initial teacher education (ite) partnership · 1 key contacts deputy head: partnership and...
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Initial Teacher Education (ITE)
Partnership
Inspiring learners, enriching communities
EARLY YEARS INITIAL TEACHER TRAINING (EYITT) PARTNERSHIP IN EDUCATION
AGREEMENT & HANDBOOK
2019-2020
Our Partnership Vision
The School of Education at the University of Brighton is proud to work in partnership with
schools across the South East of England and beyond. We are:
Committed to the holistic development and well-being of all learners
Underpinned by an enduring commitment to inclusivity and diversity, where all learners are valued, individuality is celebrated and barriers are removed
Built on a collaborative culture of mutual trust and innovation that engages all stakeholders in evaluation, challenge and meaningful change
Centred around a cohesive learning community where professional development is transformational and research-based practice is valued and communicated
Driven by an understanding of local knowledge, regional and national priorities coupled with the agility and capacity to adapt
Safeguarding
The University of Brighton (UoB) and its partner schools are committed to safeguarding and
promoting the welfare of children and young people and expect all staff and students to share
this commitment. In order to ensure this our recruitment and selection policy is in accordance
with national guidance. All entrants onto our ITE courses are subject to satisfactory pre-
employment checks, including a satisfactory Enhanced Criminal Records with Barred List
check through the Disclosure and Barring Service (DBS). Further information on safeguarding
within the UoB ITE Partnership can be found at www.brighton.ac.uk/safeguarding and in
section 1.7 of this handbook.
Please note:
This handbook has been produced as early as possible on behalf of the ITE Partnership.
Changes may be made to some of the information during the academic year. At the time of
going to print all information was correct. The Partnership reserves the right to make changes
as necessary.
Contents
Key Contacts ................................................................................................................................... 1
1. Partnerships .................................................................................................................................... 2
1.1 Current Context ....................................................................................................................... 2
1.2 Underlying Principles of the Partnership ................................................................................. 3
1.3 Admissions Policy for EYITT ................................................................................................... 4
1.4 Roles and Responsibilities of all EYITT Partners ................................................................... 4
1.5 Management of the Partnership .............................................................................................. 4
1.6 Partnership in Education Strategic Committee ....................................................................... 5
1.7 Safeguarding ........................................................................................................................... 6
1.8 Spiritual, Moral, Social and Cultural Development (SMSC) & Fundamental British Values ... 7
1.9 General Data Protection Regulation (GDPR) ......................................................................... 8
2. EYITT Setting/School-Based Training (SBT) .................................................................................. 9
2.1 Overview of SBT ..................................................................................................................... 9
2.2 Requirements of Setting/School-Based Training (SBT) ....................................................... 11
2.3 Trainee Responsibilities ........................................................................................................ 12
2.4 Expectations of the School-Based Training (SBT3) ............................................................. 14
3. Procedures for Support and Assessment ..................................................................................... 16
3.1 Mentors ................................................................................................................................. 16
3.2 Maintaining Records ............................................................................................................. 29
3.3 Need for Enhanced Support and Likely to Fail (Grade 4) ..................................................... 32
3.4 Failed Setting/School-Based Training ................................................................................... 34
3.5 Final Assessment .................................................................................................................. 36
Appendices ....................................................................................................................... 37
Appendix 1: Key Dates for Graduate Entry Employment-Based EYITT 2019/20 ................................ 37
Appendix 2: The Teachers’ Standards (Early Years) .......................................................................... 40
Appendix 3: The Teachers’ Standards (Early Years) Grading Descriptors ......................................... 41
Appendix 4: EYITT Assessment Forms ............................................................................................... 76 EYA: Progress Report................................................................................................. 77
EYB: Interim Report on Teaching and Professional Competence ............................. 78
EYC: Final Assessment Report on Teaching Competence ........................................ 79
EYKS1: EYITT Key Stage 1 – SBT3 Report................................................................... 81
EYD: Need for Enhanced Support .............................................................................. 82
EYH: Record of Mentor Meeting ................................................................................. 83
EYI: Certificate of Attendance ................................................................................... 85
EYL: University Tutor Record .................................................................................... 86
Appendix 5: Code of Personal and Professional Conduct for Early Years Trainee Teachers ............ 87
Appendix 6: Use of Social Media: Guidance for EYITT Trainees ........................................................ 88
Appendix 7: Ofsted Information for Trainee Teachers ......................................................................... 89
Appendix 8: Career Development and Support ................................................................................... 90
Appendix 9: GDPR Guidance for Trainees .......................................................................................... 91
Early Years Initial Teacher Training (Graduate Employment-Based Route): Partnership Agreement ...................................................................................................................... 92
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Key Contacts
Deputy Head: Partnership and Engagement
Sarah Fitzjohn-Scott
01273 643374
Sarah is the Partnership Coordinator. She leads
and manages all aspects of the Initial Teacher
Education Partnership and is the School of
Education’s designated safeguarding lead.
Feedback about any aspects of Partnership can
be provided using the School Led email address
Deputy Head: Academic and Professional Education
Sheridan Denis Le Seve
Sheridan is responsible for overall coordination of
the School of Education’s Initial Teacher
Education programmes.
Programme Leader & PAT Tutor:
Eve Lumb 01273 643377 [email protected] Assistant Programme Leader & PAT Tutor:
Erica Evans 01273 643957 [email protected]
Eve and Erica are responsible for the programme
leadership and coordination of the EYITT
programme.
School-based Training, Employability and Alumni
Officer
Nicola Sage supported by Alex Windsor
01273 643951
Nicola is responsible for administrative support for
NQTs and alumni. She also supervises the
Partnership Office administrative team.
EYITT Programme Assistant
Helen Carter
01273 641931
Helen provides administrative support to the
EYITT programme.
Partnership Website: http://about.brighton.ac.uk/education/work-with-us/partner-schools/
Senior School-based Training Supervisor (Quality)
Kathy Clements: [email protected]
Kathy plays a key role in quality assuring the
trainee setting/school-based training experience
and mentor training and development.
Technician, e-Portfolio (PebblePad),
[email protected] 01273 643463
We provide trainees and SoE staff with technical
support for the use and management of the e-
Portfolios (PebblePad)
Absence from setting/school-based training:
01273 641041
All trainees must use these contact details to get
in touch if they are absent from setting/school-
based training (see section 2.3 (Attendance) for
more information).
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1. Partnerships
1.1 Current Context
What is Early Years Initial Teacher Training? Early Years Initial Teacher Training (EYITT) is the route to the award of Early Years Teacher Status (EYTS). EYTS is a professional status for practitioners working with children aged 0-5. Early years teachers are graduate-level practitioners who recognise their role in improving the experiences and life-chances of children. EYTS was introduced in September 2013. The status builds on the strengths of the previous Early Years Professional Status (EYPS) programme. Early years teachers are specialists in early childhood development, trained to work with babies and young children from birth to 5. They must meet the same entry requirements and pass the same skills tests as trainee primary school teachers. The Teachers’ Standards (Early Years) The Teachers’ Standards (Early Years) set out the national expectations for anyone wishing to gain EYTS and work as an early years teacher. Early years teachers must demonstrate their effective practice and leadership across the 8 Teachers’ Standards (Early Years) and with babies and children from birth to the end of the Early Years Foundation Stage (EYFS) (see appendix 2 for a full list of the Standards). Early years teachers must also engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. Graduate Employment-Based Route to EYTS
The Department for Education (DfE) accredits providers to deliver Early Years Initial Teacher Training
(EYITT). The University of Brighton delivers the Graduate Employment-Based (GEB) route to EYTS. This is a 10 month, part-time course for graduates currently employed in an early years setting who require training and further experience to demonstrate the Teachers’ Standards (Early Years). The EYITT course places a strong emphasis on partnership working between the university and local early years settings and schools. Early years partners play a significant role in recruiting, selecting, training and assessing trainee early years teachers. This handbook supports all partners in understanding the key components of the EYITT course.
