Early Years ITT
Early Years Teacher Status
Programme Handbook
Assessment Only Route
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.
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Contents
Page no.
Disability Support Services Statement
2
Equality and Diversity
3
Welcome
5
Introduction
7
Trainee Identity
8
Roles and Responsibilities
10
Overview of Programme
11
Student Voice
13
Quality Assurance and Quality Enhancement
16
Teaching, Learning and Assessment
17
Lines of Communication
18
Useful Contact Information for Trainees
19
The Role of the Personal Tutor
20
Employability, including References
22
Former Trainee Development and Enhancement Programme
23
Timetable
24
Assessment Information
25
Code of Conduct
27
Attendance Expectations
32
Academic and Professional Review Meetings (APRM)
34
Exceptional Mitigating Circumstances (EMC)
36
On Programme Self Declaration Procedure
36
Safeguarding – Management of a Cause for Concern
38
Teaching Standards
40
APPENDICES
42
4
Welcome
Patricia Burgess
EYTS Graduate Programme Leader
Welcome to the Programme
The Early Years Team welcomes you to the programme.
The programme is designed to support you in the achievement of the Early Years
Teacher Status, a status that will recognise your expertise as a practitioner and a
professional leader.
Edge Hill University is a provider of Early Years Initial Teacher Training leading to the
award of Early Years Teacher Status in the UK and delivers training and assessment
on behalf of The National College of Teaching and Leadership in the North West.
We aim to ensure that you will find the programme challenging, innovative, and
rigorous and, we hope, enjoyable, relevant and rewarding.
The programme requires a great deal of commitment from you as trainees. It is
designed to provide personal enrichment and assist your professional development.
Enjoy your studies.
Patricia Burgess
EYTS Graduate Programme Leader
5
Welcome from one of our Early Years Partners
I feel it is a privilege and an asset for all concerned, to be a partner setting with Edge
Hill University. Over the past five years I have watched as students, trainees and
colleagues, including myself, develop and move forward on our early year’s journey
together. We all have strengths and skills to share and build upon and working closely
with the university enables us to do this. The University prepare and encourage
trainees to be confident to ask questions and contribute to discussions and debates
around current issues.
Offering guidance and support and acknowledging the student’s contributions is key
to ensuring they feel valued. Celebrating achievements and setting clear targets is an
essential part of our role in the setting.
Working together to raise standards and improve outcomes for children is something
we all want to achieve. Gaining a place on this course of study already shows your
passion to be involved and if you show commitment and drive you will have the
opportunity to make a difference.
It is exciting to be a part of this programme and I look forward to travelling on this
journey with you.
Thank you
Jan Davies
Owner and Manager of Penguins Nurseries
6
Introduction to the Programme
The Programme Handbook 2015/16 is designed to provide you with a range of
information that will continue to guide your understanding of the Early Years Teacher
Status programme.
The Programme Handbook contains important information. Please ensure you spend
some time reading it carefully and that you continue to refer to it during the year.
You are now an Early Years Teacher Status trainee at Edge Hill University. The
programme is challenging, innovative, rigorous and enjoyable! It requires a great deal of
commitment from you and it is designed to develop a range of important professional and
vocational knowledge, understanding and skills. It aims to train high quality Early Years
Teachers who:
Achieve the Teachers’ Standards (Early Years) 2013:
 Meet the needs of schools and settings and children;
 Develop throughout their professional careers.
Early Years Education at Edge Hill aims to develop high quality teachers and educators
who have developed:
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commitment, creativity and energy within environments that encourage them to be
reflective and analytical
a range of academic, professional and vocational knowledge, understanding, skills
and values
intellectual skills and abilities within a high quality academic community
an appropriate range of key transferable skills
knowledge and skills across the Early Years Foundation Stage
And who will:
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work within the profession with an informed, thoughtful and innovative attitude and
approach to Early Years Education
continue their professional development throughout their professional careers
7
The Edge Hill University Trainee Identity
Early Years Teacher Status
Outstanding Training for Outstanding and Inspirational Teaching…
An Edge Hill University Early Years ITT Partnership programme supports each trainee in
developing as a professional practitioner who displays resilience, honesty and integrity; is
respectful of others; is adaptable and flexible; communicates effectively with a range of
audiences; acts independently and demonstrates self-organisation. Each individual is
trained by expert practitioners from across the EHU Partnership to enable them to become
inspirational, reflective teachers who engage with babies and young children in innovative
and creative ways. Their potential to become outstanding leaders will be clear, they will be
a highly valued and effective team player who seeks opportunities to contribute to every
aspect of a setting’s life with an enthusiastic ‘can do’ approach. They will be a significant
asset to their setting as an Early Years Teacher.
Each trainee will be enabled to develop their own individual teaching ‘personality’ and
personal principles with the following elements as the essential building blocks for an
outstanding practitioner:
 Good Behaviour - develop strategies to promote and manage good behaviour successfully and tackle
bullying, including cyber and prejudice-based bullying within the setting.
 Challenge and Motivate - challenge and motivate all young children and in particular in settings and
schools where attainment is low.
Teachers’ Standards (Early Years) Standard 1 - Set high expectations which inspire, motivate and
challenge all children.
 Causes of Low Attainment - understand the causes of low attainment in some underperforming
groups of children.
 Ensuring Progress
o identify and build on young children’s prior knowledge to ensure their progress.
o select and use teaching strategies that are effective in ensuring progress for all young children
including those from underperforming groups; and those eligible for the pupil premium.
 Minority Ethnic Backgrounds - confidence and competence in preparing to teach young children
from minority ethnic backgrounds.
 English as an Additional Language - confidence and competence in preparing to teach young
children with English as an additional language.
 Special Educational Needs and Disabilities - confidence and competence in preparing to teach
young children with special educational needs and disabilities with appropriate professional support.
Teachers’ Standards (Early Years) Standard 2 – Promote good progress and outcomes by children.
Teachers’ Standards (Early Years) Standard 5 – Adapt teaching to respond to the strengths and needs
of all children.
1
1
‘competence’ refers here to the level appropriate to the stage of training reached
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 EYFS and the National Curriculum - understand the Early Years Foundation Stage and the
continuum of the National Curriculum 2014, along with its associated examination and assessment
