Early Years Teacher Status School Direct
(EYTS SD)
Leadership and
Management
Handbook 2015-16
Joe Sonnenfeld (September 2015)
Contents
Information
Key Contacts
Partnership Agreement
Course Profile
Early Years Teachers Standards
Partnership Schools- Roles and Responsibilities of
Professional Tutors, School Based Mentors
Placement Schools/setting criteria
Payments to schools
Requirements of each school placement (An
Overview)
Procedures for trainees causing concern
Management Board structure
Calendar/Timetable
Templates
Individual Training Plan
Communication Form
Reflection of Weekly Mentor Meeting
Early Years Teacher Status Trainee Performance
Criteria
Trainee and Placement Tutor Observation Record
Placement Attendance Record
Trainee Pen Portraits
2
Page
3
4
10
15
18
24
25
26
28
30
32
34
38
40
42
66
67
68
Key Contacts
Key Contacts
Lesley Castling- Paisley- Senior
Lecturer and Joint Programme Lead
Northumbria University
John Abbott- Joint Programme Lead
Northumbria University
Leslie Patterson- Etherley Lane
Nursery School, Headteacher and
Professional Tutor
Durham Teaching School Alliance
Lynn George- Prince Bishops
Primary School, Headteacher
Durham Teaching School Alliance
Joe Sonnenfeld- Durham Teaching
Schools Alliance Manager
Professional Tutors and School
Based Mentors
Kelly- Ann Lee- SLE ITT
Durham Teaching School Alliance
Jo Madgwick- Etherley Lane
Nursery School
Stephanie Collings- Tudhoe Moor
Nursery School
Catherine Hughes-Oxhill Nursery
School
Prince Bishops Primary SchoolSarah Meronuik
l.castling-paisley@northumbria.ac.uk
John.abbott@northumbria.ac.uk
l.patterson100@durhamlearning.net
l.george100@durhamlearning.net
j.sonnenfeld200@durhamlearning.net
k.lee106@durhamlearning.net
J.madgwick200@durhamlearning.net
Tudhoemoor.nursery@durhamlearning.net
oxhillnursery@durhamlearning.net
princebishops@durhamlearning.net
3
4
Partnership Agreement Durham Teaching School Alliance and Northumbria
University Early Years Teacher Status School Direct (EYTS SD)
Etherley Lane Nursery School is an outstanding Early Years provider and one of the ‘lead’ schools in the Durham Teaching
School Alliance. Etherley Lane Nursery School will be referred to as the Lead Organisation.
Northumbria University is the accredited Higher Education Institution, (HEI), and will be referred to as the ITT Provider.
Contact Details:
Mrs L. Patterson, Headteacher, Etherley Lane Nursery School- Tel: 01388 604835
Email: l.patterson100@durhamlearning.net
Mr J. Sonnenfeld, Teaching Schools Manager- Tel: 01388 451278 Email: j.sonnenfeld200@durhamlearning.net
Mrs L.Castling- Paisley, Senior Lecturer and Joint Programme Lead EYTS, Northumbria University- Tel: 07976351475
Email: l.castling-paisley@northumbria.ac.uk
Mr J. Abbott, Joint Programme Lead EYTS, Northumbria University- Tel: 07976375658
Email: john.abbott@northumbria.ac.uk
Advertising, Recruitment and Selection of Trainees
Durham Teaching School Alliance holds 6 School Direct places
Durham Teaching School Alliance and Northumbria University will jointly advertise places for EYTS School Direct. Information
about the course will be uploaded onto the Northumbria University website, Durham Teaching School website, Durham
County Council extranet and NETS, (North East Teaching Schools), website.
The Durham Teaching School Alliance will create a profile outlining information for prospective trainees to include details
about the Lead Organization and ITT provider, entry requirements, the course structure, study facilities, partnership schools
and the selection of trainees. The profile will be uploaded on to the Northumbria University website together with an on-line
application form. The profile will also be uploaded onto the Durham Teaching Schools website.
Applications will be received by The ITT Provider who will do the initial qualifications check.
Applications will be monitored and sifted by the ITT Provider who will send all applications that meet the EYTS entry criteria
to the Lead Organisation. The LO may request to have sight of applications which do not meet entry requirements.
The Lead Organisation will draw up a short list and invite applicants to interview.
The interview panel will consist of staff from the ITT Provider and Professional Tutors and Mentors from the teaching school
alliance.
Interviews will be held at the Lead Organization school or a partnership school.
As the accredited provider Northumbria University will quality assure the interview and recruitment process and has
ultimate responsibility for the suitability of outcomes of trainees.
Any offer will be conditional on successful completion of the skills tests. The skills tests can only be taken twice. If the
trainee fails to reach the required standard after two attempts they will not be eligible to undertake the tests for a period of
24 months.
4
5
Trainees must successfully complete the skills test prior to embarking on the training programme.
Trainees will engage in a face to face interview, group task and teaching task. The Lead Organisation will organize and
structure the interview process. The ITT Provider will administer and support.
Once trainees have been interviewed it is the responsibility of the Lead Organisation to inform the ITT Provider of their
decision.
Once a trainee has accepted a School Direct (Early Years) place the ITT Provider will register the trainee on a graduate entry
route to EYTS (not the employment based route).
Trainees who are selected will also become Northumbria University students.
The Lead Organisation will liaise with trainees and send out and monitor offers.
The ITT Provider will carry out DBS and Health Check checks.
The ITT Provider will receive any relevant bursary and administer payment of the bursary to the trainee in installments as
required by the NCTL.
The ITT Provider will receive the tuition fee and administer payment of the school’s allocation of funding.
Provision of taught elements of the programme
Where
The majority of the taught element of the programme will be delivered by staff at Northumbria University Coach Lane
Campus
Some elements of the taught programme, to be agreed by the ITT Provider, may be delivered by the Lead Organization or
one of its partnership schools
Who
The majority of the taught element of the programme will be delivered by staff from Northumbria University. Staff from the
Lead Organization or its partnership schools/providers may deliver some of the more specialized elements of the
programme, in agreement with the ITT Provider.
Placement Schools/Independent and Voluntary Providers
The Lead Organisation will arrange placements for trainees in suitable schools and settings.
All EYTS trainees are required to undertake teaching in at least two settings with sustained, assessed teaching placements
across the Early Years Foundation Stage. The trainee will also have the equivalent of two weeks experience in Key Stage 1&
2.
The Lead Organisation will place trainees in schools and settings which provide experience across EYFS,KS1/2. The ITT
Provider will ensure that the allocation is compliant with NCTL requirements.
The range of placements will complement each other and provide the trainee with a breadth of experience in different
settings and across age ranges from birth to 5.
The ITT Provider will quality- assure the placement experience and the appropriateness of the experience against the
trainees profile.
PGCE Award
5
6
Upon successful completion of the programme the trainee will be awarded either a Post Graduate Certificate in
Education (Level 7), Professional Graduate Certificate in Education (Level 6), subject to the recommendation of
the University Examination Board.
Lead Organisation Role
The Lead Organisation is responsible for:
 Working jointly with the ITT Provider to recruit high quality trainees to the EYTS programme
 Working jointly with the ITT provider to plan the course structure and content
 Liaising with all of the partnership schools to arrange placements for trainees
 Organising training for suitably qualified and experienced Professional Tutors and Mentors
 Monitoring the progress of trainees during placements
 Together with the Teaching School Manager ensuring that payments are made to partner schools
Role of schools/providers in partnership
Trainees will be placed in schools/settings which:
 Have appropriately qualified and experienced staff to take on the role of Professional Tutor and School Based Mentor
 Allocate time within the working day for Tutors and Mentors to support the trainee
 Allocate suitable facilities and resources to support trainees including appropriate working spaces
 Provide a suitable setting and models of best practice for trainees
 Have effective policies for promoting and ensuring equal opportunities
 Are quality assured by the Professional Tutor who will visit all placements.
 Are further subject to quality assurance through: joint observation, joint tutorials and moderation exercises.
Role of the ITT Provider
The ITT Provider is responsible for:
 Jointly recruiting and registering trainees for EYTS School Direct
 Jointly planning the course structure and content
 Delivering 40 days of high quality theoretical training for trainees
 Assessing the progress of trainees and ensuring they consistently meet the Early Years Teachers Standards
 Ensuring that the quality and content of the training programme is appropriate and meets the requirements of NCTL
 Supplying and assisting in the development of an Individual Training Plan for trainees
 Monitoring a portfolio of evidence to meet the Teachers Standards for EYTS
 Appointing an external examiner
Professional Tutor/Mentor Training
The Lead Organisation will arrange training for Professional Tutors and School Based Mentors
Professional Tutor (role)
This will usually be the Headteacher or a senior member of staff with responsibility for ITT. The main responsibilities include:
 Overseeing the selection of School Based Mentors
 Coordinating the placement of trainees in the school/setting
 Ensuring the mentors are holding weekly meetings with trainees
 Carrying out lesson observations
 Assess the Standards Portfolio three times during the course of the programme
Mentoring (role)
The School Based Mentor is the person who supervises individual trainees on a day to day basis. The main responsibilities
include:
 Monitoring trainee timetables
6
7