Objectives of the EYITT Course
i. To ensure that trainees undertake the route to EYTS that is most appropriate to their
qualifications, experience and individual needs;
ii. To devise a course of study for trainees that will promote their knowledge and understanding of early years theory and practice;
iii. To prepare trainees for their role in leading and developing practice in their settings;
iv. To support trainees in demonstrating that they meet all the National Standards laid out for early years teachers in the process of validation as an early years teacher.
PG Cert Early Years Education with Early Years Teacher Status The course title is: PG Cert Early Years Education with Early Years Teacher Status. All trainees enrolled on EYITT will also undertake two academic modules in order to gain 60 credits at Masters Level. If trainees successfully complete these two modules they will also be awarded a PG Cert in Early Years Education.
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1.2 Underlying Principles of the Partnership
The Partnership arrangements described in this handbook are the result of on-going consultation between the university and its partner settings/schools on how best to implement government policy on Early Years Initial Teacher Training (EYITT). The most recent Standards and requirements for the award of EYTS are set out in the DfE document Teachers’ Standards (Early Years) (see appendix 2). In keeping with the principles and spirit of partnership all arrangements are kept under review and will be responsive, within the boundaries set by national requirements, to the views of mentors, university tutors, university external examiners, employers and, of course, the trainees themselves. The effectiveness of the Partnership depends on the continuing dialogue between all the participants in the Partnership. The underlying principles are:
to maintain and develop the excellent working relationship which exists between the University and early years settings/schools over a wide area;
to recognise the positive input that trainees make to the early years settings/schools and to maximise their contribution;
to build upon opportunities that the Partnership can bring for collaborative working;
to hold a commitment to improvement and development, and identify new models of partnership;
to promote innovative models of partnership in order to continue to enhance all aspects of initial teacher education;
to ensure that additional administrative demands made upon the early years settings/schools are kept to a minimum.
The DfE have set a requirement that providers should consider how the course design, including setting/school-based training, will ensure that trainees are fully prepared to teach across the full 0 to 5 age range. Furthermore, providers must ensure that the course design facilitates engagement with the expectations, curricula and teaching in Key Stage 1 and 2. Setting/school-based training for trainees will be dependent on their previous experience across the age range. The DfE requires all trainees to undertake a training period in a Key Stage 1 classroom, and within at least two settings/schools. This model sets out the range of partners involved in EYITT:
EYITT Graduate Trainee
Employer = Setting/School-Based Training
(SBT1)
Provides SBT1 mentor
Additional = Setting-Based
Training (SBT2a)
(and if extra age range experience needed – SBT2b)
Provides SBT2a
(and SBT2b) mentor
Key Stage 1 School-Based
Training (SBT3)
Provides SBT3 mentor
UoB – Programme leader, PAT tutor, EYITT programme assistant + Partnership Office
EYITT Steering Group PIESC (Partnership in
Education Strategic Committee)
External Examiner
University employed tutor
Ongoing partnership and shared observation/assessment processes
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1.3 Admissions Policy for EYITT
The admissions procedure provides an excellent way for colleagues across the EYITT Partnership to collaborate in the shared exercise of recruiting and selecting the very best trainees. A summary of our recruitment policy is as follows:
Any changes to policies and procedures are agreed at EYITT Steering Group meetings and discussed at mentor meetings;
The process for admissions is a collaborative one between setting/school representatives and the university;
Bespoke induction will be provided for setting/school-based training staff new to the process. We ask partner settings/schools to nominate colleagues who can take part in this process;
Interview dates are set by the university and shared with partner settings/schools as early as possible;
The interview process is rigorous. Applicants are selected on the basis of their application forms, the interview itself (including a written task and group task), and decisions following the interview.
1.4 Roles and Responsibilities of all EYITT Partners
The EYITT Partnership Agreement serves the purpose of establishing the roles and responsibilities of the:
A. Host employer early years setting/school (SBT1)
B. Alternative early years setting/school (SBT2a (SBT2b if needed) and SBT3)
C. University tutor Once signed, the Partnership Agreement Operational Annex form confirms the Partnership Agreement between the university and early years setting/school. The EYITT Partnership Agreement was developed with key partners in light of the Teachers’ Standards (Early Years) 2013, workforce needs and relevant policy.
1.5 Management of the Partnership
This is managed in a number of ways:
The UoB has formed a Steering Group comprised of employers and practitioners from the early years sector, Local Authority representatives and EYPS/EYTS alumni alongside staff from the university. Regular meetings and online contact ensure that EYITT provision at the UoB is responsive to the needs of the early years sector and the diverse workforce. The EYITT Steering Group reports to PiESC (Partnership in Education Strategic Committee).
Ongoing evaluation from all partners will ensure that the Partnership model is dynamic and that all stakeholder views are taken into account in providing excellent EYITT.
The University of Brighton EYITT external examiner scrutinises the training and assessment of EYITT trainees, as well as the processes of partnership involvement. The external examiner compares standards set within the University of Brighton to similar courses elsewhere.
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1.6 Partnership in Education Strategic Committee
The Partnership in Education Strategic Committee (PiESC) is a school-led, strategic committee comprised
of representatives from EYITT, primary, secondary, FET, Postgraduate Teacher Apprenticeship, special
schools and governors from across the Partnership. These colleagues work alongside tutors from the
university to implement innovative responses to policy changes and drive improvement. PiESC ensures
high levels of consistency are maintained across the Partnership and facilitates the sharing of effective
practice and the identification of areas for improvement.
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1.7 Safeguarding
Safeguarding relates to the actions taken to promote the welfare of children and learners and protect them
from harm and is the responsibility of everyone who works with children and learners.
Safeguarding is defined in Working Together to Safeguard Children (Gov.uk, 2018) as:
• protecting children and learners from maltreatment
• preventing impairment of children’s and learners’ health and development
• ensuring that children and learners grow up in circumstances consistent with the provision of safe
and effective care
• taking action to enable all children and learners to have the best outcomes
Keeping Children Safe in Education (Department for Education, 2019) identifies the following issues for
those working in schools and other educational settings to be aware of:
The UoB ITE Partnership is committed to ensuring trainees are aware and able to act upon their
safeguarding duties as members of school and setting communities. Our Partnership Agreement states
that every trainee:
• Receives safeguarding training and induction in each training setting which is recorded on the
Record of Mentor Meeting form (EYH)
• Is fully briefed upon and signs the Partnership’s ‘Code of Personal and Professional Conduct’
that includes the following duties for trainees:
o become familiar with, respect and adhere to all relevant statutory frameworks, university
policies and documentation and the policies and practices of partnership settings/schools
in which they teach
o prioritise the health, welfare and education of the children in their care
• Is fully briefed on the Partnership’s policy on the ‘Use of Social Media’, this includes full
guidance on the use of electronic communication, appropriate use of social media and what to
do if they have any concerns.
