Early Years Programme
Handbook
BA (Hons) Early Years Education with QTS*
Year 1
2015-2016
Disability Support Services Statement
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SpLD (Specific Learning Difficulties) Support Team
Inclusion Team (Physical and Mental Health)
Our approach is friendly yet professional and you can discuss your individual learning
requirements in complete confidence. It is important to contact us as early as possible.
SpLD Support Team: Based in the University Library, 1st floor
You can contact us in relation to:
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SpLD assessments (Dyslexia, Dyspraxia)
Specialist SpLD support
Using assistive technology
Applying for Disabled Students’ Allowances (DSA)
Visual stress / Meares-Irlen
The Inclusion Team: Based in the Student Information Centre (SIC), ground floor
If you have specific requirements due to a physical or sensory impairment, mental
health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge
when you are studying here, we can advise you on:
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Applying for Disabled Students’ Allowances (DSA)
Specialist and/or personal support
‘Reasonable adjustments’ to learning, teaching and assessment
Accessible facilities and equipment
SpLD Support Team
In person: University Library, Ormskirk, 1st floor
Tel: 01695 584372
E-mail: SpLD@edgehill.ac.uk
The Inclusion Team
In person: SIC, Ormskirk, ground floor
Tel: 01695 584190
E-mail: InclusionTeam@edgehill.ac.uk
2
Equality and Diversity – Policy Summary
Edge Hill University’s vision is to ‘provide an environment where everyone feels able to
participate, contribute, enjoy and influence their experience; and where inclusive practices
underpin everything we do. Respect for, and celebration of, individual diversity will shape
institutional strategy, direction and behaviour.’
The University seeks to identify and eradicate any practice which discriminates on the basis
of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil
partnership, pregnancy and maternity, religion, belief or none, or socio-economic
background.
The University recognises that equality and diversity embraces all aspects of employment
and service delivery including curriculum; teaching; learning and assessment; research
issues; and extra-curricular activities.
The University makes it a condition of service and admission that staff and students adhere
to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or
Student Disciplinary Procedures, as appropriate.
The University makes every effort to ensure that traders, contractors, institutions,
organisations or individuals who interact with Edge Hill University are aware of the policy.
Discovery by the University of any inequitable policy or practice by them may result in Edge
Hill University breaking links and ceasing to do business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality and
Diversity Policy throughout the University.
Making Contact
Students are encouraged to make any concerns known. The first point of contact for this is
the Student Services Information Desk in the Student Information Centre on the Ormskirk
campus (01695 584554, or student services@edgehill.ac.uk). The Student Information
Officer will refer you on to an individual member of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services
Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.
3
Contents
Page no.
Disability Support Services Statement
2
Equality and Diversity
3
Welcome
7
Introduction
10
Trainee Identity
11
Roles and Responsibilities
13
Overview of Programme
14
Trainee Voice
15
Edge Hill Students’ Union
18
Quality Assurance and Quality Enhancement
19
Teaching, Learning and Assessment
20
EHU ITT Professional Practices
21
Lines of Communication
24
Useful Contact Information for Trainees
25
The Role of the Personal Tutor
26
Employability, including References
28
NQT Programme
31
Teaching Unions
32
Timetables (XX Grids)
33
Assessment Schedule
35
Code of Conduct
36
Attendance Expectations
42
Academic and Professional Review Meetings (APRM)
44
4
Exceptional Mitigating Circumstances (EMC)
46
Trainee Project Proforma
47
Assignment Extension Policy
50
On Programme Self Declaration Procedure
51
Safeguarding – Management of a Cause for Concern
53
Teaching Standards
58
5
Appendices
6
Welcome
Welcome to the BA Hons Early Years Education with QTS* Programme!
I am currently the programme leader for the above degree and would like to welcome you
as part of the early years team here at Edge Hill University. Within our team we have a wide
range of staff all with extensive experience in early years. As you get to know staff you will
see that they have experience in varied settings and with different age groups. Be prepared
to learn from them all and begin to develop your own philosophy of early years education.
Each staff member also has their own area of interest whether that be for research purposes
or through personal experience. My teaching experience is predominantly in inner city areas
having done most of my teaching in London. Therefore I have an interest in teaching children
who have English as an additional language and children with additional needs. I was coordinator for mathematics and music and went on to study for an MA in Mathematics
Education. I hope to meet you all in mathematics sessions!
This handbook is designed to provide you with a range of information that will guide your
understanding of the Early Years Undergraduate degree programme. It must be used in
conjunction with the Academic Registry Handbook 2014/2015 (CD-ROM) and the Module
Handbooks produced for all elements of the Degree Programme.
The aim of the Programme Handbook is to guide and support you in undertaking your
studies during the year. Please ensure that you take some time to read the documentation
which is provided for you carefully.
Each year of the Programme is a very busy and very exciting year and we hope it will be
very successful for you.
We wish you all the best with your studies!
Hefin Williams
Early Years Undergraduate QTS Programme Leader
7
Jennie Swift Year 1 Leader
Welcome to Year 1 of your degree programme. During this year you will be studying the Early Years
Foundation Stage curriculum in preparation for your Professional Practice Phase 1a nursery
placement. This will include all seven areas of learning and development. This is the beginning of
your academic journey and you will have a number of people available to help you make the
transition. In your first year you will be required to pass all elements but at this stage your academic
work does not contribute towards your degree classification.
Welcome from the Partnership
I am delighted to have been asked to contribute to this year's BA Hons Early Years Education
with QTS* programme handbook.
Working with trainee teachers from Edge Hill University is an integral part of our school. Like
children and their learning, we are very aware the individuals on teacher training
programmes have different starting points and progress at different rates and it is our
responsibility as Trainers to support you and develop your skills and confidence.
It is important that we, as Trainers, celebrate your achievements whilst in school but also set
challenging next steps and targets. We are all privileged to work in schools to support the
learning of young children and every moment with a skilled class teacher is vital to a child's
development.
Your Trainers will be assessing you against the Teachers' Standards however they are looking
for you to give 100% with everything you do in school. If you do that, then you can expect
100% support and guidance in return. Added to that, try to show a thirst for knowledge and
push the boundaries with your teaching. Your lessons may not always go as well as you
would have hoped however what is important is that you are able to reflect and identify
those next steps.
To be on a teacher training programme at Edge Hill you must have already shown
outstanding potential through your application and interview. Congratulations on your
8
achievements thus far and I wish you the best of luck and enjoyment throughout your
training programme and hope to meet you at some point.
Best wishes
Greg Parker
Head Teacher, LIPA Primary School
9
Introduction
The Programme Handbook 2014-2015 is designed to provide you with a range of
information that will continue to guide your understanding of the BA Hons in Early Years
Education degree programme. It must be used in conjunction with the Edge Hill Trainee
Handbook and the booklets produced for all modules in the degree programme. Module
booklets will provide the detail of each module for your programme. This will support you
in managing your time effectively as you continue your studies on the degree programme.
The Programme Handbook contains important information. Please ensure you spend
some time reading it carefully and that you continue to refer to it during the year.
You are following a professional degree at Edge Hill University. As you know, the
programme is challenging, innovative, rigorous and enjoyable! It requires a great deal of
commitment from you and it is designed to develop a range of important professional and
vocational knowledge, understanding and skills. It aims to train high quality Early Years
teachers who:
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Exceed the National Standards for the award of Qualified Teacher Status:
Professional Teachers’ Standards (2012);
Meet the needs of schools and settings and children;
Develop during their induction and throughout their professional careers.
Early Years Education at Edge Hill aims to develop outstanding teachers and educators.
10
Early Years Area QTS
Outstanding Training for Outstanding and Inspirational Teaching…
An Edge Hill University Trainee
An Edge Hill University Early Years ITT Partnership programme supports each trainee in
developing as a professional practitioner who displays resilience, honesty and integrity; is
respectful of others; is adaptable and flexible; communicates effectively with a range of
audiences; acts independently and demonstrates self-organisation. Each individual is
trained by expert practitioners from across the EHU Partnership to enable them to become
inspirational, reflective teachers who engage with learners in innovative and creative ways,
and who ensure all learners make outstanding progress. Their potential to become
outstanding leaders will be clear, they will be a highly valued and effective team player who
seeks opportunities to contribute to every aspect of a setting’s life with an enthusiastic ‘can
do’ approach. They will be a significant asset to their setting at the start of their first teaching
post.
Each trainee will be enabled to develop their own individual teaching ‘personality’ and
personal principles with the following elements as the essential building blocks for an
outstanding practitioner:

Good Behaviour – develop strategies to promote and manage good behaviour
successfully and tackle bullying, including cyber and prejudice-based bullying.
 Challenge and Motivate - challenge and motivate all pupils and in particular in schools
and settings where attainment is low.
Teachers’ Standard 1 – Set high expectations which inspire, motivate and challenge pupils
Teachers’ Standard 7 – Manage behaviour effectively to ensure a good and safe learning environment
 Causes of Low Attainment - understand the causes of low attainment in some
underperforming groups of pupils.
 Ensuring Pupil Progress
o identify and build on pupils’ prior knowledge to ensure their progress.
o select and use teaching strategies that are effective in ensuring progress for all
pupils including those from underperforming groups; and those eligible for the
pupil premium.
 Minority Ethnic Backgrounds - confidence and competence in preparing to teach
pupils from minority ethnic backgrounds.
 English as an Additional Language - confidence and competence in preparing to
teach pupils with English as an additional language.
 Special Educational Needs and Disabilities - confidence and competence in
preparing to teach pupils with special educational needs and disabilities with
appropriate professional support.
Teachers’ Standard 2 – Promote good progress and outcomes by pupils
Teachers’ Standard 5 – Adapt teaching to respond to the strengths and needs of all pupils
1
1
‘competence’ refers here to the level appropriate to the stage of training reached
11
 National Curriculum and EYFS - understand the national curriculum and the Early
Years Foundation Stage curriculum, including national curriculum 2014, and its
associated examination and assessment arrangements.
 Subject Knowledge - secure subject knowledge across the curriculum to support
teaching and learning including the development of a specialism in early years
education.
 Teaching Reading - confidence and competence in teaching early reading, including
systematic synthetic phonics, language comprehension and reading comprehension.
 Teaching Writing - confidence and competence in teaching writing.
 Teaching Mathematics - confidence and competence in teaching mathematics.
 Teaching Physical Education – confidence and competence in teaching PE,
including for pupils with special educational needs.
 New Technologies - select and use new technology to effectively support learning.
Teachers’ Standard 3 – Demonstrate good subject and curriculum knowledge
Teachers’ Standard 4 – Plan and teach well-structured lessons
 Assessment and Using Data
o collect and record appropriate formative assessment data and summative test data
across the curriculum.
o use assessment data to identify pupils’ progress and support their learning.
o use assessment data to evaluate the quality of teaching.
 Reporting Pupil Progress - report pupils’ progress to different audiences and for
different purposes.
 Giving Feedback - give effective feedback to pupils to enable them to reflect on the
progress they have made and identify their own emerging needs.
Teachers’ Standard 6 – Make accurate and productive use of assessment
 Professionalism – maintain professional behaviour at all times including an
appropriately professional standard of dress
 Working in a Team - work with teaching colleagues as part of a team.
 Leading the Work of Other Adults - confidence and competence in leading the work
of teaching assistants and other additional adults to achieve learning objectives.
 Communication - confidence and competence in communicating effectively with
parents or carers.
Teachers’ Standard 8 – Fulfil wider professional responsibilities
12
Roles and Responsibilities
Leadership of your Programme
Hefin Williams
Programme
Leader
williamh@edgehill.ac.uk
01695 584495
earlyyearspartnership@edgehill.ac.uk
01695 584730
Administrative Staff
Professional Support Team
Management of the Area
Karen
Boardman
Tim Lucas
Head of Early Years
Education
Assistant Head of
Early Years
Education
boardmak@edgehill.ac.uk
01695 584730
lucast@edgehill.ac.uk
01695 584727
Module Leaders
Module Code
Module Title
EYE1000
Professional Practice
EYE1001
Curriculum, Teaching and Learning / PPD
EYE1002
Curriculum, Teaching and Learning / PPD
EYE1003
Early Years Specialism
Curriculum, Teaching and Learning Strand Leads
EYE1001/2
Early Years Foundation Stage
EYE1001/2
Child Development
EYE1001/2
EYE1001/2
EYE1001/2
EYE1001/2
EYE1001/2
PSED
Physical Development
Communication and Language
Literacy
Mathematics
EYE1001/2
Understanding the World – The World
EYE1001/2
Expressive Arts and Design
EYE1001/2
EYE1001/2
TTL
PPD
Understanding the World – People and
Communities
EYE1001/2
Module/Strand
Leader
Jennie Swift
Jennie Swift
Jennie Swift
Jo Albin Clark
Jo Albin Clark
Susan
Westmoreland
Christine Eyes
Christine Eyes
Jennie Swift
Susan Rogers
Hefin Williams
Rachael Sackville
Jones
Rachael
Sackville Jones
Jacqui Basquill
Jennie Swift
Rachael Sackville
Jones
13
Overview of the Programme
The diagram below indicates how the four strands combine to create the structure of the
degree:
You will study modules to the value of 120 academic credits in each level of study
Year 1 Level 4
EYE1000
20 credits (ungraded)
Year 2 Level 5
EYE2000
20 credits (ungraded)
Year 3 Level 6
EYE3000
40 credits (ungraded)
Professional Practice
(Nursery setting)
Professional Practice
(Key Stage 1 setting)
Professional Practice
(EYFS setting)
EYE1001
40 credits
EYE2001
40 credits
EYE3001
40 credits
Curriculum, Teaching and Curriculum, Teaching and Curriculum, Teaching and
Learning (EYFS and PPD)
Learning
(National learning (EYFS and PPD)
Curriculum and PPD)
EYE1002
40 credits
EYE2002
40 credits
Curriculum, Teaching and Curriculum, Teaching and
Learning (EYFS and PPD)
Learning
(National
Curriculum and PPD)
EYE1003
EYE2003
40 credits
20 credits
Early Years Specialism
EYE3002
40 credits
Curriculum, Teaching and
learning (EYFS and PPD)
EYE3003
40 credits
Early Years Foundation Early Years Specialism
Subjects
EYE2004
20 credits
Early Years Specialism
Each of the modules outlined above has a clearly structured taught course that requires
you to attend, actively participate and engage in independent study. You will have varying
amounts of learning time across the elements of the degree programme. It is important to
recognise that learning time will include combinations of the following:
 taught time
 reading and research time/independent study school based work and support
14
Students’ Voices
“All students should have the opportunity to be involved in quality enhancement and
assurance processes…….. In considering approaches it is important that higher education
providers create a culture and environment where students are encouraged to take up the
opportunities on offer.”
Chapter B5, QAA Quality Code
Our aim within the Faculty of Education is to go beyond mere consultation, or representation
of students in decision-making, and to try and create a genuine partnership with each and
every student. We believe that where a genuine partnership exists, students not only identify
enhancement opportunities but also offer ways to take forward those enhancements. Our
principle means of developing this partnership is to create an environment in which all parties
feel valued; and to create a wide range of opportunities for any student to engage in dialogue
which leads to educational enhancement and assurance of quality.
The following list sets out some of the main ways in which every student can have a voice
within their programme:
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Evaluation; including The National Student Survey and The NQT Survey
Staff-Student Consultative Forums (SSCFs)
Focus Groups
Boards and Committees
Course Representation
Curriculum Development
Personal Tutor discussions
The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice to be
recognised, celebrated and built upon; and secondly, it allows areas for improvement to be
identified and acted upon.
In the past year students have fed back many positive things relating to Personal and
Professional Development and the focus on Specialism; and, in addition, have commented
on the expertise and support of tutors.
An important point to note:
You will be asked to complete a final Exit Survey or End of Year Evaluation in
June/July, which is an essential element to your training.
Based on all of the helpful feedback received the programme team has undertaken the
following enhancements: the introduction of Holistic week, a new personal tutor system and
revision on the way feedback is provided on assignments. In 2015-16 the following
enhancements are also planned
 Revision of the Year 3 curriculum sessions to include engaging different aspects of
the local community
 Revision of the First Week programme to include more opportunities for trainees to
develop a positive sense of well-being.
The table overleaf sets out the ways in which the student voice will be captured
during the coming academic year.
15
Student Voice Overview
September
Potential
Trainees
October
November
December
January
February
March
April
May
June
End of year
‘Big Evaluation’
Focus
Group
Partnership
Programmes
Board
SERIM
July
Aug.
Feedback questionnaire after each open event/recruitment event
Feedback questionnaire after each interview, including questions about the rigour of the selection process
Trainees
First Week/
Induction
Day Survey
Partnership
Programmes
Board
ITT Board
SERIM
Faculty Board
SSCF
Student
Consultative
Meeting 1
SSCF
Student
Consultative
Meeting 1
Mid-year
‘Big
Evaluation’
NSS Survey
SSCF
Student
Consultative
Meeting 2
ISS Survey
ITT Board
Faculty Board
Partnership
Programmes
Board
ITT Board
HoA Focus
Group
NQTs/
Former
Trainees
Partnership
Programmes
Board
Faculty Board
ITT Board
NQT Survey
Faculty Board
Partnership
Programmes
Board
NQT/CPD
Conference
Feedback
Employability
Survey
Focus
Group
ITT Board
ITT Board
Faculty Board
Faculty Board
RQTs/
Past
Trainees
Partnership
Programmes
Board
ITT Board
Faculty Board
Partnership
Programmes
Board
ITT Board
Employability
Survey
Focus
Group
Faculty Board
ITT Board
Faculty Board
Feedback to Trainees after:
SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’
Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees.
16
Staff-Student Consultation
The process of Staff-Student Consultation is set out below:
Year Group
Programme
Area
Aim – To gather feedback at individual course
and/or year level within the programme in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt, on-going feedback.
Aim – To gather feedback on the programme
as a whole in order to celebrate achievements
and successes, and to identify any issues; and
provide feedback via the production of the
Staff-Student Consultative Forum (SSCF)
Meeting Summary, within an agreed timescale.
Aim – To gather feedback across the Area in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt feedback to students via the
production of the Staff-Student Consultative
Forum Meeting Summary, within an agreed
timescale.
-
1 / 2 consultative representatives per
group to be elected and trained in role
-
A minimum of two SSCFs per year to be
planned
-
Programme Leader and SU to train all
consultative representatives, and to
confirm processes/expectations at the
start of the year
-
For undergraduate programmes 1-3
trainees to attend from each year
(undergraduate).
-
-
-
On-going feedback mechanisms to be
established via e-mail/Blackboard, as
appropriate, and Year Leader to receive
on-going feedback
Year Leader to produce an overview of
actions on a termly basis for management
team review
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
-
Number of focus groups per year to be
planned by the Head of Area or Assistant
Head of Area
-
Timing to be planned by the Head of Area
or Assistant Head of Area
-
For PGCE programmes, a representative
from each group to attend
-
Chaired by Head of Area or Assistant
Head of Area
-
Chaired by Programme Leader
-
-
Year Leaders to attend and appropriate
partners
Minutes of meetings discussed, and
actions confirmed, with Area Management
Team
-
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
Focus to be confirmed but linked to Area
priorities and issues raised at previous
stages of the process across all
programmes
17
18
Quality Assurance and Quality Enhancement
External Examination
Degree‐awarding bodies are responsible for the quality of their educational programmes and
the standard of the awards to which they lead; and the external examination system within
UK higher education is one of the principal means for assuring both.
Within the Faculty of Education we work with External Examiners and External Consultants,
according to the needs of the Area; and both of these roles are taken by experts in their
subject, or field of work. The External Examiner is a colleague from another Higher
Education Institution, and the External Consultant is a colleague from a setting, school or
college. External colleagues are independent experts who has no significant prior
association with the programme team.
Our externals are valued partners at Edge Hill University and the work they undertake allows
programme teams to be assured of the quality of the programmes delivered and, at the
same time, supports programme teams in identifying enhancement opportunities in order to
continue to improve programmes.
All external colleagues will visit a sample of trainees on placement, will observe them
teaching, and may look at trainees’ files. They will also talk with school colleagues. All of
these activities allow externals to judge the quality of the programme being delivered.
Externals also review samples of assessments in order to judge the accuracy and fairness
of marking being undertaken; and, they will meet with a group of trainees at the university
to discuss all aspects of their studies.
At the end of the year externals attend the relevant assessment boards in order to confirm
that the marks and awards being made are made fairly and rigorously.
At the end of the examination process external colleagues write a report which outlines their
findings, observations and judgements. This is a significant document which allows
programme teams to celebrate strengths and identify areas to develop. The reports are
located in the relevant area of the VLE for you to read; along with the programme team’s
response to the report.
The External Examiner(s) for your programme is/are:
Dr Fufy Diemissie (name); Senior Lecturer (position); Sheffield Hallam University.
It is not appropriate for trainees to contact externals individually, however, many of you will
have chance to talk with them as outlined above.
19
Teaching, Learning and Assessment
The Faculty of Education’s approach to teaching, learning and assessment is built around a
concept of a learning entitlement for all students/trainees that includes:

programmes that provide academic and professional challenge and which are
underpinned and informed by practice based research

explicit engagement that addresses learners’ academic and professional needs
and develops their relevant skills and knowledge

a focus on learner centred approaches to teaching, learning and assessment

provision of a wide range of pedagogies designed to role model excellent practice
and to promote effective learning opportunities

the effective integration of new and emerging technologies designed to enhance
the learning potential of sessions, modules and programmes

assessment opportunities (formative and summative) that are equitable,
consistent, transparent, time appropriate and closely aligned with aims and
learning outcomes

comprehensive and effective feedback procedures that clearly articulate targets for
progression and improvement

opportunities to develop teaching, learning and assessment techniques within a
range of settings as appropriate to the programme of study
20
Edge Hill University ITT Professional Practices
Whilst on Professional Practice, a trainee’s first point of contact with the University will be
their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee in
advance of the Professional Practice and provide their contact details. In the event that
the trainee is unable to contact their tutor on an urgent matter, they must contact their
Professional Practice Leader, who will direct the trainee to an appropriate member of
staff.
Professional Practice allocations
Professional Practices are normally secured on behalf of all trainees by the Faculty Team.
However, if a trainee is aware of a school/college/setting which they feel might provide a
Professional Practice for them, as they have previously undertaken voluntary work there, a
trainee can make direct contact with the school, college, setting. A Professional Practice
Assistance Form will need to completed and signed by the setting.
(http://www.edgehill.ac.uk/educationpartnership/early-years-education/) Please note, this
may not mean that this is where the trainee undertakes their next Professional Practice as
a Quality Assurance check needs to be undertaken to ensure the training the trainee will
receive is of high quality.
Timing of Professional Practices
Due to the large variety of schools, colleges, settings within our extensive partnership we
need to be flexible. This means that a trainee may start or end their Professional Practice at
different points within a specific window of time. There are also occasions where schools
withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results,
changes in staffing, illnesses and maternity covers etc). If, for any of these reasons, the
trainee begins their Professional Practice later than other trainees in their cohort, the trainee
will continue to progress and develop through the delivery of an enhanced training
programme. The trainee will continue as a full time trainee and have the opportunity to
experience other aspects of the programme that their peers will engage with later on in the
programme, for example a short placement at an SEND school. The programme is designed
to be flexible so that aspects can be moved around in order to ensure that differences in
Professional Practice dates and in training needs can be accommodated.
Deferred Professional Practices
A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw
from a Professional Practice after its commencement for reasons beyond their control. In
this situation, the trainee will need to contact their Edge Hill University tutor and arrange to
submit an application for acceptance of Exceptional Mitigating Circumstances. This is
usually termed an ‘EMC’. Once an EMC has been accepted, the Faculty team will work
towards securing a repeat Professional Practice. Where possible, this will normally be within
the same academic year, so as to cause minimal disruption to the training programme. This
requires special negotiation with schools, colleges, settings because of the unusual timing
of the Professional Practice. The trainee will be informed as soon as possible, but please
maintain contact with the Programme Leader and engage in some voluntary work whilst
awaiting confirmation. Ensure that contact details are up to date and known to both
Academic Registry and to the Programme Leader.
21
Referred Professional Practices
A Professional Practice is termed ‘referred’ when a trainee is required to repeat it as a result
of having been graded as a ‘4’ on the grading criteria identified for that professional practice.
In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s
needs and provide very specific support. Obviously, this requires special negotiation and a
careful choice of setting. The trainee will need to be patient throughout the process; where
possible, the repeat Professional Practice will occur within the same academic year.
However, where there are issues of time available and limited offers, it may be necessary
for this to be undertaken at the beginning of the following academic year. A trainee is not
automatically entitled to a ‘referred’ Professional Practice; this will be offered at the discretion
of a Faculty School Experience Assessment Board.
Contact Details for Professional Practice
Any change in a trainee’s address or contact details, a trainee must ensure that they update
the trainee Go Portal as appropriate, to ensure all information at the time of allocation is
completely up to date.
Blackboard Learning Edge
Trainees are requested to access blackboard on a regular basis and also to check their Edge
Hill email accounts, which will be used for urgent communications. As these are accessible
through the Go Portal, it is a positive way of strengthening and fostering collaboration
between trainees whilst on Professional Practice, enhancing the overall reflective
experience. This is where you will be notified of your Professional Practice allocation
Travel and Accommodation Policy
If costly travel is incurred by a Professional Practice, then support towards your expenses
may be claimed for, that is for any distances over and above that which equates to your
normal journey from home to the university. Claim forms (known as Trainee Expense Forms)
are available from the Faculty of Education Information Desk. The entire travel policy
document can be found on the VLE.
Occasionally there may be opportunities for trainees to complete a Professional Practice at
a location that is an unreasonable distance from the home address and in these instances
accommodation will be provided by Edge Hill University. Full details can be found in the
Travel and Accommodation policy on the VLE. Additional support with other expenses, whilst
on a remote Professional Practice can be found in this policy.
22
Additional information related to Professional Practices