Liaising with colleagues involved in working with a trainee
Arranging and timetabling of observations and visits from the Professional Tutor and/or external assessor.
Supporting the trainee with planning, assessment
Writing references for the trainee
Individual Training Plan (ITP)
The ITT Provider will supply the ITP template and process for developing this document. An agreement will be drawn up to
reflect the agreed roles and responsibilities. The trainee will complete the ITP with the Professional Tutor, supported by the
Mentor.
PGCE Award
Upon successful completion of the programme modules, the trainee will be awarded a Post Graduate Certificate (60 credits
at Level 7), subject to the recommendation of the University Examinations Board.
Award of the PGCE does not guarantee the award of Early Years Teacher Status.
The responsibility for the teaching elements of the PGCE award will be identified as below.
Should a school require additional University input in aspects currently allocated to schools, this will be on a buy back basis.
The training will be shared between school and University in the following way:
Aspects of training and key
learning outcomes
School
University
Meeting the Teaching
Standards(Early Years) (2012)
Part 1 Unpicking and understanding
the Standards.
Module TE0794 Level 7
Subject and practice knowledge
relating to the 8 Standards across
the three age groups.
Theoretical input in support of
the subject matter relating to the
8 Standards and three age groups.
Early Years Foundation Stage
Key Stage 1 and 2
Access to Northumbria’s module
documentation and guidance,
including Mentor training and
School Support Partner visits.
1.
2.
3.
4.
5.
Analyse and critically
debate the applicability of
the EYT Standards when
working with babies,
toddlers, pre-school
children, leading and
supporting others and
working with other
professionals.
Critically review and reflect
upon their perceived
strengths and areas for
development in relation to
their knowledge and
emerging experience to
meet the EYT Standards.
Devise and negotiate
personal and professional
objectives and intended
outcomes with learners,
ITT tutor and setting which
address the learners’
personal goals and
professional requirements
to meet EYTS.
Critically analyse and
evaluate legislation,
policies and practices
relating to early years
practice and examine these
within a European context.
Demonstrate ability to be
critically reflective and
Set high expectations which inspire,
motivate and challenge all children.
Plan education and care taking
account of the needs of all children.
Safeguard and promote the welfare
of children, and provide a safe
learning environment.
Observation of trainee practice and
data gathering and analysis of
trainee progress
7
Theoretical input as to critically
effective academic reflection on
professional performance
Support individual trainees selfassessment and development of
bespoke programme requirements.
Formative & summative assessment
& moderation drawing on existing
assessment Early Years Teacher
Status Assessment protocols
8
6.
7.
manage change in relation
to their own or others’
work using research,
planning and service
delivery evaluation.
Critically reflect upon and
sustain arguments that
integrate and apply
appropriate theories,
frameworks and principles
to practice using current
research and experience to
inform academic
development.
Critically review,
consolidate and display a
mastery of complex and
specialised areas of
knowledge, utilising
specialised skills.
Part 2 Meeting the Standards in
practice.
Module TE7011
1.
2.
3.
4.
Critically analyse key issues
in the theoretical literature
with reference to their
early years focus.
Demonstrate the ability to
prepare a methodology
protocol with reference to
their early years focus
Critically analyse key
concepts and themes
emerging from their
literature review and
methodology protocol
Reflect upon factors that
influence decision making
processes and ethical
professional judgement
related to their own
practice.
Subject and practice knowledge
relating to the 8 Standards across
the three age groups.
EYFS
Key Stage 1 and 2
Opportunities to put knowledge of
learning theories and subject
knowledge into practice.
Promote good progress and
outcomes by children.
Theoretical input in support of
the subject matter and module
assessment criteria, relating to
the 8 Standards and three age
groups.
Theoretical input as to critically
effective academic reflection on
professional performance
Formative & summative assessment
& moderation drawing on existing
assessment Early Years Teacher
Status Assessment protocols
Demonstrate good knowledge of
early learning and EYFS.
Make accurate and productive use of
assessment.
Progress check at age two
Early Years Foundation Stage Profile
(EYFSP)
Observation of trainee practice and
data gathering and analysis of
trainee progress
Part 3 Producing evidence to
demonstrate Standards are met.
Module TE07012
1.
2.
Critically analyse key issues
in the theoretical literature
with reference to their
early years focus.
Demonstrate the ability to
Subject and practice knowledge
relating to the 8 Standards across
the three age groups.
EYFS
Key Stage 1 and 2
Opportunities to put knowledge of
8
Theoretical input in support of
the subject matter and module
assessment criteria, relating to
the 8 Standards and three age
groups.
Use of high quality, recent and
relevant research to inform teaching
and learning.
9
3.
4.
prepare a methodology
protocol with reference to
their early years focus
Critically analyse key
concepts and themes
emerging from their
literature review and
methodology protocol
Reflect upon factors that
influence decision making
processes and ethical
professional judgement
related to their own
practice.
learning theories and subject
knowledge into practice.
Wider role of the Early Years
Teacher
Adapt education and care to respond
to the strengths and needs of all
children.
Theoretical input as to critically
effective academic reflection on
professional performance
Formative & summative assessment
& moderation drawing on existing
assessment Early Years Teacher
Status Assessment protocols
Fulfil wider professional
responsibilities.
Observation of trainee practice and
data gathering and analysis of
trainee progress
Funding
The tuition fee will be divided between the two partners based upon the agreed responsibilities for aspects of training,
quality assurance and award bearing qualification.
The Lead Organisation will receive £3000.
The ITT Provider will receive £4000.
Academic Award
Upon successful completion of the programme the trainee will be awarded either a Post Graduate Certificate in Education
(Level 7), Professional Graduate Certificate in Education (Level 6), subject to the recommendation of the University
Examinations Board.
9
10
Course Profile
The Durham Teaching School Alliance
Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school
alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools,
primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively
with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new
Early Years School Direct initial teacher training programme.
Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the
accredited ITT Provider, to offer an innovative and specialized programme in early childhood development from birth to five.
Early Years School Direct
The government is committed to raising the quality of early years provision by encouraging graduate leadership. Early Years
ITT is the only teacher training focused on the birth to five range. To be awarded Early Years Teacher Status trainees will
meet robust standards designed specifically for high quality learning with this age group. Early years teachers will be
specialists in early childhood development and the Early Years Foundation Stage curriculum (0 – 5 years). Trainees will be
taught the theoretical element of the programme by specialist practitioners from Northumbria University and teachers from
placement schools. Trainees will be placed in a range of good and outstanding schools and settings across Durham for the
practical elements of the programme.
Early Years Teachers Status will be seen as equivalent to Qualified Teacher Status (QTS) as the entry requirements are the
same as for primary ITT (QTS) * see FAQs
Child Care Facilities
Individual schools and providers may be able to offer support with childcare.
Public Transport
EYTS School Direct trainees will be based at Etherley Lane Nursery School or one of the placement schools in the alliance.
Although most places are accessible via public transport some schools and settings are geographically isolated. It is
recommended that you have your own transport. The majority of the taught element of the programme will be delivered at
Northumbria University Coach Lane Campus. The Durham Teaching School Alliance use the Training Hub at Prince Bishop’s
Community Primary School (the partner ‘Lead’ School in the Durham Teaching School Alliance) for training events, seminars
and meetings.
Where to Find us



Etherley Lane Nursery School, Hazel Grove, Bishop Auckland, DL147RF Tel: 01388 604835
Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, DL14 8DY Tel: 01388 451278
Northumbria University, Coach Lane Campus, Benton, Newcastle Upon Tyne, NE77XA. Tel: 0191 2156476
Why train with us?
Etherley Lane Nursery School is an outstanding Early Years provider.
Etherley Lane Nursery is an outstanding school, which fulfils its philosophy to ’foster in children a love of learning’. Its
strengths include the promotion of children’s excellent spiritual, moral, social, and cultural development. Children, clearly,
love coming to school, behave impeccably, and have a heightened awareness of their own and others’ safety. As a
consequence, the school is a harmonious learning community, where every child feels valued and respected and their
learning flourishes as a result….. (Ofsted Report March 2012)
10
11
All of the schools and settings working in partnership with Etherley Lane Nursery School have been judged good and
outstanding by Ofsted.
The course structure and content has been designed by experienced and committed professionals who understand how
young children learn and thrive.
There is a genuine desire to develop and deliver an original and creative programme of training to inspire trainees and
prepare outstanding practitioners to meet the needs of 21st Century learners.
Aims
We aim to produce confident, skilled, committed and enthusiastic practitioners who are experts in the 0-5 age range. Early
Years teachers will act with integrity and honesty. They will have strong early development knowledge, keep their
knowledge and skills up to date and be self- reflective and self- critical. Early Years Teachers will forge positive professional
relationships and work closely with parents and carers.
Entry Requirements
Entry requirements for Early Years ITT are the same as entry requirements for primary teaching.





All entrants have achieved a standard equivalent to a grade C in GCSE examinations in English, mathematics and a
science subject.
All entrants are required to hold, or expect to receive, a first degree of a United Kingdom Higher Education Institution
or equivalent qualification.
Entrants must hold or receive a minimum of a 2:2 degree although entrants with a 2:1 or first class degree will be
considered more desirable; entrants with a 2:1 or first class degree will qualify for a bursary.
Entrants who are currently retaking a GCSE or awaiting a degree classification will be offered a conditional place if
successful at interview until the grade can be confirmed.
Entrants must pass a skills test in literacy and numeracy. Tests can be arranged by contacting Learn Direct on 0300 303
9613.
Skills Tests
Early Years Teachers will specialize in early childhood development and meet the same entry requirements and pass the
same skills tests as trainee primary school teachers.
The trainees first attempt at the skills test is funded by the NCTL. Any further attempts, up to a maximum of two, will be
funded by the candidate. If both skills tests (literacy and numeracy) are not passed after the second resit candidates will
need to wait two years before applying to take the skills test again
What we are looking for
We are looking for trainees who demonstrate a genuine desire to work with young children and make a difference in their
lives. Trainees should be confident, creative and inspire curiosity and imagination from children. Trainees will demonstrate a
strong desire to teach at an outstanding level and continually improve and develop as a practitioner. They must have the
ability to deal with a heavy workload; be able to meet deadlines and enjoy working as part of a team.
Experience
You must have:
Experience within the past 2 years of working with children in school or other settings.
An informed professional reference to support the work experience.
A reference containing a strong recommendation that you are suitable to train as an Early Years Teacher.
11
12
In addition to the academic qualifications we will consider the full range of knowledge, skills and prior experiences of every
application in judging whether the trainee is capable of meeting the requirements.
Personal Attributes
Articulates clear and appropriate reasons for wanting to teach children from 0-5
Conveys commitment and enthusiasm to Early Years teaching
Demonstrates openness to learning and self- development
Demonstrates accurate spelling and grammar
Demonstrates the correct uses of standard English
It is essential that all trainees gain some insight into what is involved in being a teacher, this does not have to be paid work
in a school it could be in an informal environment such as brownies, sport coaching or summer school.
Additional Requirements
In addition to the specific entry requirements detailed, the following DfE Requirements must be met.
All trainees:
Have met the Secretary of State's requirements for physical and mental fitness to teach
Have been subject to a Disclosure and Barring enhanced disclosure check
Have the intellectual and academic capabilities needed to meet the required DfE Teachers' Standards
Can communicate clearly and accurately in Standard English
Possess the appropriate qualities, attitudes and values expected of a teacher
Have passed the professional skills tests in English and mathematics prior to the start of the programme
Selection Process
Candidates who meet all of the entry requirements will be invited to interview.
The assessment day is a full day and will be based at the Lead Organisation. A number of different tasks will be completed
during the day.
The assessment day includes:
A group task
A teaching activity with a group of up to 6 children
Interview with set questions
The interview panel will usually consist of the Headteacher from the Lead Organisation, Northumbria University Programme
Leader and a Professional Tutor and/or School Based Mentor from a partner school.
The interview panel will consider:









The trainees commitment to, and suitability for, teaching
The passion and drive to teach at an outstanding level
The ability to be creative and reflective
A respect for young children as powerful and competent learners
Experience of working with children
Knowledge and understanding of the expectations and responsibilities placed on the teacher
A commitment to training for EYTS
The ability to establish effective relationships with children and colleagues
Knowledge of current educational topics
12
13