arrangements (Progress Check at 2, EYFS Profile).
 Child Development - secure subject knowledge of child development across the curriculum to
support teaching and learning with a specialism in early years education 0 – 5 years.
 Teaching Reading - confidence and competence in teaching early reading, including systematic
synthetic phonics.
 Teaching Writing - confidence and competence in teaching writing.
 Teaching Mathematics - confidence and competence in teaching mathematics.
 Teaching Physical Education – confidence and competence in teaching PE, including for children
with special educational needs.
 New Technologies - select and use new technology to effectively support learning.
Teachers’ Standards (Early Years) Standard 3 – Demonstrate good knowledge of early learning
and EYFS.
Teachers’ Standards (Early Years) Standard 4 – Plan education and care to respond to the
strengths and needs of all children.
 Assessment and Using Data
o collect and record appropriate formative assessment data and summative data across the
EYFS.
o use assessment data to identify children’s progress and support their learning.
o use assessment data to evaluate the quality of teaching.
 Reporting Progress - report children’s progress to different audiences and for different purposes.
Teachers’ Standards (Early Years) Standard 6 – Make accurate and productive use of assessment.
 Professionalism – maintain professional behaviour at all times including an appropriately
professional standard of dress.
 Working in a Team - work with early years colleagues as part of a team, seeking colleague’s views
about the effectiveness of provision, involving them in the decision making process. Work in
partnership with wider professionals to enhance children’s well-being, learning and development.
 Leading the Work of Other Adults - confidence and competence in leading the work of
colleagues, trainees and other additional adults to achieve learning objectives. Reflect on their own
and other’s practice in order to effect continuous improvement.
 Communication - confidence and competence in communicating effectively with parents or carers
and other professionals.
Teachers’ Standards (Early Years) Standard 8 – Fulfil wider professional responsibilities.
 Safeguarding - knowledge of an Early Years Teacher's statutory responsibilities for the welfare and
safeguarding of pupils.
 E-safety - understand e-safety.
Teachers’ Standards (Early Years) Standard 7– Safeguard and promote the welfare of children, and
provide a safe learning environment.
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 Educational Research - access educational research; assess the robustness of that research and
apply their findings to their own developing teaching practice.
 Applying Theory - integrate the theoretical elements of their ITT programme with the professional
practice elements to support their own reflection and professional development.
 Professional Development - commitment to identifying and addressing on-going professional
development needs.
 Gaining Employment - confidence and competence in applying for teaching posts.
Teachers’ Standards (Early Years) Standard 8 – Fulfil wider professional responsibilities.
Roles and Responsibilities
Leadership of your Programme
Patricia Burgess
EYTS Graduate
Programme
Leader
burgessp@edgehill.ac.uk 01257 517112
Lecturer in Early
Years
Masterla@edgehill.ac.uk
Tutors
Louise
Masterson
01695 654317
Administrative Staff
Professional Support Team
eyts@edgehill.ac.uk
01695 584730
01695 584556
EYTS Group Tutor
Your EYTS Group Tutor will lead your teaching sessions and support you through the
programme. They will be your first point of contact for individual or small group pastoral
and professional support.
Setting Mentors
All Early Years Teacher Status trainees will be asked to identify someone within their
setting who will act as the mentor for the trainee. This could be a practitioner who has
previously achieved the status of EYP/EYT and who has agreed to give support and
advice to the trainee during their time on the programme.
Assessors
All Assessment Only trainees will have an assessor who will be responsible for the
Final Assessment Visit.
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Overview of the Programme
Delivery of the Programme
The standard delivery route will take the form of three face-to-face taught sessions;
online learning and independent study. The course tutor will be available at prearranged times for trainees to e-mail or telephone.
You will be introduced to the use of the Blackboard Virtual Learning Environment
during your induction session. You will need access to the internet in order to fully
undertake the programme. You are also expected to arrange visits to other early years
settings that may be different to yours in some way or cater for a different age range
in order to ensure that you meet all the Teachers’ Standards (Early Years) 2013 to a
good or outstanding level.
Enhanced Age Related Experience
All trainees are required to demonstrate personal practice and leadership across the
birth to five age range, within specific age phases of birth-20 months, 16–36 months
and 30-50 months.
All trainees will be required to undertake a self-arranged age related experience in
one or more of these specific age phases in a different setting than their own in
order to effectively meet the NCTL requirements and also to be able to complete the
assessment tasks in order to meet the Teachers’ Standards (Early Years) 2013.
Trainees who would benefit from undertaking age related experience may be aware
of this as part of their own professional development, or it may have been indicated to
them during the interview/offer process, or through discussion with the tutor. The
experience must be as follows:
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10 days in KS1
Any other training related experience
Trainees are required to individually organise their own age related experience and
should negotiate the arrangements themselves with their own and host setting, based
on their training needs and in liaison with the course tutor. The age related experience
may not take place within another area of their own setting and must be in another
setting which has been graded as ‘good’ or ‘outstanding’ by Ofsted.
Trainees should inform the programme tutor of their arrangements for undertaking an
age related experience by completing the Age Related Experience Document.
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Programme Specific Information – Assessment Only Route
Programme Calendar
You will be provided with a timetable, which is an overview of proposed sessions for
the programme. Sessions may be amended or offered as individual study sessions
and will be advised by the tutor or announcement on Blackboard.
Please note that the programme calendar/timetable includes the following:
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Induction day
Face to Face Days x 2
Pre- arranged opportunities to contact the course tutor
Online sessions
Assessment period
Trainees will be required to submit a piece of reflective writing which demonstrates
how they meet each Standard.
Learning Outcomes
On successful completion of the programme, trainees will be able to demonstrate
personal practice and/or leadership as required by the Teachers’ Standards (Early
Years) 2013.
12
Student Voice
“All students should have the opportunity to be involved in quality enhancement and
assurance processes…….. In considering approaches it is important that higher
education providers create a culture and environment where students are encouraged
to take up the opportunities on offer.”
Chapter B5, QAA Quality Code
Our aim within the Faculty of Education is to go beyond mere consultation, or
representation of students in decision-making, and to try and create a genuine