• Engages in university-based study where additional support and guidance related to
safeguarding takes place. For example, online units such as the Home Office Prevent training:
https://www.elearning.prevent.homeoffice.gov.uk/
• Is made aware of key safeguarding policies and practice guidance through our safeguarding
web page www.brighton.ac.uk/safeguarding
University tutors are supported with safeguarding updates.
abuse (multiple forms of) gangs and youth violence
bullying including cyberbullying gender-based violence/violence (VAWG)
child sexual exploitation (CSE) hate
children missing education mental health
children missing from home or care missing children and adults
criminal exploitation of children and vulnerable adults
preventing radicalisation
private fostering
domestic abuse relationship abuse
drugs
fabricated or induced illness
sexual violence and sexual harassment between children in schools and colleges
faith based abuse sexting
female genital mutilation (FGM) trafficking and modern slavery
forced marriage peer on peer abuse
upskirting child criminal exploitation (county lines)
children in the court system children with family members in prison
(so called) honour based violence homelessness
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1.8 Spiritual, Moral, Social and Cultural Development (SMSC) and Fundamental
British Values
As part of settings/schools’ responsibility to support the SMSC development of their learners, teachers are
expected to actively promote fundamental British values of:
democracy
the rule of law
individual liberty
mutual respect
tolerance of those with different faiths and beliefs
All University of Brighton ITE trainees are supported to consistently promote fundamental British values as
part of pupils’ spiritual, moral, social and cultural development. During university-based training trainees
receive input on fundamental British values and their importance. During setting/school-based training we
ask that settings induct trainees by sharing policies and approaches to fundamental British values. Trainees
may demonstrate their learning and engagement through a variety of means, for example:
Understanding the Prevent Duty and providing a safe environment for debating controversial
Issues
Involvement in pupil councils and pupil voice projects
Understanding and promotion of e-safety
Promoting reading materials that have themes of tolerance, mutual respect and democracy
Take part in assemblies where British values are made relevant to all pupils
In doing so our trainees are supported to reflect upon the kind of society we aspire to have, the kind of
world we aspire to create, and the kind of education we aspire to provide.
Resources related to SMSC and Fundamental British Values are available by following this link:
https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx
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1.9 General Data Protection Regulation (GDPR)
The General Data Protection Regulations were introduced in May 2018. The purpose of GDPR is to ensure
fundamental rights are respected with regard to privacy and the use of personal data. Personal data is
defined as “any information relating to an identified or identifiable natural person” and includes text, photos,
voice recordings, emails, mark books and videos. Particular care is needed with sensitive personal data
related to an individual’s race, ethnic origin, politics, religion, trade union membership, genetics, biometrics,
health, sex life or sexual orientation.
GDPR applies to the pupils and learners with whom our trainees work as well as the trainees themselves.
Key information about trainees is shared across the Partnership (e.g. names, training route, individual
professional development needs) in order to support training needs. However we ensure that such
information is shared on a need to know basis. Information about disability, medical conditions and
individual learning needs is shared with relevant Partnership staff based on the recommendations of the
UoB Disability and Dyslexia team.
In order to support trainees to follow the terms of GDPR (set out in our introductory guidance for trainees -
appendix 9) key expectations of schools/settings and trainees are as follows:
School-based training providers: Schools/settings share GDPR policies and practices with trainees as
part of their induction. Schools/settings provide a point of contact for responding to questions and
concerns. We also recommend that if it is not made clear through their privacy policy that schools/settings
inform parents/learners that trainees will be working with learners’ data.
Trainees: Following induction into GDPR policies trainees should take the time to familiarise themselves
with their setting/school’s policies and practices. They should raise questions and concerns around the
use of data and information to their mentors and named contacts immediately. Trainees are expected to
follow the principles set out in the introductory guidance in appendix 9 and also refer to the Information
Commissioner guidance (link below) as the need arises.
https://ico.org.uk/for-organisations/guide-to-the-general-data-protection-regulation-gdpr/
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2. EYITT Setting/School-Based Training (SBT)
2.1 Overview of SBT
EYITT trainees are assessed against the 8 Teachers’ Standards (Early Years). SBT provides rich experiences for trainees to become familiar with the implications of the Teachers’ Standards (Early Years) with all age groups, and will support trainees to gather sufficient evidence to demonstrate their effective practice and leadership in relation to the Teachers’ Standards (Early Years). EYITT SBT enables trainees to meet the requirements of the course, ensuring that they have sufficient evidence to demonstrate:
Their ability to meet the Teachers’ Standards (Early Years) in their work with babies (0-20 months), toddlers (16-36 months) and young children (30-60 months).
Their understanding of the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
Range of Setting/School-Based Training (SBT) Trainees will engage in a range of SBT in order to meet the requirements of the course. SBT needs will be identified for individual trainees, dependent on previous experience. SBT experiences are arranged by the UoB EYITT team and the Partnership Office. All trainees must complete the compulsory Key Stage 1 School-Based Training (SBT3). These tables set out the range of SBT experiences and the key dates:
Sept Oct Nov Dec Jan Feb March April May June
SBT1 (host setting)
SBT2a SBT2b SBT3
SBT Details SBT Dates
Setting-Based Training 1 (SBT1) (employment setting)
Throughout duration of one year EYITT programme
Setting-Based Training 2a (SBT2a) (additional setting to meet age range requirements and requirements to have experience in at least two settings/schools)
2 days per week for 8 weeks (days to be negotiated between the trainee and setting) 14/10/19 – 13/12/19 (excluding the half term week)
Setting-Based Training 2b (SBT2b) (if needed – an additional Early Years setting to meet age range requirements)
2 days per week for 8 weeks (days to be negotiated between the trainee and setting) 13/01/20 – 13/03/20 (excluding half term week)
School-Based Training 3 (SBT3) (A minimum of 10 days in a Key Stage 1 class. The remaining 4 days to be spent in reception and Key Stage 2.)
14 days across 3 weeks 1st Week: 20-24 April: 5 days (allocated KS1 class)
2nd Week: 27 April – 1 May: 5 days (allocated KS1
class)
3rd Week: 5 May - 8 May: Total 4 days: 3 ½ days in Reception; ½ day KS2
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SBT Evaluation Following each phase of SBT, all trainees evaluate their experience. These evaluations form part of the Partnership’s improvement planning process. The outcomes of the evaluation process are also reviewed at EYITT Steering Group meetings and inform in-year actions and programme improvement planning. Equality and Diversity The university’s Equality and Diversity Policy is based upon the Equality Act (2010) and fully supported by the Board of Governors. If any incidents of discrimination occur during setting/school-based training, please contact the EYITT programme leader ([email protected]). Some important points to note:
On SBT, trainees comply with, and are protected by the university’s equal opportunities policies as well as those in place in settings/schools;
The EYITT Partnership seeks to recruit and support trainees from under-represented groups;
The university is sensitive to personal and religious beliefs and trainees are allowed two days religious observance during a setting/school-based training period. Trainees must tell the setting/school and EYITT course team in advance;
The Disability and Dyslexia team provides support for trainees with disabilities. Trainees are able to seek advice from the EYITT programme leader or the student support and guidance tutor;
When trainees have a specific learning need a Learning Support Plan (LSP) is put in place with
recommendations for any adjustments to the training programme that would best support their
professional learning;
In order to support schools in their need to work with the Equality and Diversity Act programme
teams collaborate with trainees to inform schools of any circumstances or information that may
impact on their setting/school-based training;
Trainees are advised to become familiar with the school’s policies for Equality and Diversity.