Issues of a more practical nature, such as transport, finance, etc., should be raised
by completing the appropriate form, available from the FoE Reception
Any concerns or personal issues regarding the Professional Practice, e.g., medical
conditions, personal issues, financial issues, etc., should be reported within one
working day of the notification of the Professional Practice by completing a
Professional Practice Rejection Form, obtainable from FoE Reception. This will then
be scrutinised by both the Professional Practice Leader and Course leader, who will
need to support the submission, and the Assistant Head of Area/Head of Area who
will make the final decision. Please be aware that, in some cases, further
documentary evidence, e.g., a doctor’s note, may be required.
All trainees should have considered all other options, e.g., submitting a Transport
Request Form (when required travel is very difficult), or applying for additional funding
(when genuine financial hardship is a factor), as the refusal of a Professional
Practice Rejection Form could result in failing the Professional Practice on a
technicality, i.e., a trainee has been offered a suitable Professional Practice but have
declined it.
Trainees must complete a minimum number of days/hours in school/college/setting.
If a trainee does not complete these days, they will not be compliant and they cannot
be recommended for QTS at the end of the Programme. Trainees may need to make
up extra days at the end of the Professional Practice.
Trainees should work alongside qualified teachers when planning out of
school/college/setting activities. The final arrangements and risk assessments
must always be carried out by a qualified teacher.
Some trainees and schools/colleges/settings will be visited by External Examiners
during the final week of the experience. Details of External Examiner visits will be
shared nearer the time. The role of the External Examiners is to act as critical friends
to Edge Hill University and to offer views about how we can develop and improve our
provision. Their role is not to visit trainees and schools/colleges/settings in order to
make judgements about their performance.
23
Lines of Communication: Who do I ask if I have a query or a concern?
If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group,
including booklets and notices on Learning Edge? Have you checked with your members of your peer group?
If you have a personal concern or an
academic query (e.g in relation to your
academic writing)
If you have a concern or query in relation to
your professional practice.
If you have a query relating to a
particular module (including the content,
tasks or assignment)
Please make contact with your Personal
Tutor initially via email to arrange a time to
meet.
Your personal tutor will usually be able to
resolve your issues or direct you to the
most appropriate point of contact.
If your professional practice has not yet started
please contact your personal tutor
If your professional practice has started then
please contact your Mentor (school based
trainer) or your Visiting Tutor (Edge Hill based
trainer).
Please contact the individual module
tutor who teaches you for that module in
the first instance.
Your module tutor will usually be able to
resolve your issues, however, if
necessary they may be referred to the
Module Leader.
If necessary your personal tutor, visiting tutor or module leader will refer your queries or concerns on to your Year Leader.
NB: Due to data protection we cannot discuss your training with anyone other than you.
Certain matters may be referred by the Year Leader, to the Programme Leader.
NB: You should not make contact with the Dean of Education or the Head of Area.
For wider support outside the faculty please access support from Student Services or Learning Services.
Student Services for
Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support
Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday
Tel –- 01695 584554
Leaning Services for
Library/ IT help / Media Facilities /SpLD support
Tel – 01695 650800
https://www.edgehill.ac.uk/studentservices/student-information-desk/
Email, live chat or text message – ehu.ac.uk/askus
https://www.edgehill.ac.uk/ls/about/
24
Useful Contact Information for Trainees
Careers Service
Website: http://www.edgehill.ac.uk/careers/
Tel: 01695 584866 (out of hours answer machine available) Email
General Enquiries: careers@edgehill.ac.uk
Address: Careers Office - Student Information Centre (ground floor), Edge Hill University,
St Helens Road, Ormskirk, L39 4QP.
Learning Services (including support services)
Website: http://www.edgehill.ac.uk/ls/
Tel: 01695 584286
Email: enquiries lsdesk@edgehill.ac.uk
Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/
Finance
The Student Financial Support Team is based in the Student Information Centre at Edge Hill.
Academic Registry
Academic registry is based in Student Information Centre (SIC) Tel: 01695
584554 – Academic Registry Helpdesk Accommodation
Email: www.edgehill.ac.uk/accommodation.
Counselling
Tel: 01695 650988
Email: counselling@edgehill.ac.uk
25
The Role of the Personal Tutor
What is a Personal Tutor?
The Personal Tutor sits at the centre of the student ‘goal setting process’, linking together all
aspects of a programme to ensure that each trainee is supported and challenged rigorously
throughout their training within the Edge Hill University Partnership, in order to achieve their full
potential.
The Personal Tutor, will ‘own’ the progress and training of each trainee they work with, and be
responsive and accessible when issues arise. They will report on their work at regular intervals
throughout the year, demonstrating how each of their trainees is developing into a highly reflective
and critical practitioner who evaluates his or her own practice and the impact this has on pupil
progress and achievement, thus ensuring that each trainee makes outstanding progress.
This is a personalised role for each trainee dependent upon their prior experiences, achievement
and individual training needs.
What does a Personal Tutor do?
The role of the Personal Tutor will vary depending upon the year of the programme a trainee is
in.
All Personal Tutors will receive training before they undertake the role and will receive staff
development in this area as required.
Their focus will include:
Undertaking scheduled tutorial meetings with tutees (a minimum of 3 during the year)

Tracking and monitoring of trainee progress and logging this centrally, and intervening
when required

Being available to offer advice and guidance during Professional Practices

Offering support when required regarding training; and communicating with trainees
regularly