partnership with each and every student. We believe that where a genuine partnership
exists, students not only identify enhancement opportunities but also offer ways to take
forward those enhancements. Our principle means of developing this partnership is
to create an environment in which all parties feel valued; and to create a wide range
of opportunities for any student to engage in dialogue which leads to educational
enhancement and assurance of quality.
The following list sets out some of the main ways in which every student can have a
voice within their programme:
o
o
o
o
o
o
o
Evaluation; including The National Student Survey and The NQT Survey
Staff-Student Consultative Forums (SSCFs)
Focus Groups
Boards and Committees
Course Representation
Curriculum Development
Personal Tutor discussions
The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice
to be recognised, celebrated and built upon; and secondly, it allows areas for
improvement to be identified and acted upon.
In the past year students have fed back many positive things relating to the taught
sessions and the support they received; and, in addition, have raised the following
points that they would appreciate more phonics sessions.
Based on all of the helpful feedback received the programme team has undertaken
the following enhancements: Joint observations carried out with the setting mentors.
In 2015-16 the following enhancements are also planned:
o Enhanced support from Visiting Tutors
o Further support from mentors within the settings
An important point to note:
You will be asked to complete a final Exit Survey or End of Year Evaluation in June/July,
which is an essential element to your training.
The table overleaf sets out the ways in which the student voice will be captured during
the coming academic year.
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Student Voice Overview
September
Potential
Trainees
October
November
December
January
February
March
April
May
June
End of year
‘Big Evaluation’
Focus
Group
Partnership
Programmes
Board
SERIM
July
Aug.
Feedback questionnaire after each open event/recruitment event
Feedback questionnaire after each interview, including questions about the rigour of the selection process
Trainees
First Week/
Induction
Day Survey
Partnership
Programmes
Board
ITT Board
SERIM
Faculty Board
Mid-year
‘Big
Evaluation’
SSCF
Student
Consultative
Meeting 1
NSS Survey
SSCF
Student
Consultative
Meeting 2
ISS Survey
ITT Board
Faculty Board
Partnership
Programmes
Board
ITT Board
HoA Focus
Group
NQTs/
Former
Trainees
Partnership
Programmes
Board
Faculty Board
ITT Board
NQT Survey
Faculty Board
Partnership
Programmes
Board
NQT/CPD
Conference
Feedback
Employability
Survey
Focus
Group
ITT Board
ITT Board
Faculty Board
Faculty Board
Feedback to Trainees after:
SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’
Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees.
14
Staff-Student Consultation
The process of Staff-Student Consultation is set out below:
Group
Programme
Area
Aim – To gather feedback at individual course
and/or year level within the programme in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt, on-going feedback.
Aim – To gather feedback on the programme
as a whole in order to celebrate achievements
and successes, and to identify any issues; and
provide feedback via the production of the
Staff-Student Consultative Forum (SSCF)
Meeting Summary, within an agreed timescale.
Aim – To gather feedback across the Area in
order to celebrate achievements and
successes, and to identify any issues; and
provide prompt feedback to students via the
production of the Staff-Student Consultative
Forum Meeting Summary, within an agreed
timescale.
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1 / 2 consultative representatives per
group to be elected and trained in role
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Programme Leader and SU to train all
consultative representatives, and to
confirm processes/expectations at the
start of the year
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-
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On-going feedback mechanisms to be
established via e-mail/Blackboard, as
appropriate.
Course Leader to produce an overview of
actions on a termly basis for management
team review
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
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A minimum of two SSCFs per year to be
planned
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Number of focus groups per year to be
planned by the Head of Area or Assistant
Head of Area
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Chaired by Programme Leader
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Timing to be planned by the Head of Area
or Assistant Head of Area
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Year Leaders to attend and appropriate
partners
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Chaired by Head of Area or Assistant
Head of Area
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Minutes of meetings discussed, and
actions confirmed, with Area Management
Team
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Focus to be confirmed but linked to Area
priorities and issues raised at previous
stages of the process across all
programmes
-
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
15
Quality Assurance and Quality Enhancement
External Examination
Degree‐awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which
they lead; and the external examination system within UK higher education is one of the principal means for assuring both.
Within the Faculty of Education we work with External Examiners and External Consultants, according to the needs of the Area; and
both of these roles are taken by experts in their subject, or field of work. The External Examiner is a colleague from another Higher
Education Institution, and the External Consultant is a colleague from a setting, school or college. External colleagues are
independent experts who has no significant prior association with the programme team.
Our externals are valued partners at Edge Hill University and the work they undertake allows programme teams to be assured of the
quality of the programmes delivered and, at the same time, supports programme teams in identifying enhancement opportunities in
order to continue to improve programmes.
All external colleagues will visit a sample of trainees on placement, will observe them teaching, and may look at trainees’ files. They
will also talk with school colleagues. All of these activities allow externals to judge the quality of the programme being delivered.
Externals also review samples of assessments in order to judge the accuracy and fairness of marking being undertaken; and, they
will meet with a group of trainees at the university to discuss all aspects of their studies.
At the end of the year externals attend the relevant assessment boards in order to confirm that the marks and awards being made
are made fairly and rigorously.
At the end of the examination process external colleagues write a report which outlines their findings, observations and judgements.
This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are
located in the relevant area of the VLE for you to read; along with the programme team’s response to the report.
The External Examiner for your programme is:
Dr Pam Jarvis; Senior Lecturer; Leeds Trinity University
It is not appropriate for trainees to contact externals individually, however, many of you will have chance to talk with them as outlined
above.
16
Teaching, Learning and Assessment
The Faculty of Education’s approach to teaching, learning and assessment is built around a concept of a learning entitlement for all
students/trainees that includes:

programmes that provide academic and professional challenge and which are underpinned and informed by practice based
research

explicit engagement that addresses learners’ academic and professional needs and develops their relevant skills and knowledge

a focus on learner centred approaches to teaching, learning and assessment

provision of a wide range of pedagogies designed to role model excellent practice and to promote effective learning opportunities

the effective integration of new and emerging technologies designed to enhance the learning potential of sessions, modules and
programmes

assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely
aligned with aims and learning outcomes

comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement

opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the
programme
17
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 setting mentor or your
Visiting Tutor.
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/
18
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
19
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
20
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 on page 19 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.
21
Employability Including References
Employability/Applying for Jobs
Support from Edge Hill University
You will be given advice on job applications within your taught sessions. Further
written advice is available from the Careers Centre, located on the ground floor of the
Student Information Centre. To find out further information about the Careers Centre
you can also visit:
http://www.edgehill.ac.uk/careers/
References
When applying for jobs, you should state your first referee as your current/most recent
employer. Edge Hill University are only able to provide you with a trainee reference.
These will be written by your Visiting Tutor who will base it on the information they
collect during visits and will be based on the Teachers’ Standards (Early Years) 2013.
22
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.
23
Timetable
Assessment Only Route – September 2015
Week
Commencing
30-Aug-15
07-Sep-15
14-Sep-15
Week
No.
1
2
3
21-Sep-15
4
Mon
Tues
Wed
Thurs
Fri
Induction
9.30-3.30
28-Sep-15
Introduction
to the
Standards
5
9.30-3.30
05-Oct-15
12-Oct-15
19-Oct-15
26-Oct-15
02-Nov-15
6
7
8
9
10
Half Term
Written Tasks
&
Assessment
9.30-3.30
09-Nov-15
16-Nov-15
23-Nov-15
30-Nov-15
07-Dec-15
11
12
13
14
15
14-Dec-15
16
21-Dec-15
28-Dec-15
04-Jan-16
17
18
19
Assessment Window
Christmas Holidays
24
Assessment Information
Teaching, Learning and Assessment
Early Years Teacher Status assessment (irrespective of their route) will undertake
exactly the same assessment activities. The summative assessment process can
broadly be divided into 2 distinct sections;
1. The Development and Progress Review, is generally undertaken midway
through the programme and is a practical, formative part of the assessment
process. This will be carried out by Edge Hill University staff week commencing
11th April 2016. Trainees will have to make arrangements to attend Woodlands
campus for a 40 minute interview. Two Interim Reports must have been
received by the Programme Leader before the review can take place.
2. The Assessment visit, is undertaken at the end of the programme and is the
summative part of the assessment process. This will involve a visit to your
setting by the trainee’s visiting tutor from Edge Hill University
Development and Progress Review Process
It will:






Determine your understanding of the Teachers’ Standards (Early Years)
Determine your progress in evidencing the standards
Determine your ability to communicate clearly and confidently
Provide you with interim feedback on your progress
Review and support your progress towards your progress towards achieving a
successful outcome
Inform an action plan to support you towards successful completion of the
programme.
The Assessment Process – Written Tasks
During the programme each trainee will undertake, complete and hand in eight written
tasks. These written tasks are obligatory, if a trainee does not submit all of them, or
combines two or more, you will not be able to proceed to the assessment stage.
The Assessment Process – Assessment Visit
The purpose of the assessment visit is two-fold:
 Firstly to provide each trainee with the opportunity to provide both oral and
documentary evidence of your work in your setting
 Secondly to enable your assessor to complement the evidence of your written
tasks through scrutiny of your documentation, a tour of your setting, an
observation of practice, a witness interview and through talking to you.
The visit comprises of:
 An interview with the trainee relating to the Standards.
 Scrutiny of documentary evidence relating to the Standards
25



A tour of your setting
An observation of professional practice (this may be carried out prior to the final
assessment visit)
An interview with a witness nominated by the trainee (usually their line
manager)
You will use the prescribed documentation throughout the assessment visit which is
as follows:





Setting Details
Tour Notes
List of Documents
Record of Observation
Written Task pro formas
These documents are available through Learning Edge VLE services.
You will be notified of the ‘setting visit window’ and will be required to make a selection
of preferred dates. Confirmation of the actual date will be agreed with your employer
and the Edge Hill Visiting Tutor and added to the EYTS portal.
The setting should be operating normally during the visit, and it is your responsibility
to ensure that a private space is available for the assessor for the full duration of the
assessment visit.
Trainees should note that attendance at each of the taught sessions is important. Any
trainee who does not attend a session may miss vital information about the
assessment process. They may be required to attend another session on a different
day.
26
Code of Conduct
Faculty of Education
Initial Teacher Training (ITT) Professional Code of Conduct
Introduction
All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of
Qualified Teacher Status (QTS), or Early Years Teacher Status (EYTS), are programmes of
professional training and education. As a trainee studying on an ITT programme you are
expected to conduct yourself at all times in an appropriate professional manner.
You are entitled to expect that your professional practice settings mirror the professional
experience of a teacher, and settings are entitled to expect that you will present and conduct
yourself in a way that is consistent with the professional expectations of a teacher. This
could mean, for example, attendance at start of day staff meetings, or attendance at an after
school club.
The Professional Code of Conduct is additional and complementary to the Edge Hill
University Student Regulations, which incorporate the Student Code of Behaviour and
Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT
programme is a student of Edge Hill University and you are therefore both bound by, and
protected by, the entitlements included in the Academic Student Regulations in force at the
time of enrolment and study. These are issued to each student at the point of enrolment and
subsequent updates are accessible via the web.
The Professional Code of Conduct is additional and complementary to both the Edge Hill
University Student Charter and a professional practice setting’s own policies and practices.
This code has been drawn up in collaboration with the ITT partnership. The code takes into
account the relevant and current policy and legislative frameworks including the Teachers’
Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the current
Professional Standards for the Further Education Sector managed by the Education and
Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current
Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and
Safeguarding legislation.
This code sets out the Faculty’s expectations of you as you engage with a professional
programme. You are signing the document in order to evidence and agree to abide by the
behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and
as a representative of the university, from the point of enrolment onwards.
27
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
28
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
29
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
30
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.
31
Attendance Expectations
Attendance at taught sessions and engagement in online sessions is compulsory and is
necessary to meet National College for Teaching and Leadership requirements. You will
have responsibilities to fellow trainees and will be expected to actively contribute to
sessions. Occasional absence related to illness or personal difficulties will not be
penalised. Trainees should explain absences to their tutor in advance where possible
and demonstrate understanding of the session missed.
On the first day of any absence, it is the trainee’s responsibility to notify the Early Years
Administration Office and their Tutor before 9.30am on the first day of absence. The
following information will be required:
a)
b)
c)
d)
Name
Programme
Reason for absence
Proposed return date to Edge Hill University. The Faculty of Education is required
to record all absences.
e) You must notify the Early Years Administration Office of your return date, if
unknown at the time of notification or if different to the above.
Trainee Tracking

Explained absence
Unexplained
absence





Consecutive
unexplained
absence
Irregular
attendance/missed
more than 3
sessions.







Trainee informs both the tutor and Early Years
Administration Office of absence
Tutor passes session register to the Early Years Teacher
Status Administrator to ensure that the absence has been
noted on the trainee’s record
Tutor discusses absence with trainee
Independent reading set as appropriate
Tutor notifies Early Years Teacher Status Administrator of
absence via the return of the register
Tutor monitors the situation
Tutor notifies the Programme Leader
Tutor notifies Early Years Teacher Status Administrator of
absence via the return of the register
Programme Leader makes contact with the trainee to
identify issues, agree and record action (retained on trainee
file)
Tutor notifies the Programme Leader
Tutor notifies Early Years Teacher Status Administrator of
absence via the return of the register
Programme Leader meets with the trainee, identifies issues,
agrees and records action (retained on trainee file).
Programme Leader notifies Academic Registry to send first
tracking letter.
32
Emerging pattern of
missed attendance,
explained or
unexplained
prolonged absence.