Disclosure and Barring Service (DBS) The UoB has regard to the ‘Keeping Children Safe in Education’ statutory guidance when carrying out our duty to safeguard and promote the welfare of children. The university complies with the DfE’s latest regulations and guidance, in order to safeguard our Partnership schools/settings and protect the welfare of all children with whom our trainees work. As our EYITT programme is an employment-based route, it is the responsibility of the employer, rather than the university, to undertake all relevant vetting and suitability checks. For EYITT trainees, these must include:
a DBS Enhanced disclosure (including a check of the children’s barred list);
checking that the trainee is not subject to a prohibition order issued by the Secretary of State; and
ensuring that the trainee is not ‘disqualified by association’ from working with young children (where childcare is provided in domestic settings or under registration on domestic settings): https://www.gov.uk/government/publications/disqualification-under-the-childcare-act-2006/disqualification-under-the-childcare-act-2006
Employers are required to complete a form to confirm to the university that all of these checks have been completed and cleared prior to the start of the training. DBS certificates will be cross-checked as part of the trainee recruitment and induction process on the EYITT programme. NB. If a trainee is, or becomes, disqualified from a childcare role, the school must inform the UoB.
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Health and Physical Capacity to Teach Trainees are cleared as ‘fit to teach’ by their employer host setting organisations (SBT1) or the university’s Occupational Health advisor on entry to the programme. If trainees have not been cleared, they cannot start their setting/school-based training. Trainees are asked to inform the university immediately if their health deteriorates during training. Policy and Guidance for Pregnant Trainees, Maternity and Parental Leave
Under the Equality Act (2010), the ITE Partnership supports pregnant trainees and those on parental leave.
The following applies:
Maternity is defined as including all stages of pregnancy and up to 26 weeks after the birth of a
child;
Pregnant trainees should talk to the programme leader as soon as they are able;
Pregnant trainees are allowed to attend antenatal care;
Absence due to pregnancy, maternity or paternity should not normally exceed six days;
Regular health and safety reviews may be necessary to take account of changes as the pregnancy
develops. By law, the mother must remain absent from work for two weeks immediately after the
birth;
Absence, including parental leave, would be discussed with the EYITT programme team in
negotiation with the setting/school;
EYITT trainees must note the above and abide by the terms and conditions of their contract with
the setting/school.
2.2 Requirements of Setting/School-Based Training (SBT)
All SBT providers must meet the UoB EYITT criteria for the selection of settings to join the UoB EYITT Partnership. SBT providers must:
Normally be rated outstanding or good by Ofsted;
Have at least one member of staff who is qualified to graduate level in a relevant subject and it is desirable that they have achieved a relevant professional status (i.e. EYPS, EYTS, QTS). This staff member will play a significant role in supporting the EYITT trainee as their mentor;
Demonstrate a commitment to the education and training of teachers and the capacity to support work-based learning and reflective practice;
Be able to offer a broad and balanced programme of activities in support of trainee teachers’ development;
Be flexible in meeting the diverse needs of trainees;
Deliver effective EYFS provision, demonstrating a respect for children, families and all members of staff;
Hold a commitment to improvement and development of early years practice through engagement with current research and policy;
Demonstrate a commitment to partnership working, both with the university and the wider early years community;
Attend necessary training and development opportunities presented by the university (i.e. mentor training);
Be willing to accept the roles and responsibilities as defined in the EYITT Partnership Agreement.
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2.3 Trainee Responsibilities
SBT2 and 3 Preparation Prior to SBT2 and SBT3, trainees will review their Professional Action Plan (PAP), in the e-Portfolio (PebblePad). They will reflect on each of the Teachers’ Standards (Early Years), identifying:
Standards with which they are most confident and why (give examples from practice);
Standards with which they are least confident and why (give examples where appropriate). Using their PAP trainees should think carefully about what they need to do to build on strengths and address the areas of weakness. They need to identify targets and consider the actions they will take during SBT to enable them to develop their practice across the Teachers’ Standards (Early Years), and in relation to the age ranges 0-5. Trainees must update their PAP fortnightly, considering their progress in meeting the Teachers’ Standards (Early Years) across their SBT experiences. During SBT the trainees should liaise with the SBT mentor to discuss how they might go about building on their strengths and addressing any areas for development. The ‘Record of Mentor Meeting’ (EYH) should be used to record these discussions. Future targets and actions agreed on the EYH forms must then feed into the trainee PAP. During SBT Trainees will begin their SBT2 by developing relationships with colleagues at the SBT2 setting. They will observe and reflect upon the work of other practitioners, developing a sensitive and growing awareness of the ways practitioners relate to, and work with, children and their families, and contribute to inter-professional teams. Trainees will evaluate and modify their own practice in thoughtful, innovative, informed and critical ways. They will continue to use their PAP to identify strengths and areas for development, considering how they will utilise SBT experiences to gather evidence of their effective practice across the Teachers’ Standards (Early Years). Trainees will continue to refine skills of critical reflection as they contemplate the ways they lead and support practice. During SBT2 trainees will engage fully in all aspects of practice within the training setting. They will seek opportunities to engage in planning, observation and assessment. Evidence of their engagement in the planning cycle should be uploaded to the relevant Standards on the e-Portfolio (PebblePad). Evidence from SBT experiences will cover a wide range of Standards, and in particular trainees must provide evidence to demonstrate their effective practice across the age range 0-5 for Standards 2.2, 2.5, and 5.2. Drawing on knowledge and expertise developed through their experience within their own host employer setting (SBT1), trainees should seek opportunities to model and lead practice within SBT2 settings. The expectations of Key Stage 1 SBT3 are significantly different (please see section below).
Guidance given to Trainees prior to SBT: Professionalism
All trainees are required to sign and adhere to the Code of Personal and Professional Conduct for Early
Years Trainee Teachers (see appendix 5).
Trainees must also refer to appendix 6: Use of Social Media: Guidance for EYITT Trainees.
Procedures - Trainees must:
Have arrangements in place to enable them to be on site at their SBT for a full working day;
Contact their setting/school before the training starts, to check where and at what time they should
arrive;
Engage with the setting/school’s safeguarding policies and procedures;
Adhere to all setting/school policies including data protection and the use of social network sites; Be aware of the procedures for photocopying and use of resources/equipment/ICT suite;
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Not consume alcohol during the setting/school day. It is not acceptable for them to smoke close to
setting/school buildings or on setting/school grounds;
Seek permission before using the setting/school’s telephones or computers for personal use and
adhere to the setting/school’s policy in respect of this;
Ask the manager/headteacher for permission before taking images of children and be aware of the setting/school’s policy on the taking and distribution of images. The images should not be retained or used following a setting/school-based training period without the written consent of the manager/ headteacher;
Seek permission from the setting/school to retain samples of children’s work which should be anonymous;
Maintain confidentiality regarding information shared in school and on the e-Portfolio (PebblePad). All references to stakeholders must be anonymised.
Attendance Our EYITT programme is designed to provide trainees with sufficient time being trained in settings and schools, to enable them to demonstrate that they have met all the Standards.
Trainees must ensure they attend all SBT dates. Trainees must keep a record of all SBT 2 and 3 dates attended (see appendix 4). This record must be signed by the SBT mentor and uploaded onto the trainee’s e-Portfolio. If for any reason a trainee is unable to attend an SBT date they must telephone the setting or school prior to the start of the setting/school day to inform the setting/school of their absence. They must also:
Inform the Partnership Office
([email protected] / 01273 641041 (this is a 24 hour answerphone));
Inform Helen Carter – EYITT Programme Assistant
[email protected] / 01273 641931;
Follow SBT procedures.
If a trainee does not contact the setting/school in the event of absence, the mentor/setting staff member should contact the Partnership Office.
All trainees must attend a minimum of 10 days during the compulsory school-based training period (SBT3) in order to successfully complete the training. All trainees must miss no more than four days training during each of the age range experiences in order to complete successfully. The expectation is that any days missed are re-scheduled in negation with the placement provider. Trainees should attend setting/school-based training for seven hours per day. Hours must be agreed with the SBT mentor prior to the start of each SBT. During the compulsory SBT3 (school-based) trainees should ensure they arrive prior to the children in order to have sufficient time to liaise with the class teacher and/or mentor before lessons begin. At the end of the school day trainees should leave after the children, offering support to the class teacher to prepare for the following day.