Appropriate attitudes, qualities, values and beliefs
Teaching Placements
All EYTS trainees will undertake teaching in up to three early years settings. The trainee will also have the equivalent of two
weeks experience in Key Stage 1&2.
The Lead Organisation will place trainees in schools and settings which provide experience across EYFS,KS1/2. The ITT
Provider will ensure that the allocation is compliant with NCTL requirements.
The range of placements will complement each other and provide the trainee with a breadth of experience in different
settings and across age ranges from birth to 5.
The ITT Provider will quality assure the placement experience and the appropriateness of the experience against the
trainees profile.
Post Graduate Certificate in Early Years Education
Upon successful completion of the programme modules, the trainee will be awarded a Post Graduate Certificate in Early
Years Education (60 credits at Level 7), subject to the recommendation of the University Examination Board. The Post
Graduate Certificate can be used as progression towards a full Masters degree.
Standards Portfolio
The trainee, with support from a School Based Mentor, will develop a standards portfolio of evidence against the Teacher’s
Standards for EYTS. The Professional Tutor is responsible for ensuring that the trainee is developing the portfolio. A
designated tutor from the ITT Provider will monitor the portfolio for quality of evidence to meet the Teachers’ Standards for
EYTS. The Professional Tutor moderated and quality assured by the ITT Provider will assess the standards portfolio 3 times
during the course of the programme.
Course Structure/Length/Assessment
160 days of which 120 days are divided between 3 placements
40 university based days
3 x 20 credit university modules at level 7:
1. Meeting the Teaching Standards (Early Years) 3000 word assignment
2. Integrated Working Project Part 1, 3000 word assignment
3. Integrated Working Project Part 2, 3000 word assignment
Portfolio of supporting documentation
Observation of practice
Funding
The School Direct Early Years ITT programme is funded by tuition fees paid by the NCTL. This programme does not attract a
student loan. However, subject to degree classification you may be eligible for a bursary from the NCTL. (£9,000- first class
degree, £4000- 2:1 degree)
For Further Information:
Contact Lesley Castling- Paisley, Northumbria University, l.castling-paisley@northumbria.ac.uk
Joe Sonnenfeld, Durham Teaching School Alliance Manager, j.sonnenfeld200@durhamlearning.net
How to Apply
13
14
Download an application from: www.northumbria.ac.uk/study-at-northumbria/courses/early-years-educationearly-years-teacher-status-dtfeyt6
Contact Lesley Castling- Paisley- Joint Programme Lead EYTS Northumbria University
l.castling-paisley@northumbria.ac.uk
or
Justine Gallagher, EYTS Graduate Tutor at Northumbria University
Justine.gallagher@northumbria.ac.uk
14
15
Early Years Teachers Standards
Preamble
Early Years Teachers make the education and care of babies and children their first concern. They are accountable for
achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to
graduates who are leading education and care and who have been judged to have met all of the standards in practice from
birth to the end of the Early Years Foundation Stage. (EYFS)
Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge
and skills up to date and are self- critical. Early Years Teachers recognize that the Key Stage 1 and Key Stage 2 curricula
follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/ or carers in the
best interests of babies and children.
An Early Years Teacher Must:
1. Set high expectations which inspire, motivate and challenge all children
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and
develop.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
2. Promote good progress and outcomes by children.
2.1 Be accountable for children’s progress, attainment and outcomes.
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained
shared thinking.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.
2.6 Develop children’s confidence, social and communication skills through group learning.
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the
child’s wellbeing, learning and development.
3. Demonstrate good knowledge of early learning and EYFS
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and
development at school.
3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
15
16
3.3 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.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
4. Plan education and care taking account of the needs of all children
4.1 Observe and assess children’s development and learning, using this to plan next steps.
4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development,
circumstances and interests of children.
4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous
improvement of provision.
5. Adapt Education and care to respond to the strengths and needs of all children.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how
best to address these.
5.2 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.
5.3 Demonstrate a clear understanding of the needs of children, including those with special educational needs and
disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4 Support children through a range of transitions.
5.5 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.
6. Make accurate and productive use of assessment.
6.1 Understand and lead assessment within the framework of the EYFS framework including statutory assessment
requirements (annex 1).
6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for
each child.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
7.
Safeguard and promote the welfare of children, and provide a safe learning environment.
16
17
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, recognize when a child is in danger or at risk of
abuse, and know how to act to protect them.
8. Fulfil wider professional responsibilities
8.1 Promote equality of opportunity and anti- discriminatory practice.
8.2 Make a positive contribution to the wider life and ethos of the setting.
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other
professionals.
8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years
Educators.
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.
8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
8.7 Understand the importance of and contribute to multi agency team working.
17
18
Partnership Schools Roles and Responsibilities
Headteachers and Governors
The Headteacher’s commitment to ITT is absolutely essential. The Headteacher is responsible for keeping Governors
informed about developments in ITT. The Headteacher has a responsibility for ensuring that the school is an appropriate
setting for effective training, with trainees having access to support, good practice and necessary resources, including those
made available through appropriate management of partnership funding. Much of the management of ITT within the school
is often delegated to a senior member of staff.
Professional Tutor
(The person who has overall responsibility for ITT in the school, in most cases this will be the Headteacher or a Senior
Member of the School Leadership Team)
The role of the Professional Tutor is to ensure that each trainee is given the opportunity to reflect on their role,
responsibilities, successes and difficulties and to support the trainee in adapting and developing appropriate skills and
strategies.
Main responsibilities include:
1. Management, Monitoring and Quality Assurance
1.1 Overseeing the selection, preparation and support of school-based mentors
1.2 Co-ordinating the placement of trainees in the school, ensuring a balanced provision with equality of access and
opportunity for all trainees
1.3 Ensuring that all mentors in their school have sufficient non-contact time each week to mentor trainees
1.4 Checking that each trainee receives the required number of completed written lesson observations
1.5 Checking that trainees are completing planning and evaluations and standards evidence
1.6 Monitoring that mentors are holding weekly meetings with trainees and are delivering subject knowledge enhancement
and completing weekly target-setting related to the Standards
1.7 Quality assuring the standard of observation and mentor session by having at least one paired observation with each
mentor for each placement and sitting in on mentor sessions occasionally to ensure adherence to procedures and provision
of quality tutoring
2. Supporting the trainees development
2.1 Co-ordinating and leading the school-based Professional Studies programme and ensuring that it complements the
central-based Professional Studies provision
2.2 Providing trainees with access to appropriate pupil data, training on effective use of data and ensuring that they
understand their professional responsibilities
2.3 Supporting the trainee in gaining their first teaching post prior to completing the programme
18
19
3. Assessment
3.1 Marking the Evidence of Standards for allocated trainee(s) in the three placements including carrying out an assessment
tutorial at the end of each of the placements to assess evidence file against the standards
3.2 Attending a moderation meeting for each of the Evidence of Standards files submitted in the two main placements
3.3 Observing each trainee a minimum of once each placement (in the case of a trainee with significant weaknesses
observations may be much more regular, complementing those of the mentor)
3.4 Participating in appropriate meetings necessary for the effective assessment of trainees including the Awards Group
4. Communications
4.1 Being the main line of communication at the School
4.2 Informing the Lead Organisation of any cause for concern relating to a trainee’s progress
4.3 Liaising regularly with mentors and trainees and communicating their comments to the Lead Organisation
4.4 Keeping the governors and school staff informed of all relevant developments
4.5 Attending Professional Tutor Group meetings
4.6 Liaising with the Teaching Schools Manager re: administration of expenses/payments to school
5. Development
5.1 Contributing to the development of the EYTS programme, using the outcomes of monitoring and quality assurance to
improve the impact of school-based training and assessment on trainees’ progress and outcomes
5.2 Reviewing the training needs of all mentors in the school to ensure that they are being appropriately identified and met
6. Other additional tasks which do not fit into the above categories
6.1 Writing references for trainees as required
6.2 Participating in interviewing panels to recruit new trainees
6.3 To ensure provision promotes equality of opportunity, values diversity and identifies and eliminates any instances of
harassment and unlawful discrimination
School-Based Mentor
(The person who has the main responsibility for supervising individual trainees on a day-to-day basis in schools)
Main responsibilities will include:
1. Management, Monitoring and Quality Assurance
19
20
1.1 Monitoring individual trainee timetables to ensure that (i) the subject specific observation slots are clearly identified on
the timetable and (ii) trainees have the required amount of class and non-contact time (iii) the mentor tutorial slot is clearly
identified on the timetable (iv) the professional tutor time is clearly identified on the timetable
1.2 Ensuring that all documentation is kept centrally on file and electronically submitted to the ITT provider (i) copies of all
lesson observations (ii) copies of monitoring meetings held with professional tutors
2. Supporting the trainee’s development (including subject knowledge for teaching)
2.1 Co-ordinating the trainee’s subject commitments during the placement, in particular
 managing and facilitating school/setting-based activities
 providing a timetable to meet the needs of the trainee
 involving the trainee in the everyday work of the class teacher as appropriate.
2.2 Ensuring that the trainee experiences regular lesson observation and debriefing (a minimum of once a week). This would
include written feedback using a standard observation sheet.
2.3 Meeting with the trainee once a week for approximately 1 hour. Tutorial time focuses on subject pedagogy topics and
activities. In addition there will be a focus on action planning for the Professional Development objectives and Standards eportfolio.
Tutor time may also include:
 provision of feedback on lessons observed
 lesson planning/ marking support
 trainee’s agenda/ concerns/ queries
2.4 Contributing to the trainee’s professional development objectives through:
 weekly action planning
 discussing and reviewing ‘best practice’ evidence
 developing trainee’s subject knowledge through the supervision of subject-based tasks
2.5 Supporting and checking the trainee’s teaching file and marking.
2.6 With the Professional Tutor, supporting the trainee in the completion of their targets for their NQT Induction year.
2.7 Meeting with the trainee teacher once a week to focus on general welfare issues and overall progress
3. Liaison
3.1 Liaison with teaching colleagues involved in working with the trainee.
3.2 Liaison with the Professional Tutor
 meeting the Professional Tutor during their visits to school
 ensuring that the Professional Tutor is informed about any concerns about a trainee’s progress
3.3 Liaison with the Professional Tutor as required, for example in writing Records of Progress Reports.
4. Assessment
4.1 Assessing the trainee’s progress in relation to the Standards for the Award of EYTS
20
21
This includes grading and reporting towards the end of the placement in consultation with the Professional Tutor and
teaching colleagues who have worked with the trainee.
4.2 Carry out paired observations with the Professional Tutor for standardisation and QA purposes
4.3 Collating and completing (with the class teacher) the required written Record of Progress Reports for each trainee
promptly within the specified deadlines and forwarding a copy to the ITT Provider.
4.4 Participating in appropriate meetings necessary for the effective assessment of trainees
5. Other
5.1 Discussing job applications and interviews.
5.2 Writing references as required.
5.3 Overseeing and updating professional studies reference materials and resources in each school
5.4 Arranging and timetabling meetings, observations and visits (e.g. from the External assessor, OfSTED etc.) in liaison with
the Professional Tutor
Class Teacher/Room Leader
(The person who has the main responsibility for supporting individual trainees on a day-to-day basis in the classroom)
Main responsibilities will include:
1. Supporting the trainee’s development (including subject knowledge for teaching)
1.1 Ensuring that the trainee experiences regular informal lesson observation and debriefing (a minimum of twice a week).
This would include written/verbal feedback using a standard observation sheet.
1.2 Supporting School Based Mentors in the event of a cause for concern relating to a trainee
1.3 Meeting with the trainee on a daily basis to provide feedback on lessons observed, lesson planning/ marking / pupils
concerns and queries
1.4 Monitoring planning of learning/experiences providing the trainee with weekly feedback on the quality of planning and
the appropriateness of learning for the age and stage of the development of the children.
1.5 Sharing clear, concise lesson objectives with the trainee a minimum of 1 week before the planning is due to be submitted
for checking.
1.6 Providing advice and guidance on resources available to support teaching, sharing classroom and pupil information to
ensure the trainee is well informed of personal, social and health concerns of ay pupils
2. Other
2.1 Discussing job applications and interviews.
21
22
2.2 Writing references as required.
2.3 For insurance purposes ensure a qualified teacher is present for any PE or out of class activities including break time
duties
3. Liaison
3.1 Liaison with teaching colleagues involved in working with the trainee.
3.2 Liaison with the Professional Tutor
 meeting the Professional Tutor during their visits to school to share feedback
3.3 Liaison with the School Based Mentor as required, for example in contributing to writing Records of Progress Reports,
signing off standards.
The trainee teacher
is expected to meet the Early Years Teachers’ Standards in the following way:
























Establish good rapport and positive relationships with children, individually, in small groups and as a whole class,
encouraging children to participate in learning
Demonstrate enthusiasm for working with children and positive attitudes, values and behaviours expected of the
children
Set targets and goals for individuals which challenge
Engage children in learning
Lesson plans show consideration for progression taking into account prior achievement and provide opportunities within
teaching for children to evaluate and improve their performance
Teach using a range of different strategies to incorporate all learners and encourage independent learning
Demonstrate accountability for childrens’ attainment, progress and outcomes
Have a secure subject knowledge which inspires, engages and challenges children in learning
Plan activities at the appropriate level
Incorporate the use of ICT into lesson planning and teaching to enhance the learning of children
Uses specific subject language accurately and consistently promotes high standards of communication, reading and
writing
Plan and teach out of classroom activities
Employ a range of teaching strategies and resources which engage children
Teach maintaining appropriate pace, responding to questions
Plan for the different needs and strengths of the children, track their progress and make recommendation for next steps
Differentiate teaching to meet the needs of all children
Identify and remove barriers to learning for children through personalisation of teaching, incorporate strategies into
planning
Cater for the needs of an identified SEN pupil, employ distinctive teaching approaches and strategies, evaluate the
impact of adaptations employed
Deploy assessment strategies within lessons to evaluate impact of teaching on progress of children
Modify planning and teaching as a result of assessments
Maintain accurate assessment records which evidence progress of children’s learning and set targets for individuals and
groups
Follow school framework for behaviour management and apply rules and routines
Develop behaviour management techniques and strategies to effectively manage the whole class
Support the ethos of the school/setting
22
23





Contribute to the wider life of the school/setting – volunteering to take part in assemblies, before or after school clubs,
taking responsibility for displays
Evaluate own practice at the end of every lesson and after tutorial discussions
Respond to advice from class teacher and lesson observation and implement into following lessons
Work within the teaching team as a teacher and work cooperatively with a TA
Communicate effectively with parents on children’s achievement and well-being
23
24
Partnership School/Setting Selection
Selection of school for ITT partnership
The Lead Organisation is responsible for securing appropriate placements for trainee school/setting based practice.
Trainees will be placed in schools/settings which:

Are graded good or outstanding by Ofsted

Ensure that procedures are in place to guarantee high quality training

Provide a suitable setting and models of best practice for trainees

Have effective policies for promoting and ensuring equal opportunities

Are committed to continuing professional development and improvement in the provision of ITT

Have appropriately qualified, experienced and trained staff to take on the roles of Professional Tutor and School
Based Mentor

Allocate time within the working day for Professional Tutors and School Based Mentors to support the trainee

Allocate suitable facilities and resources to support trainees including appropriate working space, photocopying and
resources for ICT
De- selection of schools as Durham Teaching School Placement/partnership schools
Should the quality of training provision at school fall below the expected standards the Lead Organisation will take the
necessary steps to de- select partnership with the school concerned. Either party may terminate or suspend the
agreement but must notify the other party within a reasonable time scale to allow other placement schools to be
identified and training given.
Trainees will not be placed in schools:

Identified by Ofsted as requiring improvement

Where monitoring and evaluation has established that high quality initial training is no longer being provided.