Guiding trainees in relation to personal employability.
26
What should you as a trainee do?
You should engage fully in all scheduled Personal Tutor meetings; and attend Personal Tutor
meetings ready to engage in discussions about your progress and goals. This includes the
completion of pre-meeting tasks as appropriate.
You should ensure that copies of relevant information are made available for Personal Tutors at
planned meetings, such as Professional Practice End of Placement Forms.
You should ensure that your Personal Tutor has all your current contact information.
You should ensure that all your relevant teaching files, subject knowledge folders and Standards
portfolios are maintained and up to date, as a Personal Tutor may wish to see these at any point.
It is to be emphasised that working with a Personal Tutor is a two way process and trainees
are expected to prepare for Personal Tutor meetings in an appropriate way.
Please also refer to the diagram in this booklet which will guide you in understanding the
most appropriate sources of support throughout your time on the programme if you have a
query or a concern.
27
Employability Including References
Employability is at the heart of all programmes in the Early Years Partnership and activities
to develop a trainee’s employability begin as soon as trainees are enrolled for their
programme. Employability has an enhanced focus within the PGCE year and the final years
of the BA (Hons) Early Years Education with QTS (full and part time) with involvement from
across the EHU Partnership.
Examples of Programme activities: Careers Team - Trainees receive regular advice and guidance from the Careers
Team from the beginning of their programme in how to enhance their CV
 Professional Practice- Trainees engage in the whole school duties of the class
teacher when appropriate during professional practice and are encouraged to lead
or participate in after school activities
 Professional Practice – Trainees work with their EHU School Based Trainer to
prepare for job applications and micro teaching activities as part of preparation for
recruitment.
 PPD support – All trainees receive
o Lectures and seminars, led by expert practioners from across the partnership
relating to constructing a letter of application and the interview process.
o Signposted reading in relation to employability and CV building.
 All trainees receive the Primary Area Employability guide.
The Early Years Area offers a number of enhancement opportunities to our trainees to
ensure that they are as employable as possible by the end of the training.
Enhancement opportunities:
 All trainees are offered a range of opportunities by the Faculty and University
including volunteering and paid employment e.g. Open Events, Taster Days,
working for the Education Liaison Team, opportunities to work abroad via the
careers service, academic mentoring roles
 All trainees are offered the opportunity to nominate themselves to be a Group
Representative within the Faculty consultative and committee process.
 The Faculty and University offer trainees the chance to be part of a range of
enhancement opportunities including – the cultural placement project, Technology
for Teaching and Learning projects in schools and Science enhancement activities
in partnership with particular schools
 Faculty of Education Employment Event presenting trainees with a range of
opportunities to engage with future employers.
 Attendance at conferences and events within the PEYS Area e.g National
Curriculum 2014 Computing conference and National Curriculum 2014 Primary
and Early Years Conference.
 Opportunities to apply for University Awards and Scholarships.
28
You will be given advice on job applications within your Personal and Professional
Development module. Further written advice is available from the Careers Office in the
Student Information Centre; you should visit it regularly from February onwards to check for
details of vacancies. During your developmental school placement, you may need to
contact the Careers Office to find out details of local authority ‘pools’ and closing dates, if
they were not available before your block began; several authorities have closing dates in
January or February but only publish the details a few weeks beforehand. During your
Phase 2 Professional Practice, it is a good idea to contact the office every week to find out
about vacancies which have been notified directly to Edge Hill University without being
advertised in newspapers or local authority lists. You can contact the Careers Office by
telephone or on the web at:
http://www.edgehill.ac.uk/careers
References
When applying for teaching jobs, you should give your first referee contact as:
eyteachingreferences@edgehill.ac.uk
This will ensure that reference requests from potential teaching employers will be answered
as quickly as possible by the ITT Programmes Administration Office, where all references
are stored. Do not name your personal tutor; this only slows down the process.
Your reference will be compiled, updated regularly and forwarded to the office by your
personal tutor. It will be confidential, containing:
 a description of your programme
 a summary of course tutors’ comments on your attendance and attitude in University based training
 a summary of key points made in written feedback to you on your coursework
 a summary of key points made in written feedback to you at the end of your school
placements
 a provisional/final overall assessment of pass or fail
 information regarding our NQT Development and Enhancement Programme
Most application forms will require you to name a second referee. This may be:
 a teacher or head teacher in one of your placement schools, if s/he has already agreed
to give you a reference
 someone who can comment on your suitability for teaching from their experience of you
before you began this course (e.g. a teacher in a school where you worked voluntarily)
29
If you intend to apply to a church school it will be helpful, and sometimes essential, for you
to obtain an open testimonial to your church membership from your vicar or priest. You
should do this in good time so that you can attach it to any relevant applications.
Catholic Certificate in Religious Studies
NQTs appointed to Catholic schools would normally be expected to have the CCRS or to
agree to undertake it. The full course contains 8 modules: 6 core modules and 2 specialist
modules (the Distinctive Nature of a Catholic School; Current Developments in Religious
Education). Each module normally involves 10 hours of contact time at St Bede’s High
School, Ormskirk, on Wednesday evenings in the autumn or spring term, and a written
assignment.
If you want more details about the CCRS, contact:
Liverpool Archdiocesan Centre for Evangelisation
Croxteth Drive
Sefton Park
Liverpool L17 1AA
0151 522 1053/6
Or you can get an application form from Edge Hill University’s Careers Centre
30
31
Newly Qualified Teacher/Former Trainee Development and
Enhancement Programme
Edge Hill University are here to support you through your studies and throughout your teaching
career. The Development and Enhancement programme supports graduates in their first year
of teaching through the following:






Workshops/Collaborate sessions
Blackboard dedicated to NQT/Former Trainees and their professional
development
Access to the Public Lecture Series
3 NQT/Former Trainees Conferences
Dedicated email address nqt@edgehill.ac.uk
Support from Area Coordinators
We also provide support throughout your teaching career including:




Invitations to TeachMeets
Support in planning your career
Free Library and online journal package
Help with further study
We very much welcome you to be a part of the Edge Hill University alumni community once you
graduate.
32
Teaching Unions
We strongly advise you to join a union. The three listed below all offer similar general benefits:





legal support and advice (this is particularly important in case you become involved in
an accident in school)
general advice and information for members
professional representation
free membership for trainees
online application process
To help you decide which one to join, you could:



study their websites
talk to teachers in a setting, school, or college
take out multiple free trainee memberships, before choosing one union to subscribe to
as an NQT/Former Trainee
Union
The National Union of Teachers
Website
http://www.teachers.org.uk/
The National Association of
http://www.teachersunion.org.uk/
Schoolmasters Union of Women Teachers
The Association of Teachers and
Lecturers
http://www.atl.org.uk/
Union representatives are normally invited to give a brief introductory talk to trainees during the
course of their programme.
33
Timetables (XX Grid)
2015/2016
Year 1
Week
beginning
Week
EYE1001/2
Monday
EYE1001/2
PPD
Friday
EYE1003
Wednesday
Enquiry Led
Learning
Tuesday
Professional
Practice
Notes
NB: You are enrolling on a full time professional programme and you are required to be available for
Edge Hill University taught sessions and Professional Practice between 29th September 2014 and
12th July 2015. Your training and Professional Practice dates are likely to follow the pattern indicated
on this timetable but your pattern of training may require you to complete professional practice at
any point within the academic year.
31-Aug-15
1
07-Sep-15
2
14-Sep-15
3
21-Sep-15
4
28-Sep-15
5
x
x
x
05-Oct-15
6
x
x
x
12-Oct-15
7
x
x
x
19-Oct-15
8
x
x
x
26-Oct-15
9
02-Nov-15
10
x
x
x
x
09-Nov-15
11
x
x
x
x
16-Nov-15
12
x
x
x
x
23-Nov-15
13
x
x
x
x
Holistic Week
(You will need
to be available
for every day
of this week)
30-Nov-15
14
07-Dec-15
15
x
x
x
x
14-Dec-15
16
x
x
x
x
21-Dec-15
17
28-Dec-15
18
04-Jan-16
19
x
x
x
x
11-Jan-16
20
x
x
x
x
18-Jan-16
21
x
x
x
x
25-Jan-16
22
x
x
x
x
01-Feb-16
23
x
x
x
x
Christmas Break
34
08-Feb-16
24
15-Feb-16
25
22-Feb-16
26
29-Feb-16
27
07-Mar-16
28
14-Mar-16
29
21-Mar-16
30
28-Mar-16
31
04-Apr-16
32
11-Apr-16
33
18-Apr-16
34
x
x
x
25-Apr-16
35
x
x
x
02-May-16
36
x
x
x
09-May-16
37
x
x
16-May-16
38
23-May-16
39
30-May-16
40
06-Jun-16
41
13-Jun-16
42
20-Jun-16
43
27-Jun-16
44
04-Jul-16
45
11-Jul-16
46
18-Jul-16
47
25-Jul-16
48
01-Aug-16
49
08-Aug-16
50
15-Aug-16
51
22-Aug-16
52
Professional Practice 1a
You will undertake a 6 week professional practice between the dates of
8th February 2016 and 25th March 2016
Year 1
Transition Day
(Mon)
You may need to be available in these weeks to complete additional professional practice
days. Please seek authorisation from your Year Leader before making any commitments.
This timetable was correct at time of printing and subject to change. Further detail will be provided through module booklets,
professional practice documentation and group timetables. Trainees will be placed in schools/settings on or after the first date
specified. Please be aware you may be required to undertake further Professional Practice days after the identified last date of
term if you have not completed the required number of days during the year.
35
Assessment Schedule
Assessment
Date for submission
EYE1001 PPD assignment
The Holistic Nature of the EYFS
5th February 2016
EYE1002 PPD assignment
Roles and Responsibilities
29th April 2016
EYE1003 assignment
Theory in practice
30th October 2015
36
Code of Conduct
Faculty of Education
Initial Teacher Training (ITT) Professional Code of Conduct
Introduction
All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of
Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are
programmes of professional training and education. As a trainee studying on an ITT
programme you are expected to conduct yourself at all times in an appropriate professional
manner.
You are entitled to expect that your professional practice settings mirror the professional
experience of a teacher, and settings are entitled to expect that you will present and conduct
yourself in a way that is consistent with the professional expectations of a teacher. This
could mean, for example, attendance at start of day staff meetings, or attendance at an after
school club.
The Professional Code of Conduct is additional and complementary to the Edge Hill
University Student Regulations, which incorporate the Student Code of Behaviour and
Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT
programme is a student of Edge Hill University and you are therefore both bound by, and
protected by, the entitlements included in the Academic Student Regulations in force at the
time of enrolment and study. These are issued to each student at the point of enrolment and
subsequent updates are accessible via the web.
The Professional Code of Conduct is additional and complementary to both the Edge Hill
University Student Charter and a professional practice setting’s own policies and practices.
This code has been drawn up in collaboration with the ITT partnership. The code takes into
account the relevant and current policy and legislative frameworks including the Teachers’
Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the current
Professional Standards for the Further Education Sector managed by the Education and
Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current
Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and
Safeguarding legislation.
This code sets out the Faculty’s expectations of you as you engage with a professional
programme. You are signing the document in order to evidence and agree to abide by the
behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and
as a representative of the university, from the point of enrolment onwards.
37
Behaviour and attitude:
As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you
are expected to demonstrate consistently high standards of personal and professional
conduct. You will maintain and model the highest standards of ethics and behaviour.
For all aspects of the programme you are following, you will:
1. Demonstrate high standards of honesty and integrity
2. Treat pupils/learners in all settings, and others, including fellow trainees and all staff
in the Edge Hill University Partnership, with humility and dignity
3. Show respect for the rights of others including individual liberty and mutual respect
and tolerance of those with different faiths and beliefs
4. Show due regard for the ethos and values of the university and any other setting. You
will follow the policies, procedures and codes of practice and conduct, including
safeguarding pupils’ well-being, in accordance with statutory provision
5. Demonstrate professional behaviour and relationships towards all staff,
pupils/learners and trainees in both formal and informal contexts, including via social
media. You will observe boundaries in line with a teacher’s professional position and
responsibilities
6. Take responsibility for your own learning and development, ensuring a professional
and accountable approach to all aspects of the programme
7. Take responsibility for managing the demands of the profession by looking after your
personal well-being and actively developing resilience strategies
8. Show an active willingness to engage with, listen to and act on feedback and advice
from trainers across the Edge Hill University Partnership
9. Actively reflect on your learning and teaching experiences in order to target set, action
plan, improve, achieve and attain highly
10. Participate and actively engage in all learning and teaching experiences, and
activities; and engage with the full range of feedback mechanisms, such as trainee
surveys, trainee consultation and focus groups
11. Ensure that the requirements of all elements of the programme are carried out in line
with the guidance in module, course and programme documentation, and at briefings.
This includes subject specific codes of practice
38
Professional responsibilities:
In addition, this will mean that you are required to:
1. Commit to attend all training sessions. You will reflect an exemplary attendance
record that can be reported within your completed reference from the Edge Hill
University Partnership. You will follow the procedures for notifying absence which are
clearly set out in the programme documentation and avoid last minute cancellations
of meetings wherever possible
2. Complete, adhere to and retain all compliance-related documentation in an
appropriate manner. This will include DBS Enhanced Disclosure and good health and
good character declarations
3. Fully engage with the programme that you have enrolled upon, as required by the
teaching and learning strategy for your programme; including attendance at all
Personal Tutor meetings
4. Take responsibility to access, read, fully understand and engage with the policies,
procedures and practices across your training programme; and ensure all
safeguarding procedures are fully adhered to
5. Maintain a professional approach to all communications, including e communications
and social networking, ensuring that comments made do not bring yourself, your
family, your colleagues, or the Edge Hill University Partnership into disrepute
6. Use the Edge Hill University email system to communicate professionally with staff,
to maintain an appropriate approach to e-safety and to comply with the university’s
and setting’s policy2
7. Be punctual at all times
8. Use the relevant support networks to raise any issues/concerns you may have with
your training
9. Maintain an appropriate standard of professional dress and appearance, particularly
whilst on professional practice and in relation to special activities
10. Ensure that all assessed work relevant to your training programme is available if
requested
11. Take full advantage of the range of professional development opportunities, including
the NQT/Former Trainee programme, in order to support your ongoing training and
development
2IT
Acceptable Use Policy https://go.edgehill.ac.uk/wiki/display/itservices/IT+Acceptable+Use+Policy
39
Breaches of the Professional Code of Conduct
When at Edge Hill University:
1. Code of Behaviour/Misconduct
The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets out
the code of acceptable behaviour and disciplinary procedures to deal with misconduct. 3
You must comply with all rules and regulations of the university. The current versions of all
university polices are housed on the Edge Hill University intranet and it is your responsibility
to make yourself aware of these. Some rules and regulations may be supported by
sanctions, including fines, or exclusion from facilities and services.
2. Academic and Professional Requirements
The academic and professional requirements of each ITT programme are specified in The
Edge Hill University Programme Handbook, produced on an annual basis.
The handbook sets out what is expected and required of you in relation to academic
performance and professionalism and specifies the procedures to be followed in the event
of:



Academic failure
Malpractice
Failure to meet the academic and professional requirements of the programme.
Within the Edge Hill University Academic Regulations, please refer to Appendix 19:
Academic and Professional Review procedures and the Fitness for Practice Regulations
3. Academic and Professional Review procedure
The ITT Academic and Professional Review Procedure acts as a necessary first stage in
the tracking and monitoring of trainees’ progress on their ITT programme. The process is
designed to be supportive of you in outlining clear actions to support your success,
progression and achievement. In addition, the procedure allows decisions to be made with
regard to your suitability to teach and/or remain on the programme. The process involves
four stages including a preliminary stage and is detailed in the appropriate Programme
Handbook.
3Student
Support & Regulations - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html
40
Whilst on professional practice:
1. Minor breaches of the Code of Conduct will be dealt with initially by discussion with
the mentor and/or visiting tutor, an informal warning, and/or improvement targets set
through the normal training process. Provided that you act on such warnings and/or
targets, and comply with the Code of Conduct, there will be no further consequences.
Failure to act on such warnings and/or targets is likely to constitute a serious breach
of the Code of Conduct and the procedure outlined below will apply.
2. If you commit a serious breach of the Code of Conduct and your behaviour gives rise
to concern about professional standards, the head, manager or principal of the setting
will follow normal procedures in relation to staff discipline as appropriate. Relevant
Edge Hill University tutors will also be notified and appropriate action will be taken.
This may include the triggering of the Academic and Professional Review Meeting
procedure (APRM) involving the Programme Leader and Assistant Head of Area at
stage 2.
3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally
result in your immediate removal from the school/setting/college and serious
disciplinary consequences. These consequences will usually include a Stage 3
Academic and Professional Review Meeting with the Assistant Head of Area/Head of
Area.
41
Edge Hill University
Faculty of Education Partnership
Initial Teacher Training (ITT) Professional Code of Conduct
I confirm that I have read and understand the Edge Hill University Partnership Initial
Teacher Training (ITT) Professional Code of Conduct and agree to abide by its terms
Signed
(trainee):
Print name:
Date:
Signed
(tutor):
Print name:
Date:
ITT programme:
42
Attendance Expectations
Attendance at taught sessions is compulsory. You will have responsibilities to fellow trainees
and will be expected to actively contribute to sessions. Occasional absence related to illness
or personal difficulties will not be penalised. Trainees should explain absences to their tutor in
advance where possible and demonstrate understanding of the session missed.
On the first day of any absence, it is the trainee’s responsibility to notify the Early Years
Administration Office and their Tutor before 9.30am on the first day of absence. The following
information will be required:
a)
b)
c)
d)
Name
Programme
Reason for absence
Proposed return date to Edge Hill University. The Faculty of Education is required to
record all absences.
e) You must notify the Early Years Administration Office of your return date, if unknown at
the time of notification or if different to the above.
Trainee Tracking

Explained absence

Unexplained absence




Consecutive
unexplained absence
Irregular
attendance/missed
more than 3 sessions.