Should a trainee be absent from a SBT2 or SBT3 for 4 days their record will be reviewed and this may result in the termination of that training experience. These days exclude absence due to school closure At the review point setting/school-based training experiences may be extended by the number of days missed (NB. days do not have to be consecutive and half days contribute to the total). Consideration will be given to the following:
Whether a Partnership setting/school can accommodate an extension to the training period;
The number of days absent;
The reason(s) for absence and where these relate to medical grounds, whether the trainee is fit to recommence;
The trainee teacher’s performance on setting/school-based training thus far;
Consequences of extending the setting/school-based training period in relation to the overall programme.
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Industrial Action
Trainee members of teaching unions cannot go on strike or participate in industrial action in any way as
they are not employed by the school, were not balloted about strike action, nor are they members of the
teachers’ pension scheme.
Consequently trainees should go into school provided that it remains open and that those colleagues
responsible for the supervision of trainees are confident they can engage in training activities. However,
trainees must not be used to cover a striking teacher and should not be left unsupervised.
If the headteacher closes the school or if there is a picket line at the school and trainees do not wish to
cross this, they should inform the headteacher that they will be working from home. Trainees will not need
to make up this day nor will their progress on their training programme be jeopardised. If trainees wish to
seek further advice, they are encouraged to contact their union/professional association.
Trainees who are directly employed by the setting/school are subject to the setting/school's terms and
conditions. Therefore, staff at the university are not in a position to offer advice about their contract of
employment. Trainees may wish to seek further advice from their union or professional association.
2.4 Expectations of the School-Based Training (SBT3)
The DfE have set a requirement that all EYITT trainees must complete a minimum two week school-based training period in Key Stage 1 (SBT3). Trainees must also meet the requirements of Standard 3, and specifically demonstrate their engagement with the continuum of expectations, curricula and teaching of the EYFS, Key Stage 1 and Key Stage 2. In order to meet these requirements, EYITT trainees will complete their SBT3 experience over 14 days within a three week period:
3rd Week 5 May - 8 May: Total 4 days: 3 ½ days in Reception; ½ day KS2 class To meet DfE requirements 10 days must be spent in Key Stage 1. The remaining time should be used to enable the trainee to observe practice in Reception and Key Stage 2. This will enable the trainee to develop a secure understanding of the educational continuum of expectations in a primary school setting. Trainees will complete a series of set tasks, including observing a phonics lesson and a mathematics lesson, and will use observation forms to record their reflections. Observation Trainees will spend a significant amount of time during SBT3 observing teaching and learning. Observations will enable trainees to develop professional knowledge about teaching and learning in a school context. Through observing teachers, trainees will develop understanding of the curriculum and how teachers plan, support and assess learning. Trainees will gain an insight into the ways in which school experiences build on previous learning across the curriculum. For example, trainees will develop their understanding of approaches to phonics and how early phonological awareness can support later learning. Trainees should spend a minimum of 60% of their time during setting/school-based training observing the practice of experienced teachers. Trainees will reflect on these observations and will include observations and reflective tasks in their e-Portfolio (PebblePad).
1st Week 20-24 April: 5 days (allocated KS1 class)
2nd Week 27 April – 1 May: 5 days (allocated KS1 class)
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Supporting Learning To develop their understanding of how children approach learning in Key Stage 1, trainees should have opportunities to support small group activities. These lessons should be planned by the class teacher. The EYITT trainee has no requirement to engage in lesson planning or assessment during the school-based training period (SBT3). However, opportunities to work with small groups of children will enable the trainee to develop greater understanding of the curriculum and how this is supported in a school context. Trainee Well-being The well-being of our trainees is of paramount importance to all members of our Partnership. This is the
essential foundation for successful outcomes for learners, a cohesive and happy school community and
building the resilience necessary for a long-term career in teaching. We are aware that trainee teachers' performance can suffer as a result of a range of mental and physical
health problems. Consequently, the UoB Partnership provides trainees with bespoke support and a range
of services should they experience difficulties, be they at their setting/school or elsewhere. In order for us to offer this support, we ask that when trainees or school-based colleagues have any
concerns about issues related to well-being they contact [email protected] at the
earliest possible opportunity. By contacting us through this email address we are able to ensure that
appropriate, sensitive help and guidance is offered. Information about advice and support services at the UoB can be viewed here:
https://www.brighton.ac.uk/current-students/my-student-life/index.aspx
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3. Procedures for Support and Assessment
3.1 Mentors
Mentors have an important role to play in supporting trainees to make progress in meeting the Teachers’ Standards (Early Years). The role of the mentor is:
To support and encourage trainees to reflect on their practice in relation to the Teachers ’ Standards (Early Years);
To observe and assess trainee practice against the Teachers’ Standards (Early Years);
To discuss progress on the Professional Action Plan;
To review progress in meeting the Standards;
To liaise with all partners, including the employer host setting (SBT1), university tutor, and the trainee, to ensure the trainee is making progress in meeting the Teachers’ Standards (Early Years).
Mentors must be graduate practitioners. Mentors must attend training sessions delivered by the UoB. Mentor training will support mentors in understanding their roles and responsibilities in supporting the trainee. Where settings cannot provide a mentor from their own staff, the university team can recommend external mentors to fulfil the role. All mentoring costs are paid from the employer incentive funding. Mentors demonstrate the following characteristics:
They demonstrate a commitment to the education and training of early years teachers, and have the capacity to support work-based learning and reflective practice;
They are flexible in meeting the diverse needs of trainees;
They hold a commitment to improvement and development of early years practice through engagement with current research and policy;
They demonstrate a commitment to partnership working, both with the university and the wider early years community;
They attend necessary training and development opportunities presented by the university (i.e. mentor training);
They are willing to fulfil the roles and responsibilities as defined in the EYITT Partnership Agreement. Keys to Quality
The Partnership is committed to continually driving improvements to ensure consistency in the quality of
training. Representatives from across the Partnership have worked together to identify six overarching
‘Keys to Quality’ considered essential to securing high quality school-based provision. These six Keys to
Quality act as a shared reference point for all parties engaged in training including mentors, trainees,
university tutors and headteachers. All members of the Partnership are expected to commit to these Keys
to Quality and have a role to play in making them happen. The roles and responsibilities found in this
section detail how this expectation is applied in practice.
The 6 Keys to Quality:
A warm welcoming induction, including safeguarding;
Ongoing and supportive informal guidance and advice;
Effective regular mentor meetings;
Individualised training and development opportunities;
Constructive, personalised verbal and written feedback;
Accurate assessment using grading descriptors.
