as necessary
(and concerns of a serious nature will be reported
directly to the local authority’s Safeguarding Officer).
Student/trainee must inform the
school/college/setting’s DSO immediately (within
24 hours) using the details provided during the
induction into the Professional Practice.
The school/ college/setting’s DSO will guide and
support the student/trainee in following the
school/college/setting’s relevant procedure.
The HoA will advise the student/trainee to seek
support from their Personal Tutor.
The FoE’s DSO will contact the *relevant
school/college/setting’s DSO to ensure the
appropriate procedures are in place.
As appropriate, the HoA will work with the relevant
Personal Tutor to ensure the student/trainee is
supported in their Professional Practice.
The FoE’s DSO will seek and record the outcome,
and share with HoA and with other colleagues within
the University, as necessary.
The FoE’s DSO will ensure the partnership database
details are amended, as necessary.
Student/trainee to be informed of
outcome by HoA.
DSO – Designated Safeguarding Officer
FoE – Faculty of Education
HoA – Head of Area
* The FoE (DSO) is Nadine Baker, Associate Dean (ITT & QME), email: bakern@edgehill.ac.uk, Tel: 01695
584336.
Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported
(please note the specific details should not be shared).
41
Teachers’ Standards (Early Years) 2013
PART 1 - TEACHING
S1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE ALL CHILDREN
1.1
1.2
1.3
Establish and sustain a safe and stimulating environment where children feel confident and are
able to learn and develop.
Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
Demonstrate and model the positive values, attitudes and behaviours expected of children.
S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY CHILDREN
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Be accountable for children’s progress, attainment and outcomes.
Demonstrate knowledge and understanding of how babies and children learn and develop.
Know and understand attachment theories, their significance and how effectively to promote
secure attachments.
Lead and model effective strategies to develop and extend children’s learning and thinking,
including sustained shared thinking.
Communicate effectively with children from birth to age five, listening and responding sensitively.
Develop children’s confidence, social and communication skills through group learning.
Understand the important influence of parents and/or carers, working in partnership with them
to support the child's wellbeing, learning and development.
S3. DEMONSTRATE GOOD KNOWLEDGE OF EARLY LEARNING AND EYFS
3.1
3.2
3.3
3.4
3.5
Have a secure knowledge of early childhood development and how that leads to successful
learning and development at school.
Demonstrate a clear understanding of how to widen children’s experience and raise their
expectations.
Demonstrate a critical understanding of the EYFS areas of learning and development and
engage with the educational continuum of expectations, curricula and teaching of Key Stage 1
and 2.
Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early
reading.
Demonstrate a clear understanding of appropriate strategies in the teaching of early
mathematics.
S4 PLAN EDUCATION AND CARE TAKING ACCOUNT OF THE NEEDS OF ALL CHILDREN.
4.1
4.2
4.3
4.4
4.5
Observe and assess children’s development and learning, using this to plan next steps.
Plan balanced and flexible activities and educational programmes that take into account the
stage of development, circumstances and interests of children.
Promote a love of learning and stimulate children’s intellectual curiosity in partnership with
parents and/or carers.
Use a variety of teaching approaches to lead group activities appropriate to the age range and
ability of children.
Reflect on the effectiveness of teaching activities and educational programmes to support the
continuous improvement of provision.
42
S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL CHILDREN
5.1
5.2
5.3
5.4
5.5
Have a secure understanding of how a range of factors can inhibit children’s learning and
development and how best to address these.
Demonstrate an awareness of the physical, emotional, social, intellectual development and
communication needs of babies and children, and know how to adapt education and care to
support children at different stages of development.
Demonstrate a clear understanding of the needs of all children, including those with special
educational needs and disabilities, and be able to use and evaluate distinctive approaches to
engage and support them.
Support children through a range of transitions.
Know when a child is in need of additional support and how this can be accessed, working in
partnership with parents and/or carers and other professionals.
S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
6.1
6.2
6.3
Understand and lead assessment within the framework of the EYFS framework, including
statutory assessment requirements (see annex 1).
Engage effectively with parents and/or carers and other professionals in the on-going
assessment and provision for each child.
Give regular feedback to children and parents and/or carers to help children progress towards
their goals.
S7. SAFEGUARD AND PROMOTE THE WELFARE OF CHILDREN AND PROVIDE A SAFE
LEARNING ENVIRONMENT
7.1
Know and act upon the legal requirements and guidance on health and safety, safeguarding and
promoting the welfare of the child.
7.2
Establish and sustain a safe environment and employ practices that promote children’s health
and safety.
7.3
Know and understand child protection policies and procedures, recognise when a child is in
danger or at risk of abuse, and know how to act to protect them.
S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
8.1
8.2
8.3
8.4
8.5
8.6
8.7
Promote equality of opportunity and anti-discriminatory practice.
Make a positive contribution to the wider life and ethos of the setting.
Take a lead in establishing a culture of cooperative working between colleagues, parents and/or
carers and other professionals.
Model and implement effective education and care, and support and lead other practitioners
including Early Years Educators.
Take responsibility for leading practice through appropriate professional development for self
and colleagues.
Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
Understand the importance of and contribute to multi-agency team working.
43
APPENDICES
44
Appendix 1
Edge Hill University
Faculty of Education Partnership
Initial Teacher Training (ITT) Professional Code of Conduct
I confirm that I have read and understand the Edge Hill University Partnership Initial
Teacher Training (ITT) Professional Code of Conduct and agree to abide by its
terms
Signed
(trainee):
Print name:
Date:
Signed
(tutor):
Print name:
Date:
ITT programme:
45
Appendix 2
STRICTLY CONFIDENTIAL
INCIDENT REPORTING FORM
TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR
CONCERN ON PROFESSIONAL PRACTICE
(Please include the full names of all concerned)
Name of reporting student/trainee: ......................................................................................
Student no.: ……………………………………………………………………………….
Programme: ……………………………………………………………………………….
Name of Personal Tutor: ..........................................................................................
Professional Practice and name of school/college/setting:
..................................................................................................................................
Date of alleged incident, or cause for concern: ........................................................
Time of alleged incident, or cause for concern: ……….……………………………….
Reported to (please include name(s) and role(s)): ...................................................
Nature of alleged incident, or cause for concern:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
46
....................................................................................................................................
....................................................................................................................................
Name of Designated Safeguarding Officer in school/college/setting:
...........................................................
Incident reported to Designated Safeguarding Officer in school/college/setting on:
.........................................
Signed:
Student/Trainee: ……………………………….....................................
please also print name
Date: ……………
To be returned to the relevant Head of Area to forward to the Faculty Designated
Safeguarding Officer.
47
Appendix 3
STRICTLY CONFIDENTIAL
OUTCOME
TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED,
FOLLOWING THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR
CONCERN
....................................................................................................................…………..
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
………………………………………………………………………………………………..
Signed: ………………………………………………………………
Faculty DSO: ……………………………….................................. Date: ……..……..
please also print name
48