Trainee informs both the tutor and Early Years Administration
Office of absence
Tutor passes session register to the Early Years
Administration team to ensure that the absence has been
noted on the trainee’s record
Tutor discusses absence with trainee
Independent reading set as appropriate
Tutor notifies Early Years Administration team of absence via
the return of the register
Tutor monitors the situation
Tutor notifies the Year Leader
Tutor notifies Early Years Administration team of absence via
the return of the register
Year Leader makes contact with the trainee to identify issues,
agree and record action (retained on trainee file)
Year Leader notifies the Programme Leader
Tutor notifies Early Years Administration team of absence via
the return of the register
Year Leader meets with the trainee, identifies issues, agrees
and records action (retained on trainee file).
43
Emerging pattern of
missed attendance,
explained or
unexplained prolonged
absence.
Continuing missed
attendance, explained
or unexplained/ attitude
concerns

Programme Leader meets with the trainee, identifies issues,
agrees and records action (retained on trainee file).

Early Years Head of Area/Assistant Head of Area and the
Programme Leader meet with the trainee and initiate Stage
One Academic and Professional Review Procedures
(Appendix 3)
Targets set – documents circulated to trainee
Trainee placed on ‘Reserved Agenda’
Programme Leader monitors attendance and reports to the
Early Years Management Board and ‘Reserved Agenda’.