In some instances the trainee will be the only graduate working in the employer host setting (SBT1). In such circumstances, where SBT1 is unable to identify a suitable internal mentor, they must consult the university database of mentors. Upon signing the EYITT Partnership Agreement SBT1 providers agree to use part of the financial incentive to fund mentor support. SBT1 providers and mentors will negotiate an hourly rate for this work and the amount of hours allocated for mentor support across the duration of the pathway. The hourly rate should reflect the work of an EYP/EYT mentor within a setting, in line with
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EYP/EYT hourly rates. The number of hours of mentor support will vary depending on the needs of the trainee. However, please see below some guidance on suggested hours for this role:
Mentor Responsibilities
The expectations of all SBT mentors are:
Mentors will attend university training sessions to ensure they are fully prepared for the expectations of the mentoring role;
Mentors should encourage trainees to keep a record of all mentor meetings using form EYH;
Mentors must review the trainee’s e-Portfolio (PebblePad) prior to mentor meetings;
Mentor meetings should focus on the trainee’s progress in meeting the Standards;
Mentors should support trainees to update Professional Action Plans and support trainees in implementing recommendations identified in the Formative Review;
Mentors will carry out a formal progress review, including an observation of the trainee at key points and will provide verbal feedback to trainees. Mentors will record formal feedback from observations on the progress report (EYA);
Mentors should raise concerns relating to trainee progress in a timely manner and support intervention work as needed;
Mentors and university tutors will complete a joint progress review of the trainee at key points and will agree judgements following observations and then provide joint feedback to trainees. University tutors are responsible for completing progress reports (EYA) following joint observations.
In addition to this, there are specific expectations of the SBT1 mentoring role:
Where an external mentor (SBT1) is in place, it may be beneficial for a member of the SBT1 staff team to liaise with the mentor to provide an overview of the trainee’s practice;
Where an external mentor is in place (SBT1), it may be helpful to have an initial meeting with the trainee at the start of the programme;
SBT1 mentors should meet with trainees once per fortnight to review progress (recorded on EYH by trainee);
SBT1 mentors must complete an interim report using form EYB (dates set out in the Partnership handbook). They will use observations of the trainee and evidence from the e-Portfolio (PebblePad) to make grading judgements for each Standard;
SBT1 mentors must complete a final report using form EYC. They will use observations of the trainee, evidence noted on the EYB and evidence from the e-Portfolio (PebblePad) to make final grading judgements for each Standard;
SBT1 mentors must meet with the university tutor and the trainee towards the end of the course to discuss the final EYC assessment report and agree final grading against each Standard.
Mentor Task Time Allocation per task Total Time Allocation
Formal Progress Review x 4 (EYA)
20 mins for observation
40 mins for review and writing up
30 mins feedback
6 hours
Interim (EYB) and Final Report Writing (EYC)
1 hour to review PebblePad prior to EYB report
2 hours for EYB report
1 hour to review PebblePad prior to EYC report
2 hours for EYC report
2 hours for EYC meeting
8 hours
Mentor Meetings (face to face) September-June
1 ½ hours per fortnight (includes time to review PebblePad)
Approx. 27 hours (not including Christmas and Easter break)
Total: 41 hours approx.
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The expectations of the SBT2 (a/b) (EY training period) mentoring role are to:
Meet with trainees once per week to review progress through scrutiny of planning and assessment, and monitoring and recording files/documentation (recorded on EYH by trainee);
Complete an interim report using form EYB (dates set out in the Partnership handbook). They will use observations of the trainee and evidence from the e-Portfolio (PebblePad) to make grading judgements for each Standard;
Complete a final report using form EYC. They will use observations of the trainee, evidence noted on the EYB and evidence from the e-Portfolio (PebblePad) to make final grading judgements for each Standard.
The expectations of the SBT3 (school) mentoring role are to:
Meet with trainees once per week to review progress through scrutiny of planning and assessment, and monitoring and recording files/documentation(recorded on EYH by trainee);
Complete a final report using form EYKS1, with a focus on Standard 3.3. University Tutors University tutors have a quality assurance role. They visit trainees in each of the SBT experiences and
complete joint observations with mentors to ensure consistency in the assessment of trainees against the
Teachers’ Standards (Early Years) and university grading descriptors. University tutors can support
mentors in understanding their roles and responsibilities. University tutors provide feedback to trainees to
support their progress in meeting the Teachers’ Standards (Early Years). In addition, university tutors can
raise concerns about trainee performance and support intervention work, as needed. They are required to
complete a report (EYL) on each SBT visited during the EYITT process to comment on the scope and
quality of the programme, the consistency of mentorship in all settings, the feedback received from trainees
and any further relevant observations. University tutors will engage in moderation visits, shadowing another
university tutor during the academic year. The purpose of the moderation visit is to ensure consistency
across the university tutor team and to provide opportunities for university tutors to share good practice.
University tutors will complete the ‘record of visit’ form following the moderation visit.
Assessment Process The Early Years ITT assessment process enables trainees to demonstrate their ability to meet the 8 Teachers’ Standards (Early Years) across the age range 0-5. EYITT trainees must access and use the UoB Teachers’ Standards (Early Years) Grading Descriptors (UoB (EY) grading descriptors) which set out the criteria for assessing trainees (appendix 3). The UoB (EY) grading descriptors set out the standards that are expected of the trainee and will be used by mentors and university tutors when making judgements about the trainee’s progress in meeting the 8 Teachers’ Standards (Early Years). SBT1 and SBT2 Assessments Ongoing assessment of the trainee will be undertaken by mentors and university tutors in both SBT1 and SBT2 provision. The assessments will be comprised of progress reports (including observations of practice), an interim report and a final report. Mentors and university tutors will use the UoB (EY) grading descriptors in making judgements about the trainee’s progress in meeting the Teachers’ Standards (Early Years). Where mentors/university tutors have concerns about the trainee’s progress in meeting the Teachers’ Standards (Early Years), they should raise a ‘Need for Enhanced Support’ with the university tutor and the EYITT programme leader. Mentors/university tutors should use form EYD to record these concerns.
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SBT3 Assessments The expectations of SBT3 are significantly different from the assessments undertaken in SBT1 and SBT2. SBT3 is specifically designed to enable trainees to meet the requirements of Standard 3.3: “demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.” The focus of the formal observation (EYA) and the final Key Stage 1 assessment (EYKS1) should specifically address the trainee’s ability to meet this Standard and in particular to demonstrate their understanding of the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. The school mentor and university tutor will complete one joint formal progress review of the trainee. During this progress review the trainee should be observed supporting a small group activity that has been planned by the class teacher. The focus of this activity should be phonics or maths. Standard 3 will be the focus for the observation; however the mentor and university tutor may also wish to comment on other relevant Standards, such as S1.1, S2.6, S4.4, and S6.3. The school mentor will complete the final assessment form (EYKS1) at the end of SBT3. This report will focus specifically on the trainee’s ability to meet Standard 3.3. For example, trainees should demonstrate that they have engaged in the process of focused observations of learning and teaching in Reception, Key Stage 1 and Key Stage 2. Trainees will upload evidence of their observations and reflective tasks to their e-Portfolio (PebblePad).