Where the school has consistently failed over a period of at least a term to comply with partnership procedures and
practices, which may include inability to provide a suitably qualified tutor, inability to provide satisfactory support or
an inability to meet assessment requirements
24
25
Payment
Professional Tutor Payment
Payments to the Professional Tutor will be made subject to the satisfactory completion of the responsibilities of the role
which include: attendance at meetings, monitoring, assessing and quality assurance. The Professional Tutor will be paid a
one off payment of £500 at the completion of the training course
School Based Mentor Payment
The school will be paid £500 per placement of a trainee to cover the costs of releasing the School Based Mentor. The School
Based Mentor will be paid at the discretion of the school.
The Teaching School Alliance
The Teaching School Alliance will be paid £1000 per trainee to cover the cost of administration, photocopying, room hire and
to pay the fees of course tutors.
25
26
Requirements of each school placement- An overview
Placement 1 Begins Monday 14th September 2015 (10weeks)
All Trainees will be placed in three different schools/settings during the course of the programme to experience
teaching and learning with children:
 Birth to two
 Two – Four Year Olds
 Year R

The Professional Tutor meets the trainee to have a discussion about trainee knowledge and experience. Targets and
actions are agreed and recorded on the Individual Training Plan. Dates for observations are agreed. The Professional
Tutor meets the trainee again towards the end of the placement to review the training plan and agree a grade which is
recorded on the Teacher Status Trainee Performance Criteria. The School Based Mentor will be consulted about the
grade awarded. A new training plan is created containing targets for the following Placement. Further observation dates
are agreed at this meeting.

The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or
room leader. The School Based Mentor organizes the timetable for the trainee. The SBM holds a weekly tutorial with the
trainee. The discussion from this meeting is recorded on the Mentor Meeting Form. The SBM looks at the trainees
evidence file and monitors tasks. The SBM carries out teaching and learning observations of the trainee and some jointly
with the Professional Tutor. Observations are recorded on the Observation Proforma. (observations could focus on: key
group activities, child initiated activities, working in the baby room observing interactions..) The School Based Mentor
completes Early Years Teacher Status Trainee Performance Criteria.

The Trainee will be based at Coach Lane Campus one day per week for face to face training. Trainees are entitled to half
a day per week non contact time. The remaining 3 ½ days will be spent in the placement school. Over the course of the
placement the trainee will increase their teaching responsibility, liaising with the class teacher/room leader and SBM.
The Trainee will use planning proformas/assessment materials supplied by the placement school (examples of templates
are contained in the trainee handbook). The Trainee should use their non -contact time, ( ½ day), to arrange to visit the
new placement school prior to beginning their next placement. The trainee keeps the Early Years Teacher Status Trainee
Performance Criteria. The Trainee records progress on the document. The SBM highlights the document not the Trainee
The Lead Professional Tutor (Leslie) will organize a meeting for Professional Tutors for the purposes of moderation.
The Lead School Based Mentor (Jo) will organize a meeting for School Based Mentors for the purposes of moderation.
Placement 2 Begins Monday 7th December 2015 (10 weeks)

The Professional Tutor meets the trainee towards the end of the Placement 2 to review the Individual Training Plan and
agree a grade for Placement 2. Dates for observations are agreed at this meeting and Individual Training Plan 3 is
completed.

The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or
room leader. The school Based Mentor organizes the timetable for the trainee. At the end of the placement the SBM
writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence
file. The ROP stays with the trainee. The SBM carries out teaching and learning observations of the trainee and some
jointly with the Professional Tutor. The School Based Mentor completes the Evidence of Progress towards the Teacher’s
Standards on a weekly basis.
The Trainee as above

26
27
Placement 3 Monday 29th February 2016 (2 weeks)
Key Stage 1 and 2 Experience
Placement in Key Stage 1 and Key Stage 2 will be negotiated with Durham Alliance schools involved in the Primary ITT
Programme. KS1/2 placements should involve contact with children under the direction of the class teacher with
opportunities for small group observation. These placements are not assessed.
Placement 4 Begins Monday 14th March 2016 (2 weeks)
This placement is designed to provide an opportunity for the Trainee to work intensively on identified targets with the
Professional Tutor. The placement takes place in the school of the Professional Tutor. The Professional Tutor and Trainee
agree targets for the ITP for Placement 5
Placement 5 Begins Monday 11th April 2016 (8 weeks)

The Professional Tutor meets the trainee towards the end of the placement. Training Plan 4 is reviewed and a grade
agreed.

The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or
room leader. The School Based Mentor organizes the timetable for the trainee. At the end of the placement the SBM
writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence
file. The ROP stays with the trainee. The SBM carries out teaching and learning observations of the trainee and some
jointly with the Professional Tutor. The School Based Mentor completes the Record of Progress against the Teacher’s
Standards on a weekly basis.

The Trainee as per placement 1 &2
27
28
Procedures to be followed when a trainee’s progress is causing a concern or at risk
of failing the programme.
If at any point throughout the programme there is any doubt that the trainee is not on course to reach the expected
standard by the end of the programme then the slow mover or at risk procedures must be followed.
A trainee’s progress can be highlighted as causing a concern in any of the Teachers Standards. It may be one particular
standard or part of one of the standards. A slow mover or at risk can be raised by any person working with the trainee.
Indentifying a slow mover
A slow mover is a trainee who has been identified as not meeting the expected standard over a term. It is important to
identify clearly the circumstances that might arise as part of the slow progress and to clarify the procedures to be followed.
Slow mover procedure needs to be in place as soon as it becomes evident that:
 There is a ‘cause for concern’ where the trainee is not making the expected progress for the phase of training however,
at this stage they are not considered to be ‘at risk’ of failing but would benefit from a clearly structured development
plan.
Identifying a trainee at risk of failing
A trainee who is at risk of failing is a slow mover who has not made progress towards meeting the actions identified on the
development plan. At risk of failing procedure needs to be in place as soon as it becomes evident that:
 The trainee starts a new placement with targets from a previous placement still outstanding
 The trainee is identified as being ‘at risk of failing’ due to issues of professional conduct, health and safety of children or
very weak subject knowledge.
 The trainee has failed to make sufficient progress towards actions identified in the development plan.
Steps to record a slow mover intervention
 Identify Concern
 Discuss Cause for Concern with the ITT Provider
 Hold a formal meeting with the Professional Tutor, trainee and any other personnel involved to discuss the concern
 Record outcomes from the meeting on a Cause for Concern proforma
 Professional Tutor monitors progress of the development plan with the trainee, weekly
 Arrange to hold a review meeting
Slow mover intervention within a school placement/assessed teaching practice.
To successfully complete the course a trainee must demonstrate that they have consistently met the entire Teacher’s
Standards at all assessed teaching practices. The trainee must be kept well informed about their progress throughout the
school placement by the School Based Mentor as part of a weekly tutorial. When a cause for concern is raised the
Professional Tutor and ITT Provider must be notified immediately. Concerns about a trainees progress must be clearly
documented in lesson observation forms and where applicable in records of progress and weekly mentor meeting records.
Whenever possible the slow mover procedures should commence prior to finishing the placement to allow sufficient time
for additional support to be put into place to allow the trainee to reach the appropriate standard.
A ‘cause for concern’ form will be completed and clear development targets will be identified which will include a
programme of intensive support for the following days/weeks. This may include:
 Team teaching with the class teacher
28
29
 Classroom observations by the trainee with a range of teachers
 Support from the School Based Mentor
 Support from the Professional Tutor
Withdrawal from a Teaching Practice
A trainee may not complete an assessed teaching practice for a number of reasons including:
 Illness
 Withdrawal following a request from the school/setting
Reasons for withdrawal from an assessed teaching practice include:
 Concern for the safety and welfare of pupils
 The trainee is unable to take responsibility for children’s learning
 Improper behaviour
 Professional misconduct
 Failure to meet targets set in the development plan from slow mover intervention or a risk of failing intervention
If a trainee is to be withdrawn from a teaching practice a ‘cause for concern’ form must be completed including written
evidence of the reasons for withdrawal.
If the length of absence on an assessed teaching practice deters the achievement of necessary standards, the ATP must be
repeated.
29
30
Management Board Terms of Reference
Membership
Northumbria University: Leslie Castling- Paisley, John Abbott.
Durham Teaching School Alliance: Leslie Patterson, Jo Madgwick, Joe Sonnenfeld, Kelly- Ann Lee, Steph Collings.
Objectives
