Continuing missed
attendance,
explained or
unexplained/ attitude
concerns



Programme Leader meets with the trainee, identifies issues,
agrees and records action (retained on trainee file).
Programme Leader notifies Academic Registry. Academic
Registry sends second tracking letter.
Early Years Head of Area/Assistant Head of Area and the
Programme Leader meet with the trainee and initiate Stage
One Academic and Professional Review Procedures
(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.
33
ITT Academic and Professional Review Procedures (APRM): 2015/16
Early Years Education
Tracking and monitoring
of trainees reveals a
specific support need, or,
infringement of Code of
Conduct
APRM Stage 1,
including Initial Tutorial
Meeting:
Stage 1 APRM, including
Initial Tutorial Meeting,
initiated4
Trainer alerts trainee and
Year Leader, and
maintains a record of
communication
Trainer meets with
trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.tut completed
Trainer monitors situation
and maintains the
overview
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; reoccurrence of
infringement of Code of
Conduct; or targets not
met
Trainer notifies Year
Leader
Year Leader meets with
trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.1 completed
Year Leader informs
Programme Leader,
monitors situation and
maintains the overview
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; reoccurrence of
infringement of Code of
Conduct; or targets not
met
Stage 2 APRM initiated
4
The APRM staged process will normally be followed as set out in the flow chart; however, certain
circumstances may require the process to begin at a specific stage
34
APRM Stage 2
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; reoccurrence of
infringement of Code of
Conduct; or targets not
met
APRM Stage 3
Tracking and monitoring
of trainees reveals
ongoing/further specific
support needed; reoccurrence of
infringement of Code of
Conduct; or targets not
met
APRM Stage 4
Assistant Head of Area
and Programme Leader
meet with trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.2 completed
Programme Leader
monitors situation and
maintains the overview
Stage 3 APRM initiated
Head of Area and
Assistant Head of Area
meet with trainee.
Identification of issues
and actions/targets
agreed.
APRM doc.3 completed
Programme Leader
monitors situation and
maintains the overview
Stage 4 APRM initiated
Head of Area alerts
Associate Dean (ITT and
Quality). Head of Area
reports to Academic
Registrar and Director of
Student Services with
regard to institutional
consideration within
Fitness to Practise
regulations.
35
Exceptional Mitigating Circumstances (EMC)
The Faculty follows the University guideline on Exceptional Mitigating
Circumstances. The guidelines can be found on the Academic Registry wiki
https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014
If you have questions about the content please discuss with the Programme Leader who
will advise you on the best course of action.
On Programme Self-Declaration
All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees
have the health and physical capacity to teach and will not put children and young people
at risk of harm. In addition, Statutory guidance, Safeguarding Children and Safer
Recruitment in Education, requires providers to ensure that entrants on all routes,
including salaried schemes, have been subject to a Disclosure and Barring Service (DBS)
criminal records check, including a check of the children’s barred list, and they should
keep records showing that trainees have obtained these.
All trainees undertaking programmes leading to the award of Qualified Teacher Status
(QTS) or Early Years Teacher Status (EYTS) must therefore inform their Head of Area
without delay of any issues relating to their health and physical capacity to teach; and any
change relating to a criminal record, which arise after enrolment on a programme. In
addition, the details of any criminal convictions must be detailed on the document overleaf
and shared with the Head of Area.
The flow chart overleaf sets out the detail of the relevant procedures.
36
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
37
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
38
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
The following sets out the actions to be taken by a student/trainee and Faculty staff
Student has concerns relating to
safeguarding of a
child/vulnerable adult
Student/trainee must inform the Faculty of Education
DSO immediately (within 24 hours) using the
designated email safeguarding@edgehill.ac.uk and
must be copied to the appropriate HoA.
The HoA will ask the trainee to complete an incident
reporting form and submit this to the Faculty DSO,
who will refer to the appropriate body, as necessary
(and concerns of a serious nature will be reported
directly to the local authority’s Safeguarding Officer).
Student/trainee must inform the
school/college/setting’s DSO immediately (within
24 hours) using the details provided during the
induction into the Professional Practice.
The school/ college/setting’s DSO will guide and
support the student/trainee in following the
school/college/setting’s relevant procedure.
The HoA will advise the student/trainee to seek
support from their Personal Tutor.
The FoE’s DSO will contact the *relevant
school/college/setting’s DSO to ensure the
appropriate procedures are in place.
As appropriate, the HoA will work with the relevant
Personal Tutor to ensure the student/trainee is
supported in their Professional Practice.
The FoE’s DSO will seek and record the outcome,
and share with HoA and with other colleagues within
the University, as necessary.
The FoE’s DSO will ensure the partnership database
details are amended, as necessary.
Student/trainee to be informed of
outcome by HoA.
DSO – Designated Safeguarding Officer
FoE – Faculty of Education
HoA – Head of Area
* The FoE (DSO) is Nadine Baker, Associate Dean (ITT & QME), email: bakern@edgehill.ac.uk, Tel: 01695