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Reviewing Trainee Progress Progress Reviews Including an Observation of Trainees The Progress Review (EYA) is designed to monitor trainee progress in relation to the Teachers’ Standards (Early Years). This includes a review of evidence uploaded onto the e-Portfolio and progress made with professional action planning. The Progress Review will also include an observation of trainee practice. Some Progress Reviews will be completed jointly by mentors and university tutors and others will be completed solely by the mentor. Observations should be about 20 minutes long. Trainees must complete the early years learning plan and send this to the mentor and university tutor prior to the observation. Trainees should make effective use of mentor and university tutor observations, selecting a different focus for each observation to ensure they maximise opportunities to meet the Standards. Using the University of Brighton Teachers’ Standards (Early Years) Grading Descriptors
The UoB (EY) grading descriptors expand on the requirements of the Teachers’ Standards (Early Years) to enable trainees, mentors and university tutors to identify how effectively trainees are meeting the Standards. Following a progress review mentors and/or university tutors must use the grading descriptors to agree a grade. Whilst these grading descriptors are very useful for making a judgement on grades it must be noted that they must be used as a “best fit”. Each review will not provide evidence for every Standard. For example the review during SBT3 will focus specifically on Standard 3.3. A copy of the UoB (EY) grading descriptors could be copied for the trainee and, following an observation, aspects of the Standards which have been reviewed could be highlighted by the mentor. This will then inform the EYA Progress Report and show which aspects of the Standards the trainee could be working on. The highlighted grading descriptors would then be used following the second observation, once again highlighting observed Standards (in a different colour highlighter). This tracks progress in both how well the trainee is meeting the Standards and shows any new evidence for any Standards not met from the previous review. Suggested Schedule for Progress Reviews Completed by Mentors
Prior to progress review (two weeks in advance)
Trainee to confirm dates and times for progress review including observation
Prior to progress review (2-5 days in advance)
Trainee to send learning plan to mentor
Prior to progress review
Mentor reviews e-Portfolio (PebblePad)
Observation during progress review – 20 minutes maximum
Mentor observation of trainee
Following the progress review - 30 mins Mentor provides initial verbal feedback to trainee
Mentor completes the progress report (EYA) and sends a copy to the trainee and to the EYITT programme assistant: [email protected]
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Suggested Schedule for Mentor and University Tutor Joint Trainee Progress Review
Providing Trainees with Feedback
Feedback is a crucial element of the mentoring role. Mentor and university tutor feedback supports trainees to identify gaps in their practice. Feedback should be used by trainees to update their Professional Action Plan.
In verbal and written feedback mentors and university tutors should:
Highlight concrete examples from the observation to illustrate where the trainee has demonstrated specific Standards.
Use the UoB (EY) grading descriptors to support their grading judgement of the trainee.
Make reference to the trainee’s e-Portfolio (PebblePad), commenting on the quality of evidence the trainee has uploaded.
Refer back to “future actions” from previous progress reports to consider how the trainee has responded to feedback and where the trainee has made progress.
Prior to progress review visit including observation, correspondence via email between mentor, university tutor and trainee (two weeks in advance)
Trainee to confirm dates and times for progress review
Prior to progress review visit including observation (2-5 days in advance)
Trainee to send learning plan to mentor and university tutor
During progress review visit – 10 mins University tutor meets with trainee (1:1) to discuss progress, issues or concerns
During progress review visit – 10 mins University tutor meets with mentor (1:1) prior to observation to discuss progress of trainee
Joint observation – 20 mins max Joint observation of trainee with mentor & university tutor
Following the observation as part of the review – 15 mins
Mentor and university tutor (1:1) agree feedback
Following the observation as part of the review – 10 mins
University tutor and mentor provide initial verbal feedback to trainee
Following the observation as part of the review – 10 mins
University tutor reviews file with trainee
Additional Notes: The first progress review and observation of the trainee (in SBT1 and SBT2) should be joint between mentor and university tutor. Trainees must ensure mentors are available for these times. Trainees must ensure they are available for feedback (not in ratio). Trainees must ensure there is a place for university tutors and mentors to meet. Mentors and university tutors to have all paperwork completed and returned to the trainee and the EYITT programme assistant by the published deadline (see page 26).
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Completing Progress Reports (EYA) – SBT1, 2 and 3
Following a progress review of the trainee, the mentor will complete a Progress Report (EYA). Where
university tutors are engaging in joint observations with the mentor, the university tutor will take
responsibility for completing the Progress Report. Judgements should be agreed between the mentor and
university tutor. An exemplar of a completed EYA form is available at:
https://blogs.brighton.ac.uk/mentors/mentoring-resources/eyitt/
Progress – in this section the mentor
or university tutor should comment on
the trainee’s progress. Documents in
the trainee document file and on the
e-Portfolio (PebblePad) should be
considered. Progress in relation to
actions identified on previous
Progress Reports should be
considered. Links to specific
Standards should be made. Trainee
impact on children’s learning should
be highlighted.
Observation Feedback – in this
section the mentor or university tutor
should summarise key points from the
observation, with clear links to the
Standards. Particular consideration
should be made to trainee impact on
children’s learning and progress.
Specific examples from the
observation can be highlighted, for
example: “You used a range of
strategies including open ended
questions to promote opportunities for
sustained shared thinking (S2), for
example ‘why do you think the bear
was sad’. The children responded by
thinking of ideas and making
predictions”.
Grade: The UoB (EY) grading
descriptors should be used to identify
an overall ‘best fit’ judgement,
including documents considered,
evidence from the observation, and
overall progress.
Code of Professional Conduct: in this section the
mentor or university tutor should comment on the
trainee’s ability to meet the School of Education
Code of Professional Conduct for EYITT trainees
Targets with Actions: in this section the mentor
or university tutor should identify ways forward to
support the trainee in making progress. The target
should relate to the area for development. The
actions should be explicitly linked to specific
Standards. For example: “Observe and assess the
children you know well and plan for their next steps
using their interest sheets
(S4, S6)”.
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Completing Interim and Final Assessment Reports (EYB and EYC) – SBT 1 and 2
Mentors will complete interim (EYB) and final assessment reports (EYC), indicating the progress the
trainee has made in meeting the Teachers’ Standards (Early Years). SBT1 mentors should complete the
EYB in consultation with the trainee. SBT1 mentors should meet with the university tutor and trainee prior
to completion of the final EYC to discuss the final grading against each of the Teachers’ Standards (Early
Years). SBT2 mentors complete the EYB and EYC assessment reports in consultation with the trainee.
An exemplar of a completed EYB form is available at:
https://blogs.brighton.ac.uk/mentors/mentoring-resources/eyitt/
EYB: Interim Report: when completing the EYB, the mentor will use the UoB (EY) grading
descriptors to identify a ‘best fit’ grading for each Standard. A grade should be given for the current
ability of the trainee, and a predicted grade for the potential the trainee has to meet the Standard at
the end of the SBT. The mentor will comment on progress to date, providing clear examples, and will
identify targets to support the trainee in meeting the Standards. For example: S6, Comment: X makes
accurate observations on the children and uses assessments to plan for each individual child’s
development. Target: To lead assessment process within setting. Action: To review and adapt tracking
systems for use in this setting, taking the lead in introducing them to the staff team and making them
accessible to parents and children.
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EYC: Final Assessment Report: When completing the EYC, the mentor will take into account
previous EYA and EYB forms, evidence in the e-Portfolio (PebblePad) and overall progress in
meeting the Teachers’ Standards (Early Years). The final SBT1 EYC will also take into account
EYC forms from SBT2 and the SBT3 EYKS1 form. The mentor will use the UoB (EY) grading
descriptors to identify a ‘best fit’ grading for each Standard. The mentor will provide a general
comment for each Standard, using clear examples to illustrate achievements, and impact on
children’s learning and development. For example: S4: X’s planning for the baby room was
excellent, showing great thought to the practitioner’s role. They understand well the way children
progress through the development matters statements, and how this knowledge can be used to
support the children’s learning and development. As such, all children have made significant
progress in their learning.