Establish strategic direction and monitor operational effectiveness
Quality assure and evaluate the programme
Ensure provision is made for trainees to meet the required Early Years Teacher’s Standards
Plan and prepare the content of taught modules
Oversee the recruitment process and appointment of trainees
Positively promote equality of opportunity and access to under- represented groups
Ensure effective systems are in place to monitor the progress of trainees
Ensure there is adequate provision for personalized learning
Ensure trainees meet the current requirements for QTS
Establish robust systems reviewing, target setting and action planning
Ensure provision across the partnership is consistently high
Carry out quality assurance activities on course tutors, School Based Mentors and class teachers
Review programme content
Develop focused school based tasks to support subject knowledge and delivery of pedagogy
Moderate trainee assignments
Evaluate and review trainee experience
Dates for meetings to be agreed prior to the start of the 2015/16 academic year
Meeting
Date
Time
30
Venue
31
Management Board Structure/Model
•
•
•
•
•
Leslie Patterson- Headteacher and
Professional Tutor Etherley Lane
Nursery School
Jo Madgwick- DHT Etherley Lane
Nursery School and School Based
Mentor
Joe Sonnenfeld- Durham Teaching
School Alliance Manager
Kelly- Ann Lee Head of Prince Bishops
School and SLE for ITT
Steph Collings- Headteacher Tudhoe
Moor Nursery School and wider alliance
representative
North East Teaching
Schools Alliance
NETs (40 teaching
schools)
•
•
The Durham
Teaching Schools
Wider Alliance (50
schools)
Leslie Castling- Paisley Lead Tutor
EYTS Northumbria University
John Abbott- Lead Tutor EYTS
Northumbria University
Northumbria University
Partner Schools
31
32
Northumbria University: School Direct, Early Years Teacher ITT Programme September 2015 Start (Version 1 February 2015)
Programme is delivered at Coach Lane Campus East from 9.30am till 3pm comprising of: Induction Week Including Preparation for Placements
PGCert Modules (3 x 20 credit modules at Level 7):
 Module 1 – TE0794 ‘Meeting the Early Years Teacher Standards’
 Module 2 –TE07011‘Working Together Project 1’
 Module 3 – TE07012 ‘Working Together Project 2’
 3 Study Days – 1 per module to be negotiated with setting.
 Placements x 4 within the Durham School Alliance (A minimum of 120 days in total with babies, toddlers, pre-school age and 2 weeks in Key
stage 1 and 2)
 Weekly Observations of Practice, (with babies, toddlers and pre-school children) including 4 ‘joint’ observations for moderation purposes
 Individual Tutor/Mentor support sessions to be arranged weekly within placements over the duration of the programme.
Session
Date
Venue
Induction
Day 1
Monday
7th September
Northumbria
CLC East
Room
2
Tuesday
8th September
CLC
Room
3
Wednesday 9th
September
CLC
Room
. Preparation for Placements
Safeguarding, Health and Safety and the EYFS
.
4
Thursday
10th September
CLC
Room
Preparation for Placements
How Children Learn and the EYFS
5
Friday
11th September
Durham School
Alliance
6
Monday 14th
Sept
CLC
Room
Title/content
Introduction to the Programme and PGCert
Modules. Getting to know each other and preparing to work together.
Preparing for Study and Reflective Learning at Level 7
Using the Library and Resources available to support study skills.
Identifying areas of interest to research
Reflective Diaries
Preparation for Placements
Equal Opportunities, Anti Discrimination and the EYFS
.
Introduction to Mentoring and Placements:Processes and Procedures
What to expect – Observations and Mentor support.
Introduction to Documents and Reflective Diaries
-Module 1 Session 1
Introduction to the Module ‘Meeting the EYT Standards’
32
Work to be
Submitted
for Marking
Form of
Assessment
and return
date
33
Preparation for Placement
S1
Wednesday
23rd September
CLC
Room
Placement 1 Begins - 14th September for 10 weeks
Meeting the Teaching Standards (Early Years)
S1
Wednesday
30th
September
Wednesday
7th October
CLC
Room
Module 1 Session 2
S2 and 3
CLC
Room
Meeting the Teaching Standards (Early Years)
S1
Wednesday
14th October
CLC
Room
Module 1 Session 3
S4 and 5
Wednesday
21st October
CLC
Room
Meeting the Teaching Standards (Early Years)
S2
Wednesday
4th November
CLC
Room
Module 1 Session 4
S6 and 7
1 Wednesday
3 11th November
1 Monday
4 18th November
1
Wednesday
5 25th November
CLC
Room
CLC
Room
CLC
Room
Placement Visit and Moderation Observation 1- 2nd to 13th November
Meeting the Teaching Standards (Early Years)
S3 – Introduction to Child Development
Module 1 Session 5
S8
Module 1 Session 6
Review of S1 – 8
Module evaluation
Progress Review
7
8
9
10
11
12
Individual
Presentations
(Formative
Assessment)
Feedback from
Tutors and
Peers on same
day
Placement 2 Begins 7th December for 10 weeks
1
6
Wednesday
2nd December
CLC
Room
1
7
Wednesday
9th December
CLC
Room
Module 2 – Session 1
Overview of the module content and requirements.
Introduction to Early Years Teacher Status Assessment Timeline, Resources
and Paperwork.
Witness Statements
Meeting the Teaching Standards (Early Years)
S4
CLC
Module 2 – Day 2
1 Wednesday
Submission of 3000
word Task, Literature
and Methodology
Framework for Module
1
Summative
33
34
8
16th December
Room
1 Wednesday
9 6th January
CLC
Room
Feedback from Assignment/Task
Introduction to candidate Assessment Map.
Preparation for Progress Reviews
Preparing for Early Years Teacher Status Assessment
Meeting the Teaching Standards (Early Years)
S5
2 Wednesday
0 13th January
2 Wednesday
1
20th January
CLC
Room
CLC
Room
Module 2 – Day 3
S6
Meeting the Teaching Standards (Early Years)
S4
2 Wednesday
2
27th January
23
Wednesday
3rd Feb
CLC
Room
CLC
Room G104
Module 2 Day 4
S5
Meeting the Teaching Standards (Early Years)
S3 10 – 11am Early Maths (Sophie Meller, PGCE Primary)
2 Wednesday
4
10th Feb
CLC
Room H115
2 Wednesday
5
24th Feb.
CLC
Room H214
2 Wednesday
6
16th March.
2 Wednesday
7
23rd March
CLC
Room H115
CLC
H115 – a.m.
H213 – p.m.
Module 2 Day 5
S7
Placement 2 Visits and Moderation Observation 1st to 12th February
Module 2 Day 6
S8 and Preparation for Progress Reviews
Placement 3 Begins 29th February (KS1/KS2 for 2 weeks)
Progress Review 2 and Module Evaluations
2
8
Wednesday
13th April
CLC
2
9
Wednesday
20th April
3
0
3
1
3
2
Wednesday
27th April
Wednesday
4th May
Wednesday
11th May
Module 3 Day 1
Introduction to the module
The e portfolio
Identifying gaps in knowledge and understanding.
S1
12.30 – 2.30pm – Anxiety in Young Children (Craig Thompson, Senior
Lecturer in Psychological Therapies)
Feedback of
Module 1
Assignment
Formative Assessment
Exercise
Submission by e mail
of Assignment for
Summative
Assessment by
midnight.
Meeting the Teaching Standards (Early Years)
S2
Placement 4 Begins 14th March for 2 weeks (with tutor) and Placement 5 begins 11th April (8 weeks)
CLC
Module 3 Day 2
Review of Assignment feedback.
S3
CLC
Module 3 Day 3
S4
CLC
Meeting the Teaching Standards (Early Years)
S5
CLC
Module 3 Day 4
Formative Assessment
Activity
Formative Assessment Activity.
S6
34
Summative
feedback to be
received by e
mail by 23rd
March
Formative
Tutor and Peer
Feedback on
35
same day.
33
Wednesday
18th May
CLC
34
Monday 25th
May
Friday 3rd June
CLC
Module 3 Day 5
S7 and S8
Placement Visits and Observation 9th to 20th May
Module 3 Day 6
Progress Review 3
Submission by e mail
of Assignment 3,
academic frameworks
and e Portfolio of
Documentary Evidence
for Summative
Assessment by
Midnight.
Timescale of events leading to the award of Early Years Teacher Status:
 PGCert and EYTS Internal Moderation at Northumbria – week beginning 8th June
 PGCert. Exam Board 18th June (estimated), Progresssion Board 25th June
 NCTL Informed of outcomes end June 15
 PGCert Award Ceremony at Northumbria – June 15
 PGCert Certificates issued July 15
 EYTS Outcome Letter Issued to Trainee by NCTL August 15
 Trainee Completes and Returns ‘Completion of Exit Questionnaire’
 Early Years Teacher Status Certificate Issued
35
Summative
feedback of
Assignment 3
to be received
by e mail by
June 8th
36
Individual Training Plan
Trainee Teacher
Placement Tutor
Mentor
Phase of Programme
(age group of focus)
Document to be completed by the Mentor to record trainee teacher progress at each phase of the
programme. This form should be used as part of the professional dialogue within Progress Review
meetings.
Identified strengths
Document a minimum of 2 strengths, reference to standard or part of a standard, provide evidence to
support
Standard
Strength and evidence/impact on learning
reference:
1.1
1.2
1.3
Current target review:
Document whether current targets have been achieved, on-going adjusted or not met. Provide evidence to
support)
Standard
Previous target review and evidence
Reference
Targets/Professional Objectives
Agree a minimum of 2 professional objectives
Standard
Professional
Performance criteria
reference objective/target
Trainee teacher
signature
Mentor signature
Trainee teacher
signature
Actions
Date
Progress Review 1
Date
Date
Progress Review 1
Progress Review 2
36
37
Mentor signature
Trainee teacher
signature
Mentor signature
Date
Date
Progress Review 2
Progress Review 3
Date
Progress Review 3
A copy of the document should be emailed to John Abbott following each mentor meeting. The trainee
teacher should retain a copy within their portfolio as part of their evidence towards meeting the EYTS
Teachers’ Standards.
37
38
Communication Form
Trainee:
Professional Tutor:
Date:
This form can be used by the Professional Tutor or School-Based Mentors to communicate any concerns. It provides written
notification of a difficulty or potential situation that may affect trainee progress.
Concern/Difficulty/Potential Situation
(Specify the nature of the concern/difficulty/situation.)
Action Required
(What action do you request or recommend should be taken?)
Action taken /Advice Given:
(Please specify by whom and with dates)
Is the concern likely to affect Student progress? (Give details if yes)
38
39
Is the concern likely to affect a School Placement? (Give details if yes)
ACTION PLAN/NEXT STEP:
FOR OFFICE USE:
Has the concern been brought to the attention of staff other than by means of this form?
Are there any issues that affect quality assurance? (Give details if yes)
Has this matter been referred to the next Management Meeting? (Give details if yes)
39
40
Reflection of Weekly Mentor Meeting
Focus of
mentor
meeting
Reflection of discussion
Record thoughts and learning as a result of professional dialogue, link to theory
and practice in school/setting
Next steps/
Target set:
Trainee
Date
40
Standards
addressed
41
signed
SBM
signed
Date
41
42
Early Years Teacher Status Trainee Performance Criteria
42
43
Pen Portraits for the Teachers’ Standards (Early Years)
Assessment of Trainee Early Years Teachers – Pen Portraits
The pen portraits for the Teachers’ Standards (Early Years) on the following pages draw upon the national UCET/NASBTT guidance for all ITE provision and the rubric of the Teacher
Standards (Early Years). These descriptors are to be applied at all stages of the programme. They are developmental as well as summative.
Link tutors and mentors - This guidance should be used throughout the placement to set formative targets and at the end of the placement to grade the trainee’s performance and
set future targets.
Trainees - This guidance should be used throughout your programme for self -assessment and target setting.
Guidance for using the pen portraits:
In accordance with the requirements of the Teachers’ Standards (Early Years), providers of initial teacher training are required to assess trainee teachers against the standards in a
way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of EYTS. Therefore a judgement is relative to this stage in a teacher’s
professional development.
Each judgement is an overall judgement. In a best fit model, the statements describe features of practice that are characteristic of a trainee performing at that level. They also need
to be interpreted within the setting and context in which the trainee has worked. A trainee graded as achieving the standards at a Good or High level should be working within the
level of mentor support as expected by the programme. A student achieving the standards at a minimum level at all points, except final assessment, will be working with a higher
level of support.
Trainees to be awarded EYTS demonstrate at least satisfactory practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by
the end of their training. Trainees graded as ‘Much of trainee’s practice is good, with examples of outstanding practice’ show good practice across a range of different contexts (for
example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as ‘Much of trainee’s practice is outstanding and never less than
consistently good’ show consistently good practice that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds,
group sizes, and abilities) by the end of their training.
It is important that each standard is assessed holistically and that mentors/tutors do not assess each individual standards indicator. Trainees are likely to have evidence of working
with babies, toddlers and young children across the Teachers’ Standards (Early Years) however when assessing the birth to five age requirement you should expect evidence of this in
standard 1, 2 and 5 as a minimum.
43
44
Teachers’ Standards
(Early Years)
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with
examples of outstanding practice:
1. Set high
expectations which
inspire, motivate and
challenge all children.
They constantly encourage children to
participate and contribute in an atmosphere
highly conducive to learning and promote the
characteristics of an effective learning
environment.
They are reliable in encouraging children to
participate and contribute in an atmosphere
conducive to learning.
* 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.
They consistently set high expectations of
children in different training contexts across
age ranges – babies, toddlers and young
children.
They constantly provide stimulating activities
and learning experiences for indoor and
outdoor provision across the age ranges –
babies, toddlers and young children.
They consistently set high expectations of
children in their different training contexts
across age ranges – babies, toddlers and young
children.
They are well respected by learners and
effectively promote children’ resilience,
confidence and independence when tackling
challenging activities. As a result of this most
learners are enthused and motivated to
participate.
There are high levels of mutual respect
between the trainee and children. They are
very effective in promoting learners’
resilience, confidence and independence
when tackling challenging activities.
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not
yet consistently good:
They are able to encourage children to
participate and contribute in an atmosphere
conducive to learning.
They are able to provide stimulating activities
and learning experiences across the indoor
and outdoor environment.
In the course of differing setting/school
experiences they have shown that they have
set appropriately high expectations, believing
that all children have the potential to make
progress.
They are able to develop a rapport with a
range of individuals and groups. As a
consequence of this children are engaged in
their learning.
They consistently demonstrate professional
behaviour, respect for children, colleagues,
parents and carers and support the ethos of
the setting/school.
They generate high levels of enthusiasm,
participation and commitment to learning.
They have introduced innovative
ideas/approaches for the provision of play.
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others.
Treat children with respect (e.g. know their names, give timely feedback).
Model the use of appropriate language.
Plan and teach sessions which challenge, motivate and inspire.
Keep accurate and timely records.
Establish a safe environment in which children treat each other with respect
44
They demonstrate enthusiasm for working
with children and young people and for
teaching and learning.
45
Examples of Evidence
Planning documents:
 Where appropriate planning includes risk assessment, checklists
 Resources planned to engage and stimulate
 Activities are planned and are relevant to the children
 Planning that demonstrates differentiation for the children’s needs, setting goals and challenging their development and learning
Reflective Documents:
 Activity observations reflecting on learning environment
 Trainee evaluations of group management and behaviour strategies
 Evaluations differentiate between children
Observations:
 Health and safety risks communicated to the children
 Children aware of purpose of the activity/learning opportunity
 Communicate high expectations as appropriate to groups of children and individual children
 Professional behaviour and role modelling
 Demonstrate enthusiasm for a range of creative learning opportunities
 Challenge inappropriate behaviour and comments demonstrating anti-biased and anti-discriminatory practice
 Peer observations or mentor or practitioner observations of your practice
Audits:
 Evidence of carrying out audits, such as, environmental and inclusive audits, ECERS, ITERS with action plans and evidence of creating change or developing practice
 Action plans of input to the physical environment e.g. displays, resourced areas
Children’s assessment records:
 Evidence of progress over time for individuals
 Set goals and next steps from children’s Early Years Development Journals
Other sources
 Observations of practice across the age ranges – babies, toddlers and young children
 Carry out a visit or visits in the surrounding community to extend the children’s learning
 Evidence of engagement with specialist staff (e.g. SENCO, LSA, EAL teachers)
 Development of resources to support the indicators, such as, welcome posters, different languages on signs, visual clues, self-registration
 Comments / verification statements from form tutor/ class teacher/mentor/LSAs/ professional tutor/ link tutor
 Assignments
45
46