Early Years Head of Area/Assistant Head of Area and
Programme Leader meet with the trainee to review failure to
meet targets.
Trainee fails to respond
to the targets set at
Stage One Academic
and Professional
Review Procedures.
Where appropriate, Stage Two Academic and Professional
Review Procedures initiated. Documents circulated to Academic
Registry, trainee and Early Years Head of Area/Assistant Head of
Area.
OR
Academic Registry withdraws the trainee from the programme in
the event that first or second tracking letter is not responded to.
44
Academic and Professional Review Meetings (APRM)
ITT Academic and Professional Review Procedures (APRM): 2015/16
Early Years Education
Tracking and monitoring of
trainees reveals a specific
support need, or, infringement
of Code of Conduct
APRM Stage 1, including
Initial Tutorial Meeting:
Stage 1 APRM, including Initial
Tutorial Meeting, initiated4
Trainer alerts trainee and Year
Leader, and maintains a record
of communication
Trainer meets with trainee.
Identification of issues and
actions/targets agreed.
APRM doc.tut completed
Trainer monitors situation and
maintains the overview
Tracking and monitoring of
trainees reveals
ongoing/further specific support
needed; re-occurrence of
infringement of Code of
Conduct; or targets not met
Trainer notifies Year Leader
Year Leader meets with trainee.
Identification of issues and
actions/targets agreed.
APRM doc.1 completed
Year Leader informs
Programme Leader, monitors
situation and maintains the
overview
Tracking and monitoring of
trainees reveals
ongoing/further specific support
needed; re-occurrence of
infringement of Code of
Conduct; or targets not met
APRM Stage 2
Stage 2 APRM initiated
Assistant Head of Area and
Programme Leader meet
with trainee.
4
The APRM staged process will normally be followed as set out in the flow chart; however, certain
circumstances may require the process to begin at a specific stage
45
Identification of issues and
actions/targets agreed.
APRM doc.2 completed
Programme Leader
monitors situation and
maintains the overview
Tracking and monitoring of
trainees reveals
ongoing/further specific
support needed; reoccurrence of infringement
of Code of Conduct; or
targets not met
APRM Stage 3
Tracking and monitoring of
trainees reveals
ongoing/further specific
support needed; reoccurrence of infringement
of Code of Conduct; or
targets not met
APRM Stage 4
Stage 3 APRM initiated
Head of Area and Assistant
Head of Area meet with
trainee.
Identification of issues and
actions/targets agreed.
APRM doc.3 completed
Programme Leader
monitors situation and
maintains the overview
Stage 4 APRM initiated
Head of Area alerts
Associate Dean (ITT and
Quality). Head of Area
reports to Academic
Registrar and Director of
Student Services with
regard to institutional
consideration within Fitness
to Practise regulations.
46
Exceptional Mitigating Circumstances (EMC)
The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The
guidelines
can
be
found
on
the
Academic
Registry
wiki
https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014
If you have questions about the content please discuss with the Programme Leader who will
advise you on the best course of action.
47
Research Ethics Policy and Proforma
Section A: Personal Details
Name:
Course:
Title of Project:
Supervisor(s):
Section B: To establish whether your project requires approval from the Faculty Ethics
Research Committee (FREC)
Yes
1.
2.
3.
4.
5.
No
Will your project involve collecting and analysing data rather than solely
consisting of a literature review?
Will your data be anything other than the material routinely produced and
collected as part of your teaching or professional practice (e.g., lesson plans or
evaluations)?
Will your data be anything other than documentary data (e.g., policy
documents, schemes of work, awarding body specifications)?
Will your data be anything other than publically available secondary data that is
in the public realm (data already collected for another purpose) such as
national archives or DfE performance tables?
Will you collect new data from or with persons (e.g., interview or questionnaire)
purely for purpose of completing this project?
If you have answered yes to all of these questions your project will require approval from the
Faculty Ethics Research Committee. You must not begin data collection until you receive
approval and this form has been signed off by an FREC representative. Failure to comply with
this procedure is considered by the university as academic malpractice that will result in failing
the module associated with this project and may also result in you being withdrawn from your
course.
48
Section C: To be completed only if your project requires FREC approval
Before designing your project you will need to become familiar with the standards expected to
be followed in educational research by reading the British Educational Research Association
Ethical Guidelines for Conducting Educational Research. If the participants in your study
involve persons under the age of 18 years you may also find it helpful to read the Ethical
Guidance for Undertaking Research with Children and Young People. These documents can
be
found
on
the
Faculty
of
Education
Research
wiki:
https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics
Project Details
What are the research question(s) for your project?
Who are the intended participants?
How will you access these participants?
What is the proposed design of your study?
What is the proposed method of data collection?
49
Ethics Checklist
1.
2.
3.
4.
5.
6.
7.
Yes
No
Participants can freely provide consent to participate
Participants understand what the project is about
Participants are informed that they can withdraw from the study during or after data
collection
I confirm that participants are not deceived or caused any distress by their
participation.
I have attached a participant information sheet that explains what the aims of the
study and what participation will involve.
I have attached a consent sheet that allows participants to provide written consent,
informs participants that they can withdraw from the study during or after data
collection up to a specified time (e.g. two weeks) and explains how the researcher
can be contacted if they wish to withdraw participation retrospectively.
I have read the British Educational Research Association Ethical Guidelines for
Conducting Educational Research
If you have answered no to any of these questions your project may require an additional level
of scrutiny by the FREC. Please contact the FREC Chair (Prof. Dave Putwain
putwaind@edgehill.ac.uk) or the FREC Secretary (Julie Kirby kirbyjul@edgehill.ac.uk)
Section D: Supervisor/ FREC Approval
Trainee to confirm all details are correct
Signature of trainee:
Date:
Supervisor(s) Please tick one of the following options:
Does the project require FREC approval
Signature of supervisor(s):
Yes 
No 
Date:
FREC Representative
Signature:
Date:
This form must be attached to the trainee project that is submitted and a copy sent to the FREC
secretary.
50
Assignment Extension Policy
Trainees who experience difficulties that may adversely affect their ability to submit work for
assessment by the published hand-in date are advised to contact their Module Leader as soon
as possible.
Trainees are encouraged to attempt to submit their work by the published hand-in date but in
some cases this is not possible and in these circumstances it is reasonable to grant an
extension. The maximum extension period is two weeks. An extension has to be approved by
an approved member of the programme team. A form is provided for this process and must
be signed before the extension is granted. Extensions must be agreed at least 48 hours before
the published hand in time.
51
On Programme Self-Declaration
All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees have
the health and physical capacity to teach and will not put children and young people at risk of harm.
In addition, Statutory guidance, Safeguarding Children and Safer Recruitment in Education,
requires providers to ensure that entrants on all routes, including salaried schemes, have been
subject to a Disclosure and Barring Service (DBS) criminal records check, including a check of the
children’s barred list, and they should keep records showing that trainees have obtained these.
All trainees undertaking programmes leading to the award of Qualified Teacher Status (QTS) must
therefore inform their Head of Area without delay of any issues relating to their health and physical
capacity to teach; and any change relating to a criminal record, which arise after enrolment on a
programme. In addition, the details of any criminal convictions must be detailed on the document
overleaf and shared with the Head of Area.
The flow chart overleaf sets out the detail of the relevant procedures.
52
Self-Declaration Procedure
Health Issue
disclosed - Faculty
Assistant Registrar
(FAR) requests
further information
and informs Head
of Area (HoA)
Character issue (i.e. a criminal
offence) disclosed at enrolment Faculty Assistant Registrar (FAR)
organises Disclosure and Barring
Services (DBS) panel and results to be
passed to Academic Registry
During programme
trainee declares a
character issue
(following DBS
clearance) OR the
University are made
aware of an offence
HOA to make initial
decision related to
trainee's ability to
undertake a
Professional
Practice
HoA to report issue
to ITT Leadership
Team, maintaining
anonymity, for
decision to be
confirmed - ILT to
make decision as
to next steps
Trainee cleared
and proceeds
with
programme
HoA to report
outcome to trainee
Team Leader
produces DBS
letter and
confirms with
FAR that letter
has been
produced
Trainee not
cleared trainee is
supported in
leaving the
programme
Trainee completes
Self-Declaration
Form and submits
form to Academic
Registry
DBS Panel
arranged
DBS letter
produced and
passed to
CL/PL to
distribute to
trainee
53
Safeguarding – Management of a Cause for Concern
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO
SAFEGUARDING OF A CHILD/VULNERABLE ADULT
Safeguarding is everybody’s responsibility and there may be occasions where we need to act
quickly to identify and minimise any risks to children/vulnerable adults.
This policy sets out the actions that must occur if a student/trainee has a concern for the
safeguarding and welfare of a child/vulnerable adult during the Professional Practice element of
their programme. It also clarifies how a student/trainee will be supported throughout any process
of enquiry.
POLICY TITLE
MANAGEMENT OF A CAUSE FOR CONCERN ON
PROFESSIONAL PRACTICE RELATED TO
SAFEGUARDING OF A CHILD/VULNERABLE ADULT
NEXT REVIEW DATE
June 2016
REVIEW RESPONSIBILITY
N. Baker
LAST REVISION MADE
July 2015
54
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
The following sets out the actions to be taken by a student/trainee and Faculty staff
Student has concerns relating to
safeguarding of a
child/vulnerable adult
Student/trainee must inform the Faculty of Education
DSO immediately (within 24 hours) using the
designated email safeguarding@edgehill.ac.uk and
must be copied to the appropriate HoA.
Student/trainee must inform the
school/college/setting’s DSO immediately (within
24 hours) using the details provided during the
induction into the Professional Practice.
The HoA will ask the trainee to complete an incident
reporting form and submit this to the Faculty DSO,
who will refer to the appropriate body, as necessary
(and concerns of a serious nature will be reported
directly to the local authority’s Safeguarding Officer).
The school/ college/setting’s DSO will guide and
support the student/trainee in following the
school/college/setting’s relevant procedure.
The HoA will advise the student/trainee to seek
support from their Personal Tutor.
The FoE’s DSO will contact the *relevant
school/college/setting’s DSO to ensure the
appropriate procedures are in place.
As appropriate, the HoA will work with the relevant
Personal Tutor to ensure the student/trainee is
supported in their Professional Practice.
The FoE’s DSO will seek and record the outcome,
and share with HoA and with other colleagues
within the University, as necessary.
The FoE’s DSO will ensure the partnership
database details are amended, as necessary.
Student/trainee to be informed of
outcome by HoA.
DSO – Designated Safeguarding Officer
FoE – Faculty of Education
HoA – Head of Area
* The FoE (DSO) is Nadine Baker, Associate Dean (ITT & QME), email: bakern@edgehill.ac.uk, Tel: 01695
584336.
Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported
(please note the specific details should not be shared).
55
STRICTLY CONFIDENTIAL
INCIDENT REPORTING FORM
TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR
CONCERN ON PROFESSIONAL PRACTICE
(Please include the full names of all concerned)
Name of reporting student/trainee: ......................................................................................
Student no.: ……………………………………………………………………………….
Programme: ……………………………………………………………………………….
Name of Personal Tutor: ..........................................................................................
Professional Practice and name of school/college/setting:
............................................................................................................................. .....
Date of alleged incident, or cause for concern: ........................................................
Time of alleged incident, or cause for concern: ……….……………………………….
Reported to (please include name(s) and role(s)): ...................................................
Nature of alleged incident, or cause for concern:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
56
Name of Designated Safeguarding Officer in school/college/setting:
...........................................................
Incident reported to Designated Safeguarding Officer in school/college/setting on:
.........................................
Signed:
Student/Trainee: ……………………………….....................................
please also print name
Date: ……………
To be returned to the relevant Head of Area to forward to the Faculty Designated
Safeguarding Officer.
57
STRICTLY CONFIDENTIAL
OUTCOME
TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED, FOLLOWING
THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR CONCERN
....................................................................................................................…………..
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
………………………………………………………………………………………………..
Signed: ………………………………………………………………
Faculty DSO: ………………………………..................................
please also print name
Date: ……..……..
58
ITT Teaching Standards
Teachers’ Standards (2012)
PART 1 - TEACHING
S1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
Indicative prompts:
 establish a safe and stimulating environment for pupils, rooted in mutual respect
 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
 demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
Indicative prompts:
 be accountable for pupils’ attainment, progress and outcomes
 be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
 guide pupils to reflect on the progress they have made and their emerging needs
 demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
 encourage pupils to take a responsible and conscientious attitude to their own work and study
S3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
Indicative prompts:
 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest
in the subject, and address misunderstandings
 demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the
value of scholarship
 demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy
and the correct use of standard English, whatever the teacher’s specialist subject
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
S4. PLAN AND TEACH WELL STRUCTURED LESSONS
Indicative prompts:
 impart knowledge and develop understanding through effective use of lesson time
 promote a love of learning and children’s intellectual curiosity
 set homework and plan other out-of-class activities to consolidate and extend the knowledge &
understanding pupils have acquired
 reflect systematically on the effectiveness of lessons and approaches to teaching
 contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS
Indicative prompts:
 know when and how to differentiate appropriately, using approaches which enable pupils to be taught
effectively
 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to
overcome these
 demonstrate an awareness of the physical, social and intellectual development of children, and know how to
adapt teaching to support pupils’ education at different stages of development
 have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those
with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage
and support them
S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
Indicative prompts:
59




know and understand how to assess the relevant subject and curriculum areas, including statutory
assessment requirements
make use of formative and summative assessment to secure pupils’ progress
use relevant data to monitor progress, set targets, and plan subsequent lessons
give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to
the feedback
S7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
Indicative prompts:
 have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and
courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour
policy
 have high expectations of behaviour, and establish a framework for discipline with a range of strategies,
using praise, sanctions and rewards consistently and fairly
 manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and
motivate them
 maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
Indicative prompts:
 make a positive contribution to the wider life and ethos of the school
 develop effective professional relationships with colleagues, knowing how and when to draw on advice and
specialist support
 deploy support staff effectively
 take responsibility for improving teaching through professional development, responding to advice &
feedback from colleagues
 communicate effectively with parents with regard to pupils’ achievements and well-being
PART 2: PERSONAL & PROFESSIONAL CONDUCT
Uphold public trust in the profession and maintain high standards of ethics and behaviour, within &
outside school.
 treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
 having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
 showing tolerance of and respect for the rights of others
 not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs
 ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them
to break the law
Have proper and professional regard for the ethos, policies and practices of the school in which they
teach and maintain high standards in their own attendance and punctuality.
Have an understanding of, and always act within, the statutory frameworks which set out their
professional duties and responsibilities.
60