584336.
Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported
(please note the specific details should not be shared).
39
Teachers’ Standards (Early Years) 2013
PART 1 - TEACHING
S1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE ALL CHILDREN
1.1
1.2
1.3
Establish and sustain a safe and stimulating environment where children feel confident and are
able to learn and develop.
Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
Demonstrate and model the positive values, attitudes and behaviours expected of children.
S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY CHILDREN
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Be accountable for children’s progress, attainment and outcomes.
Demonstrate knowledge and understanding of how babies and children learn and develop.
Know and understand attachment theories, their significance and how effectively to promote
secure attachments.
Lead and model effective strategies to develop and extend children’s learning and thinking,
including sustained shared thinking.
Communicate effectively with children from birth to age five, listening and responding sensitively.
Develop children’s confidence, social and communication skills through group learning.
Understand the important influence of parents and/or carers, working in partnership with them
to support the child's wellbeing, learning and development.
S3. DEMONSTRATE GOOD KNOWLEDGE OF EARLY LEARNING AND EYFS
3.1
3.2
3.3
3.4
3.5
Have a secure knowledge of early childhood development and how that leads to successful
learning and development at school.
Demonstrate a clear understanding of how to widen children’s experience and raise their
expectations.
Demonstrate a critical understanding of the EYFS areas of learning and development and
engage with the educational continuum of expectations, curricula and teaching of Key Stage 1
and 2.
Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early
reading.
Demonstrate a clear understanding of appropriate strategies in the teaching of early
mathematics.
S4 PLAN EDUCATION AND CARE TAKING ACCOUNT OF THE NEEDS OF ALL CHILDREN.
4.1
4.2
4.3
4.4
4.5
Observe and assess children’s development and learning, using this to plan next steps.
Plan balanced and flexible activities and educational programmes that take into account the
stage of development, circumstances and interests of children.
Promote a love of learning and stimulate children’s intellectual curiosity in partnership with
parents and/or carers.
Use a variety of teaching approaches to lead group activities appropriate to the age range and
ability of children.
Reflect on the effectiveness of teaching activities and educational programmes to support the
continuous improvement of provision.
40
S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL CHILDREN
5.1
5.2
5.3
5.4
5.5
Have a secure understanding of how a range of factors can inhibit children’s learning and
development and how best to address these.
Demonstrate an awareness of the physical, emotional, social, intellectual development and
communication needs of babies and children, and know how to adapt education and care to
support children at different stages of development.
Demonstrate a clear understanding of the needs of all children, including those with special
educational needs and disabilities, and be able to use and evaluate distinctive approaches to
engage and support them.
Support children through a range of transitions.
Know when a child is in need of additional support and how this can be accessed, working in
partnership with parents and/or carers and other professionals.
S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
6.1
6.2
6.3
Understand and lead assessment within the framework of the EYFS framework, including
statutory assessment requirements (see annex 1).
Engage effectively with parents and/or carers and other professionals in the on-going
assessment and provision for each child.
Give regular feedback to children and parents and/or carers to help children progress towards
their goals.
S7. SAFEGUARD AND PROMOTE THE WELFARE OF CHILDREN AND PROVIDE A SAFE
LEARNING ENVIRONMENT
7.1
Know and act upon the legal requirements and guidance on health and safety, safeguarding and
promoting the welfare of the child.
7.2
Establish and sustain a safe environment and employ practices that promote children’s health
and safety.
7.3
Know and understand child protection policies and procedures, recognise when a child is in
danger or at risk of abuse, and know how to act to protect them.
S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
8.1
8.2
8.3
8.4
8.5
8.6
8.7
Promote equality of opportunity and anti-discriminatory practice.
Make a positive contribution to the wider life and ethos of the setting.
Take a lead in establishing a culture of cooperative working between colleagues, parents and/or
carers and other professionals.
Model and implement effective education and care, and support and lead other practitioners
including Early Years Educators.
Take responsibility for leading practice through appropriate professional development for self
and colleagues.
Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
Understand the importance of and contribute to multi-agency team working.
41
APPENDICES
42
Appendix 1
Early Years Teacher Status
Key Stage 1 Self-Arranged Placement
Attendance Form
Student ID: ………………………….
Trainee Name: …………………………………………………………….
School Name: ……………………………………………………………
School Address:
…………………………………………………………………………………………..
…………………………………………………………………………………………… Postcode:…………………..
 You must complete the attendance record with all dates to show that you have completed 10 days in Key Stage 1.
 This attendance record must be signed by the school.
Week Commencing
Monday
AM
PM
Tuesday
AM
PM
Wednesday
Thursday
AM
AM
PM
PM
Friday
AM
PM
I can confirm that the candidate named above has completed a placement for a minimum of 10 days within our
school, as detailed above, and has completed the following activities:




Observation of how English is taught in Year 1 and Year 2
Observation of how Mathematics is taught in Year 1 and Year 2
Observation of how the environment is set up and used by children in Year 1 and Year 2
Meeting with the SENCO to discuss their role
The candidate should also have spent time considering:


The roles of the staff in Year 1 and Year 2
The role of play within both Year 1 and Year 2
Signed: ……………………………………… Date: …………………………
Name: …………………………………………………………………………
Job Title: ……………………………………………………………………………
Trainee Signature: …………………………………… Date: ………………………
The EYTS trainee is responsible for sending a copy of this form to: Early Years Professional Support
Team, Faculty of Education, Edge Hill University, St Helens Road, Ormskirk, L39 4QP. Alternatively, it can
be scanned and sent by email to eyts@edgehill.ac.uk
43
Appendix 2
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:
44
Appendix 3
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:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
45
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Name of Designated Safeguarding Officer in school/college/setting:
...........................................................
Incident reported to Designated Safeguarding Officer in school/college/setting on:
.........................................
Signed:
Student/Trainee: ………………………………..................................... Date: ……………
please also print name
To be returned to the relevant Head of Area to forward to the Faculty Designated
Safeguarding Officer.
46
Appendix 4
STRICTLY CONFIDENTIAL
OUTCOME
TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED,
FOLLOWING THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR
CONCERN
....................................................................................................................…………..
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
………………………………………………………………………………………………..
Signed: ………………………………………………………………
Faculty DSO: ……………………………….................................. Date: ……..……..
please also print name
47