Mentor Meetings
46
47
Teachers’ Standards
(Early Years)
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
2. Promote good
progress and outcomes
by children
They assume a high level of responsibility for the
attainment progress and outcomes of the children
they teach.
They assume responsibility for the attainment,
progress and outcomes of the children they teach.
* Be accountable for
children’s progress,
attainment and
outcomes.
They demonstrate confident judgement based on
their knowledge of child development in planning
for child progression both with individual sessions
and over time and are able to articulate a clear and
well-justified rationale as to how they are building
on prior achievement.
* 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.
They are skilled in tuning into children and model
warm and responsive relationships promoting
good attachments. They have a strong
understanding of the benefits of positive
attachments based on a theoretical grounding.
They actively promote engaging and effective
methods that support children in reflecting on
their learning. They engage in sustained shared
thinking with children and high quality
interactions.
They are able to set appropriately challenging
tasks, drawing on a sound knowledge of the
children’ prior attainment which has been
obtained through systematic and accurate
assessment.
They systematically create opportunities for
independent and autonomous learning.
As a result, the majority of children make very
good progress from their ‘starting point’.
They are sensitive to all children’s needs and
consider how to communicate and support all
children, valuing their input and using active
listening skills. They show high levels of
interpersonal skills and emotional intelligence.
They demonstrate a sound understanding of child
development and how to develop child learning over
time.
Their short and medium term planning consistently
takes into account the prior learning of the children.
They are skilled in tuning into children and model
warm and responsive relationship promoting good
attachments.
They regularly provide children with the opportunity
to reflect on their own learning and use this, along
with other forms of assessment, to inform their
future planning and teaching.
They use their knowledge of effective teaching
strategies to encourage independent learning and
they set appropriately challenging tasks which
enable learners to make progress.
As a result, the majority of children make good
progress.
They regularly create opportunities for independent
and autonomous learning.
As a result, the majority of children make very good
progress.
They consider how to communicate and support all
children, valuing their input and using active
listening skills.
They work in collaboration with parents to promote
the best possible outcomes for children.
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They understand how practitioners are
accountable for the attainment, progress and
outcomes of children and have taken some
responsibility for this with guidance from the
practitioners, Early Years Professional (EYP) or
other professional.
Their short and medium term planning and
teaching demonstrate some understanding of, and
provision for, child progression taking into account
prior achievement.
They can support warm interactions with children,
modelling this to others.
They support children in reflecting on their
learning and identifying their progress and
emerging learning needs. They engage in sustained
shared thinking with children and promote quality
interactions.
When planning they devise suitable opportunities
for learners to evaluate and improve their
performance.
They are able to explain how effective teaching
strategies are informed by an understanding of
how children learn and offer a rationale for choices
made in the context of practice.
They plan teaching and learning activities which
encourage independent learning. As a result, all
groups of children make at least satisfactory
progress.
They are able to use active listening and emotional
intelligence to create positive bonds with children
and understand attachment theory.
They work in collaboration with parents to
promote the best outcomes for children.
They work in collaboration with parents to
47
48
* Understand the
important influence of
parents and/or carers,
working in partnership
with them to support the
child's wellbeing, learning
and development.
promote the best possible outcomes for children.
Parents are seen as equal partners.
48
49
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate, in planning and teaching, knowledge of individuals’ attainment
Identify and plan for all to include high attainers, children with SEN, those for whom English is an additional language
Acquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by children
Provide feedback to children and opportunities for them to reflect on their attainment and how to make progress.
Identify and follow – up issues of under-attainment by children e.g. discuss with EYP, parents and wider professionals
Can demonstrate their knowledge of attachment theory and the benefits this brings.
Show their excellent communication skills with children of all ages, listening actively using emotional intelligence. Is clear on how to respond to non-verbal/pre-verbal children and to support
their developing language.
Demonstrate quality interactions with children using sustained shared thinking.
Work with parents to promote better outcome for children.
Examples of Evidence
Planning documents

Assessment and observational data used to inform subsequent planning

Planning shows clear introduction and development of ideas

Link learning sequences to scaffold early years’ development journals within sessions and sequence of sessions incorporating EYFS, parental involvement, next steps.

Session planning takes account of wider objectives, e.g. social and personal skills

Session plans promote independent and collaborative working

Lead session plans that demonstrate the use of open questions to support sustained shared thinking
Reflective Documents

Evaluations build on assessment data

Awareness of social and emotional factors and cultural and linguistic factors

Observation notes

Session observations demonstrating clear introduction and development of ideas

Questioning builds on answers given and children are asked to explain their thinking and reflect on their learning

Effective use of plenary activities to reflect on learning

Understanding of policies, such as the Key Person approach and how attachment theories underpin the settling-in policies and procedures
Observations

Observations of children, planning for their next steps in development and learning

Peer observations or mentor or practitioner observations of your practice, such as, sensitive communication and ‘tuning into’ babies, toddlers and young children or demonstrate
sustained shared thinking
Children’s assessment records

Monitoring and assessment records of children’s progress

Assessment is undertaken regularly

Record-keeping is up to date

Contributing to children’s Early Years Development Journals

Feedback given to children, transcript of conversations with child/group of children
Other sources
49
50

Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Carry out a case study on a child on the role of Key Person or how you build relationships/partnerships with parents

Reports from SENCO

Assignments

Reflective Log
Teachers’ Standards
Much of trainee’s practice is outstanding and
Much of trainee’s practice is good, with examples
Trainee’s practice meets the minimum
(Early Years)
never less than consistently good:
of outstanding practice:
requirements to be awarded EYTS but is not yet
consistently good:
3. Demonstrate good
They draw on their in-depth subject and early
They have well developed knowledge and
They have sufficiently secure subject knowledge
knowledge of early
childhood development knowledge to plan
understanding of early child development and use
and understanding of early child development and
learning and EYFS.
confidently for progression and to stimulate and
this effectively to maintain and develop children’
the EYFS framework.
capture children’ interest across the EYFS using
interest.
* Have a secure
their secure knowledge and understanding of Key
They know how learning progresses within and
knowledge of early
Stages 1 and 2.
They make good use of their secure curriculum and
across the age ranges they are training to teach, in
childhood development
pedagogical subject knowledge to deepen learners’
terms of the development of key concepts and are
and how that leads to
They demonstrate very well developed
knowledge and understanding across the EYFS
able to make links to the national curriculum for
successful learning and
pedagogical subject knowledge, using this to
framework and know this can have a positive
Key Stages 1 and 2.
development at school.
provide new and challenging experiences for all
feedback impact on learning at school.
children.
They are able to respond appropriately to subject
* Demonstrate a clear
They are critically aware of the need to extend and
specific questions which learners ask in order to
understanding of how to
They are astutely aware of their own development
update their subject, curriculum and pedagogical
help learners to develop knowledge,
widen children’s
needs in terms of extending and updating their
knowledge both within the EYFS and across Key
understanding and skills across areas of learning
experience and raise their subject, curriculum and pedagogical knowledge in
Stages 1 and 2.
with EYFS framework.
expectations.
their early career and have been proactive in
developing these effectively during their training.
They lead and motivate other staff to provide a wide They recognise the need to update their subject
* Demonstrate a critical
They model very high standards of written and
range of learning experiences for the children in
and pedagogical knowledge and have shown the
understanding of the
spoken communication in all professional
their setting.
ability and readiness to do so.
EYFS areas of learning
activities.
and development and
They demonstrate effective strategies that both
They demonstrate an understanding of the need to
engage with the
They successfully identify and exploit opportunities challenge and motivate children across all areas of
promote high standards of communication,
educational continuum of to develop learners’ skills, ensuring all children are
learning.
reading and writing for all learners and begin to
expectations, curricula
supported and appropriately challenged.
build this into their practice.
and teaching of Key Stage
1 and 2.
In relation to early reading: early years teacher
They provide new experiences and opportunities
trainees draw on their very strong understanding
In relation to early reading: early years teacher
for children from birth to five and can demonstrate
*Demonstrate a clear
of synthetic systematic phonics and its role in
trainees have a very secure knowledge and
how they challenge children appropriately.
understanding of
teaching and assessing reading and writing to
understanding of synthetic systematic phonics and
systematic synthetic
teach literacy very effectively across the age
its role in teaching and assessing reading and writing In relation to early reading : All early years teacher
phonics in the teaching of phases they are training to teach.
in the context of the age-phases they are training to
trainees will demonstrate sufficient knowledge and
early reading.
teach.
understanding of the principles and practices of
In relation to early mathematics: early years
teaching and assessing reading and writing,
Demonstrate a clear
teacher trainees draw on their very strong
In relation to early mathematics: early years teacher including the use of systematic synthetic phonics,
understanding of
knowledge and understanding of the principles
trainees have a very secure knowledge and
to be able to apply this effectively across the
appropriate strategies in
and practices of teaching early mathematics and to understanding of the principles and practices of
specific age phases they are training to teach.
50
51
the teaching of early
mathematics.
select and employ highly effective teaching
strategies across the age ranges they are training
to teach.
teaching early mathematics and employ effective
teaching strategies across the age ranges they are
training to teach.
In relation to early mathematics: all early years
teacher trainees will know and understand the
principles and practices of teaching and assessing
early mathematics, to be able to apply this
effectively across the specific age phases they are
training to teach.
Expectation – for example by the end of the programme a trainee should be able to:
Know relevant external assessment specifications (e.g. National Curriculum, EYFS) and demonstrate sufficient knowledge to teach the required content for the relevant age phase.
Be able to demonstrate competence in presentation of subject e.g. coursework, assignments.
Demonstrate adequate numeracy and literacy skills
Demonstrate willingness and ability to research areas of weakness in knowledge of subject or curriculum
Show a clear understanding of early child development and how this relates to learning in later life.
Demonstrate a clear understanding of maths and phonics applicable to their work with birth to fives.
Examples of Evidence
Planning documents

The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s
learning and development identifying how the skills achieved link to next steps and school readiness

Session plans, schemes of work and resources provide examples of a trainee’s ability to design opportunities for learners to develop the key aspects of learning and development
both Prime and Specific Areas and Aspects particularly demonstrating appropriate strategies in the teaching of early mathematics and strategies used to support the development of
systematic synthetic phonics in the teaching of early reading

Planning demonstrates taking into account children’s needs and interests
Reflective Documents

Actively seeks ways of improving their practice including through wider reading and application

Make links between the EYFS, National Curriculum and the educational continuum (use Key Stage 1 experience to support this). For example how early literacy activities, such as
activities found in phase 1 of ‘Letters and Sounds’ can support the development of systematic synthetic phonics and how this is then developed within schools.

Reflection on how to raise children’s expectations and widen children’s experiences

Reflection on the Statutory and Non-Statutory EYFS guidance
Observations

The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s
learning and development identifying how the skills achieved link to next steps and school readiness

Using Prime and Specific areas of development
Children’s assessment records

Assessment incorporates language & literacy learning

Contributing to children’s Early Years Development Journals

Complete a Two year progress check

Early Years Foundation Stage Profile
Other sources
51
52










Assignments and tasks demonstrate critical evaluation of aspects of the EYFS and children’s learning as well as deep evaluation of their own work
Plan an educational visit for a group of children that links to the EYFS
Audit on the EYFS Statutory guidance
Research
Observation of colleagues demonstrating good subject and pedagogical knowledge across the age groups
Children’ work demonstrating secure subject knowledge
Session/practice evaluations
Mentor Meeting logs
Assignments
Reflective Log
Teachers’ Standards
(Early Years)
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
4. Plan education
and care taking
account of the needs
of all children
They are keen observers, able to make sense
of what they see. By using their strong
observation skills trainees can assess
children’s development and plan stimulating
activities to support next steps which meet
the child’s interests and needs.
They are able to observe and assess children’s
learning and plan activities to support next
steps based on the child’s interests and needs.
They are able to make meaningful
observations and link these to their
knowledge of the child and child
development. This allows appropriate
planning for next steps to take place.
They employ a range of teaching strategies
and resources.
They plan innovative sessions using wellchosen imaginative and creative strategies
and that match individuals’ needs and
interests.
They plan lessons that take account of the
needs of groups of learners and individuals,
through the setting of differentiated learning
outcomes, carefully matching teaching and
learning activities and resources to support
learners in achieving these intended learning
outcomes.
They plan individual activities that are
appropriately structured to support children
in developing their knowledge, skills,
understanding, interest and positive
attitudes.
They know that parent partnerships are
important in supporting the home learning
environment and engage with parents
appropriately.
They maintain the pace of the learning
appropriate for babies, toddlers and young
children, are able to respond flexibly to what
is happening and have the confidence to
adapt their practice in order to respond to
the needs of the learners.
They know how to learn from both successful
and less effective lessons through their
systematic evaluation of the effectiveness of
their practice, including its impact on learners.
They can create an environment in which the
learners are usually engaged.
*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
They are highly reflective in critically
evaluating their practice.
They understand the key role parents play in
supporting children outside of the
setting/school. By deliberately forming strong
relationships with parents they can
encourage and develop the home learning
partnership.
They can accurately judge the impact of their
practice on individual and groups of learners
and can use their evaluation to inform future
planning, teaching and learning.
They show a willingness to try out a range of
approaches to teaching and learning.
They make a positive contribution to the
52
They work with parents to support their
children’s learning and development.
53
parents and/or
carers.
*Use a variety of
teaching approaches
to lead group
activities appropriate
to the age range and
ability of children.
They show initiative in contributing to
curriculum planning and developing and
producing effective learning resources in their
placements.
development of curriculum and resources in
their placement settings.
They review and reflect on their own planning
and implementation of learning
experiences/opportunities and use their
evaluations to meet the needs of the children
more closely so that they build on and sustain
progression in children’ learning.
They work collaboratively with more
experienced colleagues, where appropriate to
adapt and/or develop the setting/school’s
plans, curriculum frameworks, etc.
*Reflect on the
effectiveness of
teaching activities
and educational
programmes to
support the
continuous
improvement of
provision.
Expectation – for example by the end of the programme a trainee should be able to:
Plan in detail for all sessions
Indicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of learners
Integrate assessment into planning and include evaluation and next steps
Plan activities which form a coherent programme and show how evaluation has informed planning
Build relationships with parents to support their child engagement in home learning.
Demonstrate that their presence is emerging/developing/evident
Be able to follow plans and contribute to planning
Examples of Evidence
Planning documents

Set challenging objectives based on prior evaluations, observations and next steps

Session plans show increasingly varied approach to assessment, differentiation and group work

Design sessions that build on children’s interests

Take account of the role of parents and carers in supporting children’s continued learning

Session planning demonstrates secure knowledge and understanding of teaching requirements from the EYFS

Demonstrate how your planning provides for a balanced and flexible provision

Annotation of activity plans / use planning to demonstrate different approaches to teaching, such as, adult-led, child initiated, child-led, spontaneous and group learning
Reflective Documents

Evaluate practice based on guidance from others
53
54







Evaluate sessions consistently with colleagues’ judgments
Reflect upon the use of an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD
Actively seek ways of improving practice
Demonstrate that evaluation leads to improvements in session planning and classroom practice
Demonstrate how a balanced and flexible activities and education support children’s needs
Demonstrate how you can promote a love of learning and stimulate children’s intellectual curiosity
Demonstrate how Early Years Teachers can lead and support other practitioners in the development of different observational techniques
Observations

Demonstrate a range of appropriate observational techniques to inform and assess the children’s development and learning

Demonstrate enthusiasm for a range of creative learning opportunities
Children’s assessment records

Demonstrate how observation and planning informs the assessment process

Contributing to children’s Early Years Development Journals

Give appropriate feedback to the children of what they have achieved (We Are Learning To and What I’m Looking For)
Other sources

Demonstrate how you work in partnership with parents in giving and receiving feedback to support children’s development and interests

Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Resources prepared and used as planned

Observations from class teacher, mentor, link tutor

Weekly mentor meeting logs

Notes of parent meetings

Reflective Log
Much of trainee’s practice is outstanding and
Much of trainee’s practice is good, with examples
Trainee’s practice meets the minimum
Teachers’ Standards
never
less
than
consistently
good:
of
outstanding
practice:
requirements to be awarded EYTS but is not yet
(Early Years)
consistently good:
5. Adapt education
and care to respond to
the strengths and
needs of all children.
*Have a secure
understanding of how
a range of factors can
inhibit children’s
learning and
development and how
best to address these.
They use their strong knowledge and
understanding of child development to
work sensitively with all children. They show
ethical practice at all times and treat all
children and families with equity.
They use emotional intelligence and
relational pedagogy to promote enhanced
children’s well-being. They are acutely
aware of how to support babies, toddlers
and young children. They actively promote
inclusive practice and can respond and
support children at a high level,
They are able to use their underpinning
knowledge of child development to ensure all
children can achieve, regardless of their
circumstances.
They are aware of how important children’s
wellbeing is and employ appropriate strategies
to support this. They are aware of inclusion and
adapt provision accordingly to engage and
support children.
They are able to articulate a range of
transitions and can work with families to
54
They know their children well enough to
recognise their different needs and strengths
provide a supportive environment for them.
They are aware of a range of factors that are
potential barriers to wellbeing and
understand how to use a range of strategies
to reduce these barriers.
They begin to deploy these strategies working
alongside experienced practitioners as
appropriate.
55
* 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.
differentiating and stretching according to
their needs.
They are sensitive to children who may be
undergoing a transition. They used their
heightened awareness to reflect on the
wide range of transitions and their role
within this, working with families and others
as appropriate.
They quickly and accurately discern their
children’s strengths and needs and are
proactive in differentiating and employing a
range of effective strategies to secure
progression them. This is done in
partnership with both parents and other
professionals as needed.
minimize the impact of children.
They understand the needs of the children they
look after and are able to support them to fulfil
their potential.
They have a range of effective strategies that
they can apply to reduce barriers and respond
to the strengths and needs of their children.
They clearly recognise how to deal with any
potential barriers to development through their
application of well-targeted interventions.
They have an astute understanding of and
actively promote effective inclusive
strategies to ensure holistic wellbeing,
development and learning of children.
*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.
55
They show awareness of how young children
develop and take account of this in their
practice. They have some understanding of
the challenges and opportunities of working
in a diverse society.
They have a developing understanding of the
needs of all children and are able to articulate
distinctive practice approaches and strategies
to promote inclusion.
They support children and families through
transitions and are aware of their actions in
promoting the holistic wellbeing of all
children. They employ strategies such as
emotional intelligence and relational
pedagogy to do this.
56
Expectation - for example by the end of the programme a trainee should be able to:
Demonstrate in lessons, different approaches to different children, e.g. in questioning, in discussion
Use different tasks for different children within a setting
Give appropriate feedback to individuals according to their strengths and needs
Use different resources to support learning of individuals within a setting
Promote holistic wellbeing for all children and support families equitably
Are aware of the wide range of transitions and how they can promote and help children in these situations
Identify children’ strengths and needs (see Standard 2)
Able to securely discuss children’s progress with parents and wider professionals accessing support where appropriate
Examples of Evidence
Planning documents
 Identify children’s needs including SEN, academically able, EAL, average and spread of prior attainment differentiated objectives
 Planning sets challenging learning objectives based on assessment of learning from observations, Education, Health and Care (EHC) plans and from previous
sessions
 Select, prepare and use differentiated resources
 Select resources, examples, analogies which promote inclusion e.g. cultures/gender
Reflective Documents
 Evaluations of strategies used and targets for progress and developing learning
 Reflect upon the factors that might inhibit children’s development and develop strategies as how to best address them, for example, divorce, bereavement,
disability, parental addiction, abuse and birth of a sibling
Observations
 Engaging and retaining the active participation of children
 Managing children’s groups to support inclusion
 Support individuals who are struggling and need support
 Extend and challenge high attaining children
Children’s assessment records
 References to children’s individual learning plans, targets and records of progress
 Contributing to children’s EHC plans, Early Years Development Journals, IEP,
Other sources
 Demonstrate how you can support children through both vertical and horizontal transitions. You could link vertical transitions to settling in process, changing
rooms or moving to a new setting or home
 Evidence of carrying out audits, such as, environmental and inclusive audits, to demonstrate how you can develop and improve the environment to be more
inclusive and meet the needs of all children
 Demonstrate working with the setting’s SENCO, Key Person and/or other professionals to provide additional support to children and their families. Demonstrate
56
57




a clear understanding of making provision and strategies to meet children’s needs
Engage in a range of effective communication that builds relationships with parents, e.g.parent meetings
Written assignments
Discussions with mentor in weekly meeting
Reflective Log
Teachers’ Standards
(Early Years)
6. Make accurate and
productive use of
assessment.
*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 ongoing assessment and
provision for each
child.
*Give regular feedback
to children and parents
and/or carers to help
children progress
towards their goals.
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They can confidently and accurately assess
children’ attainment against statutory
framework (See Annex 1 Teachers’ Standards
Early Years).
They are able to assess children’ attainment
accurately against statutory frameworks (See
Annex 1 Teachers’ Standards Early Years).
They have a secure understanding of the
statutory assessment requirements for the
subject/curriculum in the age phases they are
preparing to teach and are able to make
broadly accurate assessments against
national benchmarks.
They use a range of assessment strategies
very effectively in their day to day practice to
monitor progress and to inform future
planning.
They assess children’s progress regularly and
work with them to accurately target further
improvement and secure progress.
They passionately engage and work closely
with parents and/or other professionals to
ensure that they are an intrinsic part of the
child’s assessment.
By building strong parent partnerships they
can ensure holistic support for children to
progress and achieve their goals. This is down
to using regular constructive feedback and
dialogue with both children and parents.
They employ a range of appropriate formative
assessment strategies effectively and can adapt
their teaching within lessons in light of children’
responses.
They assess children’s progress regularly and
accurately and discuss assessments with them
so that children know how well they have done
and what they need to do to improve.
They ensure that parents form part of the
assessment process and will engage with other
professionals as and when needed.
They are aware of the importance of parents
within the feedback loop. Feedback is also
given to children to help and support their
progress.
Their planning is characterised by the use of a
range of formative and summative
assessment strategies, designed to support
children in making progress.
They deploy these strategies effectively in
practice, both to evaluate the impact of
teaching on the progress of children and as a
basis for modifying their teaching and
practice where necessary.
With guidance from experienced
practitioners, they monitor children’s
progress and maintain accurate records
setting new targets for individuals and
groups.
They work with children and families
constructively and provide appropriate
feedback to children to help them to make
progress.
57
58
Expectation – for example by the end of the programme a trainee should be able to:
Acquire knowledge of assessment criteria for all stages and ages taught e.g. EYFS, NC levels
Apply this knowledge in practice in marking summative assessments
Routinely demonstrate use of formative assessment
Use assessment data to inform planning
Develop children’ understanding of their assessment targets
Work holistically with children, families and other professionals to assess and support children’s learning.
Examples of Evidence
Planning documents
 Demonstrate how the assessment process is used within the planning process, for example WALT and WILF, (We Are Learning To links to the planning’s Objectives
and What I’m Looking For links to the Assessment of these Objectives)
 Assess prior knowledge to inform planning of a new topic
 Plans for use of summative assessment e.g. written assessment, use of past Two Year Progress Check and Early Years Foundation Stage Profile (EYFSP)
 Plans to use appropriate Assessment for Learning (AfL) strategies e.g. traffic lights, whiteboards, open and closed questions, peer and self-assessment, concept
maps
 Demonstrate group tracking and how this is used to plan the environment to meet the children’s needs and next steps
Reflective Documents
 Data is critically evaluated and informs reflections, use of data/assessment discussions with assessment coordinator
 Awareness of how the school/setting uses statistical information and how this relates to the national picture
 Reflect upon the Statutory Assessment process of Two Year Progress Check and Early Years Foundation Stage Profile and SATS in informing government initiatives
and agendas through the Standards Testing Agency (STA)
 Reflect upon how the on-going cycle of observation, assessment, planning and next steps helps inform practice and support the child
 Reflect upon the layout and structure of the two year progress check, consider how informed and varied observational techniques need to be part of the continual
process to be able to collate into a format for summative assessment.
 How can Early Years Teachers lead and support other practitioners in their knowledge, understanding and completion of assessment, the two year progress check
and the Early Years Foundation Stage Profile? What value is there in using different assessment to inform practice? How can the children be part of the
assessment process? How do the viewpoints of other stakeholders vary in regards to their experiences and perspectives of the assessment process?
Observations
 Use a range of observational techniques to support the assessment process
 Teach skills and terminology required for formal, formative and summative assessment
 Uses question and answer techniques to gauge learning
Children’s assessment records
 Contributing to children’s Statutory assessment, such as, Two Year Progress Check and Early Years Foundation Stage Profile and how you can work with parents to
achieve this
58
59


Contribute to the formative assessment process of the children’s Early Years Development Journals
Involvement in ECH, IEPs
Other sources
 Identify the different ways and techniques used by settings to assess children
 Trainee has knowledge and copies of criteria
 Session plans – specific reference to assessment
 Session observations by class teacher, mentor, link tutor
 Session evaluations
 Inset / staff training
 Parent meetings
 Meeting with other professionals
 Reflective Log
Much of trainee’s practice is good, with examples
Teachers’ Standards Much of trainee’s practice is outstanding and
never less than consistently good:
of outstanding practice:
(Early Years)
7. 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 the child.
*Establish and
sustain a safe
environment and
employ practices that
promote children’s
health and safety.
They rapidly adapt to the different
circumstances in which they train, working
confidently within the frameworks
established in different settings and applying
rules and routines consistently and fairly.
They are acutely aware of the legal
requirements when working with the under
5’s.
They consistently have high expectations and
understand a range of strategies that
experienced teachers use to promote a safe
environment and they employ appropriate
practice in order to create an environment
highly supportive of learning.
They have a strong understanding of
safeguarding and the underlying policy
frameworks. They are clear on how to
recognise when a child may be in danger and
take a lead role being proactively alert. They
follow and may be the lead for safeguarding
within a setting working with all staff to
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They have an understanding of the legal
requirements of working with the under 5’s.
They employ practices which demonstrate this
understanding.
They work within the legal framework in
respect of health and safety, safeguarding
and the promotion of children’s health and
welfare.
Using their understanding of policy and
practice, they are able to ensure that the
environments and safe and support. This will be
adapted depending on the age range of the
children they work with.
They are aware of the age ranges they work
with and can ensure that they promote an
environment where children’s health and
safety and welfare are paramount.
Using their underpinning knowledge,
demonstrate that have a strong grasp on child
protection issues. They are aware of how to
recognize when a child is in danger and can
follow the step needed s to protect the child.
They lead others to provide a consistent
approach to safeguarding.
59
They are familiar with the setting’s child
protection polices and their responsibility
within them. They take a proactive lead to
ensure all children in the setting are
protected to the best of the trainee’s ability.
60
* Know and
understand child
protection policies
and procedures,
recognize when a
child is in danger or
at risk of abuse, and
know how to act to
protect them.
ensure children are protected.
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate they are aware of local and national policy and legal frameworks on safeguarding, health and safety, health and children’s wellbeing.
They can employ exemplary practice to ensure children's wellbeing and health and safety is considered at all times.
They have a strong knowledge of safeguarding and can take a lead role in protecting children.
Examples of Evidence
Policy reviews and amendments.
Training attended
Examples of risk assessment
Examples of case files where appropriate
Reflective Log
Ethical issues
 Respect for the rights of children, families and colleagues
 Maintenance of confidentiality including management of disclose of abuse
 Recognition of the voice of the child
Planning documents
 That demonstrate evidence of statutory legislation and welfare requirements being addressed
 That demonstrates how health and safety is being checked and monitored
Reflective Documents
 Reflect and review setting policies and procedures relating to child protection, safeguarding and health and safety and how these adhere to specific legislation
 Consultation with colleagues e.g. SENCO, Child Protection Officer, Social Worker, LADO
 Reflection on roles and responsibilities as polices and procedure are owned
60
61
Observations
 How the observational, record and reporting process works
Children’s assessment records
 Keep records of any concerns or issues
 Identify lines of referral within and beyond the setting
Other sources
 Maintaining a safe environment through risk assessments, checklist etc.
 Carrying out a health and safety audit, consider allergies, medication policy/procedure, sun cream/hats, hand washing, environment and resources, plug guards,
accessible drinking water, gates, safe storage, effects of transition, emotional well-being, healthy eating.
 Training, quizzes, flow charts, notice boards, posters to support practitioners’ knowledge and understanding of safeguarding and child protection
 Intervention and support, such as, CAF
 Types and signs of abuse
61
62
Teachers’ Standards
(Early Years)
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
62
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
63
8. Full wider professional
responsibilities
*Promote equality of
opportunity and antidiscriminatory 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.
*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 multiagency team working.
They are aware of social justice and use this
understanding to promote equity. They value
children and families as individuals and welcome
them to the setting. They promote their equality of
opportunities policies and challenge appropriately
those who do not do the same.
They are pro-active in seeking out opportunities to
contribute in a significant way to the wider life and
ethos of the setting/school.
They build strong professional relationships and
demonstrate that they are able to work
collaboratively with colleagues on a regular basis.
They are proactive when seeking advice from
relevant professionals in relation to children with
individual needs.
They deliberately seek out opportunities to
develop their own professional learning and
respond positively to all the feedback they receive.
This is then cascaded to the team; they take a
proactive stance in providing feedback to staff
about changes and developments in the sector.
They communicate very effectively, both verbally
and in writing, with parents and carers in relation
to children’s achievements and well-being, both
when required to do so formally and informally.
They are pro-active in communicating in relation to
individual child emergent needs.
They use enhanced reflective practice and engage
others to reflect on the quality and effectiveness of
the provision, this then leads to action planning
and implementation.
They ensure all children and families are treated
fairly and with equity. They are aware of equality of
opportunity and ensure they and their colleagues
follow this principal.
They are pro-active in seeking out opportunities to
contribute to the wider life and ethos of the
setting/school.
They are effective in building good professional
relationships with colleagues and demonstrate that
they can work well collaboratively when required to
do so.
They take responsibility for developing staff. They
seek advice from relevant professionals in relation to
children with individual needs.
They are pro-active in terms of their own
professional learning and value the feedback they
receive from more experienced colleagues, using it
to develop their own practice further. This is
cascaded to other staff in the setting/school where
appropriate.
They communicate effectively, both verbally
and in writing, with parents and carers in
relation to children’ achievements and well-being.
They can reflect on enhancements and opportunities
in the setting and can take a lead in action planning
and implementation.
They are aware of the important role of multi-agency
working and can contribute to a team, employing
practices to support children outcomes.
They understand on social justice and promote
equality of opportunity for all.
They understand and are able to support the ethos
of the setting/school and show an inclination to
contribute to the wider life of the setting/school in
appropriate ways.
They can build effective professional relationships
with various colleagues and demonstrate the skills
to work collaboratively.
They communicate with and direct staff to assist in
supporting the progress and achievement of
individual and groups of children.
They understand when to ask for information and
advice from specialist staff about individual
children with specific needs.
They seek out and are responsive to advice from
more experienced colleagues.
In evaluating their own practice they are able to
identify subsequent or ongoing personal
professional development targets and identify
opportunities to address and meet these targets.
They recognise the importance of communicating
with parents and carers in supporting children’s
achievement and monitoring children’ s wellbeing.
They can evaluate practice and take a lead role in
the development of the setting/school to promote
children outcomes.
They recognise the benefits and challenges of
working in a multi-agency team and can contribute
fully in order to support children’s outcomes.
They use their holistic awareness of children and
families and are able to take a lead role when
working in a multi-agency team.
63
64
Expectation – for example by the end of the programme a trainee should be able to:
Show how they promote equality of opportunity and model this to others
Appropriately challenge practice as and when needed to ensure all children and families are respected.
Engage with the setting to widen and support the ethos
Assisting with extra-curricular activities
Communicate with parents (letters, parents evenings, etc.)
Work effectively with staff
Contribute to feedback on quality improvement and develop action plans to support this.
Establish good working relationships with colleagues
Contribute to a multi-agency team
Examples of Evidence
Planning documents
 Plan opportunities for child-led, child initiated, adult-led, free-flow and spontaneous play
 Develop and share resources
 Plan collaboratively to work with other practitioners
Reflective Documents
 Reflection of provision, audits and changes made
 Evaluate and act upon advice and suggestions
 Linked to current and relevant legislation, for example, Equality Act 2010
Observations
 Know the needs of the children in the setting and work with the practitioners collaboratively
 Peer, mentor or practitioner observations of your practice, such as, working with parents or other practitioners, for example, supervision
Children’s assessment records
 Work with children’s Key Person, parents and other professionals in the completion of the statutory assessment process or Early Years Development Journals
Other sources
 Take the lead in carrying out an audit, such as, environmental and inclusive audits, ECERS, ITERS lead in developing an action plan with colleagues and take the
lead in creating change or developing practice and show how you have considered or developed anti-bias and anti-discriminatory practice
 Take the lead in developing aspects of the setting, such as, policies and procedure, aspects of the environment, resources, events, experiences, outings and trips,
activities, paperwork etc.
 Model practice, support, guide and mentor other practitioners and teacher trainees in implementing effective care and education by working alongside them,
delivering training, modelling practice
 Demonstrate an understanding of the importance of and contribute to working with other professionals and agencies, such as, SALT, Health Visitor, Police, Fire
Brigade, Social Worker etc.
 Feedback / verification statements from relevant staff
 Minutes of meetings which show trainee’s contribution
 Amendments and applications of policy
64
65



Action plans
Details of multi-agency working e.g. IEP
Reflective Log
65
TRAINEE AND PLACEMENT TUTOR OBSERVATION RECORD
Trainee Name;
Placement Tutor:
Setting:
Date of visit:
Age Range to be observed:
Start time of observation:
Finish time of observation:
(Standards claimed including ‘personal practice’ and/or ‘leadership’, are to be determined
by the trainee)
To be completed by the candidate: summary of experience / activities /
interactions to be observed
Activity observed:
Narrative account of activity observed by the placement tutor:
Placement Tutor Signature:
66
Std
P or L
Std
P or L
Early Years Teacher Status 2014/15
KS1 and KS2 Attendance Form
Your host school MUST complete this form to confirm your attendance.
It is important that ALL details are completed
Student Name:
Route:
Host School/Setting:
Host Address:
Host Telephone Number:
Name of School Mentor
Position
Email
Direct Telephone
Date Attended
Time of
attendance
Date Attended
Time of
attendance
Date Attended
Time of attendance
I confirm that the trainee named above has completed a minimum of two weeks placement at the above named
setting.
Signed:
Date:
Please complete and return a scanned copy to:
justine.gallagher@northumbria.ac.uk or post to
Justine Gallagher, Northumbria University
Faculty Health and Life Sciences
Room G210, Coach Lane Campus West
Newcastle upon Tyne, NE99 7XJ
Please also return a copy to Joe Sonnenfeld- j.sonnenfeld200@durhamlearning.net or post to Durham Teaching
School Alliance c/o Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, Co
Durham, DL14 8DY
67
PG Cert Early Years Education SD
Pen Portrait – Kaloyanka Zhekova
My name is Kaloyanka and I am from Bulgaria. I have a bachelors degree in Economics and now I
am doing a postgraduate course on Early Years Education at Northumbria University. I speak fluent
Bulgarian, English and Russian and also have basic knowledge of Turkish.
I have spent the last several years as a Chief Stewardess on some of the most prestigious yachts,
traveling all over the world. This occupation involved several duties and skill-sets, but most enjoyably
involved often looking after the large number of infant children belonging to the guests.
During this period I lived and worked with people from many different countries, cultural,
religious and social backgrounds, genders and age groups. This helped me to develop very good social and
adaptive skills and to understand the real meaning of inclusion and integration, which I believe are crucial
for my future work with children and their parents. I'm also aware of the statutory framework for the EYFS
and I am confident that I am able to meet the standards set in this document.
68
PG Cert Early Years Education (EYST)
Pen portrait Lindsey Sherwood
I’m called Lindsey and I am a student on the PG CERT Early Years Teacher Status course at Northumbria
University. I completed a degree in BA (Hons) Children and Early Childhood in 2013 and I have twelve
years’ experience working with young children. I worked as a teaching assistant in a reception class for the
past four years and am knowledgeable about the EYFS. I am passionate about the early years because
children learn and develop at such a huge rate and I enjoy being a part of their learning journey. I am
particularly interested in children’s speech and language development and hope to explore this further on
placement.
69
PG Cert Early Years Education (EYST)
Hannah Cordingley
After studying Contemporary art at Leeds Metropolitan University I decided I wanted to explore the impact
of art on children. Having grown up around younger siblings and assisting children and their parents at work
I have experience with a range of ages. I have chosen the Early Years Teacher Status qualification as it
specializes in the care and development of under 5’s. I am aware of the EYTS Standards and statutory
framework and have knowledge of equal opportunities, anti discrimination and the importance of inclusion
practice. I will to strive to safeguard, encourage and support children within their learning and wellbeing.
70
Isobel Webster
Post Graduate Certificate in Early Years Education with Early Years Teacher Status (EYTS)
School’s Direct
I am Isobel Webster (known as Izzy), a student on the PG Cert in Early Years Education with
EYTS. I graduated from Durham University this June with a BA Honours in Music. I am particularly
interested in how music and the arts can be applied to early child development and would like to
make this one of my focuses in my first placement. I don’t have a huge amount of practical
experience with the early years (although I do have some) but I am eager to learn and have been
familiarising myself with relevant literature (including the EYFS) so I am as prepared as possible.
71