An exemplar of a completed EYC form is available at:
https://blogs.brighton.ac.uk/mentors/mentoring-resources/eyitt/
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Dates for Mentor and University Tutor Training (trainee also to attend) 2019/2020
SBT1 and SBT2a Mentor, Trainee and University Tutor Meeting: Thursday 26th September 2019 4-6pm (please arrive by 3.30pm for administrative reasons)
SBT1 Mentor, Trainee and University Tutor Meeting: Thursday 9th January 2020 4-6pm
SBT1 Mentor, Trainee and University Tutor Meeting: Friday 22nd May 2020 4-6pm
All materials from meetings will be shared with all mentors and relevant colleagues who are unable to attend. (SBT2b and SBT3 mentors will receive bespoke mentor training as needed)
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Schedule of Formal Review Points and Dates for Submission of EYITT Assessment Forms See below for details of the number of review points and observations for each setting/school-based training period and the dates when specific assessment forms should be returned to the university. **Please note, SBT mentors should use form EYD (Need for Enhanced Support) to highlight concerns where a trainee is not making sufficient progress in relation to the Standards or expectations of the setting/school-based period.**
Setting/ School- Based Training
Details Suggested Date of Review/Assessment
Form Date to be returned to the university
SBT1 Host Employer Setting
Progress Review 1 (jointly with university tutor)
w.b. 07/10/19 EYA 14 October 2019
Engaging with Postgraduate Study (KV710) Formative Submission
4 November 2019 (via Turnitin by 4.30pm)
Progress Review 2
w.b. 27/01/20 EYA 03 February 2020
Engaging with Postgraduate Study (KV710) Submission
20 January 2020 (via Turnitin by 4.30pm)
Professional Knowledge and Enquiry in Early Years Education (KJ701) Formative Submission (Proposal)
3 February 2020 (via Turnitin by 4.30pm)
Interim Report
EYB 14 February 2020
Progress Review 3 (jointly with university tutor)
w.b. 16/03/20 EYA 23 March 2020
Professional Knowledge and Enquiry in Early Years Education (KJ701) Submission
27 April 2020 (via Turnitin by 4.30pm)
Progress Review 4
w.b. 18/05/20 EYA 26 May 2020
Final Assessment Report (university tutor to visit setting to attend meeting with mentor and trainee to support completion of the EYC)
University tutor visit to be arranged w.b. 8/06/20
EYC 12 June 2020
SBT2a (compulsory)
Progress Review 1 (jointly with university tutor)
w.b. 04/11/19 EYA 11 November 2019
Interim Report
EYB 22 November 2019
Progress Review 2
w.b. 02/12/19 EYA 6 December 2019
Final Assessment Report
EYC 18 December 2019
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Setting/ School- Based Training
Details Suggested Date of Review/Assessment
Form Date to be returned to the university
SBT2b (if required)
Progress Review 1 (jointly with university tutor)
w.b. 03/02/20 EYA 10 February 2020
Interim Report
EYB 28 February 2020
Progress Review 2
w.b. 02/03/20 EYA 9 March 2020
Final Assessment Report
EYC 18 March 2020
SBT3 Key Stage One (compulsory)
Progress Review (jointly with university tutor)
w.b. 27/04/20 EYA 5 May 2020
Final Assessment Report EYKS1 18 May 2020
SBT mentors and university tutors will complete joint progress reviews including observations, as set out above. This will be an opportunity to observe the trainee and provide agreed oral and written feedback. This is a fundamental procedure within the Partnership and is a significant quality assurance indicator. Only one form should be completed following the joint review and observation. The feedback and targets must be agreed by the mentor and university tutor. We would appreciate assessment forms being sent to the university no later than the date shown in the above table. It is particularly important to keep to the dates with final assessments as these are essential for considering trainee progression.
1. Assessment forms should be emailed to the EYITT team at [email protected]
2. Copies should be kept in the setting/school in case the originals go astray and copies must be given to the trainee before the SBT ends.
3. SBT assessment forms should be retained by the trainee in their e-Portfolio (PebblePad).
4. Information given may be used in a reference and to assist in the continuing professional development of the trainee.
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Formative Review University-Based Training (UBT) and Personal Academic Tutor (PAT) sessions will involve ongoing formative peer and tutor review of trainees’ progress in meeting the Teachers’ Standards (Early Years). In addition, midway through the Early Years ITT course each trainee will undertake a formal Formative Review tutorial with their Personal Academic Tutor (PAT). The Formative Review is a formative assessment which supports Early Years ITT trainees to consider their progress and identify development points. The Formative Review provides an opportunity for the trainee to reflect upon:
Their progress to date;
The Standards which they feel most confident about and why;
The Standards which they feel least confident about and why;
The extent to which they are able to evidence practice and leadership across the 8 Teachers’ Standards (Early Years);
The extent to which they are able to meet the Teachers’ Standards (Early Years) in relation to the full age range 0-5;
The extent to which they are able to demonstrate engagement with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
At the Formative Review the trainee and the PAT will review:
SBT assessment forms (EYA: EYB: EYC);
The Professional Action Plan (PAP);
The e-Portfolio (PebblePad). Tracking and Intervention All trainees are monitored rigorously from the point of interview and throughout the programme, so they are supported to become, at least, good early years teachers. There is a shared understanding of the need for secure tracking and swift, timely intervention. A supportive, staged process is implemented if issues are identified which provides clear targets for improvement. Trainees play a proactive role in this process and contribute to their ongoing professional development. All stakeholders across the ITE Partnership are required to signpost when intervention is needed for example, at the interim review stage (EYB) if a trainee’s overall potential is grade 3. The relevant supervising staff must be alerted and immediate intervention, including sharply focused short and long term targets for the trainee, should be agreed. Explicit training actions should be defined, monitored and recorded. The intervention is designed to secure progress to Grade 2 (good). Examples of intervention strategies include: enabling trainees to observe additional outstanding practice; supplementary visits from a university tutor; coaching; recording and analysing practice, specialist support. Intervention also includes additional input centrally, for example, workshops, tutorials, and learning support. All interactions with trainees are recorded and tracked centrally.
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3.2 Maintaining Records
E-Portfolio (PebblePad) and Professional Action Plan (PAP) Trainees will develop and use an e-Portfolio (PebblePad). The e-Portfolio (PebblePad) is a fundamental element of the Early Years ITT course. The purpose of the e-Portfolio (PebblePad) is to:
Support trainees to reflect upon their progress in meeting the Teachers’ Standards (Early Years) through the process of professional action planning.
Provide the mechanism by which trainees gather evidence to demonstrate their ability to meet the Teachers’ Standards (Early Years).
A key element of the e-Portfolio (PebblePad) is the Professional Action Plan (PAP). Trainees will use their PAP to set targets against every Standard. They will identify the actions needed to meet their targets. They will continually reflect upon and review their progress in meeting the Standards. They will gather evidence to demonstrate how they are meeting the Standards. The ability to critically reflect on this process, analyse and evaluate learning and take responsibility for professional development is at the centre of this. Trainees are expected to participate in this cycle and will be encouraged to take responsibility for their own professional development and self-assessment. Throughout the early years teacher pathway, each trainee will be encouraged and supported:
To become an autonomous and active learner;
To become a critical and reflective practitioner;
To be responsible for reviewing and updating their Professional Action Plan. The e-Portfolio (PebblePad) will be scrutinised throughout the course, by mentors, university tutors and the EYITT course team. At the end of the course the e-Portfolio (PebblePad) will be assessed in order to determine whether trainees have sufficient and strong evidence to meet the Teachers’ Standards (Early Years) and be recommended for the award of Early Years Teacher Status (EYTS). Therefore, it is crucial that the e-Portfolio (PebblePad) is regularly updated to inform progress.
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Pro formas for Assessment, Reporting and Intervention Please read in conjunction with appendix 4
Form Completed by When? Purpose Distribution
EYA Progress Report SBT1 mentor x 4 SBT2a mentor x 2 SBT2b mentor x 2 SBT3 mentor x 1 University tutor x 4 (On at least one occasion during each SBT the progress report should be completed by the mentor and university tutor together)
Completed at progress review points, including an observation of teaching.
Reviews progress and improvements made in relation to meeting the Standards:
Reviews learning and teaching with attention to progress of children and appropriate delivery of the EYFS;
Identifies ways forward and actions including amendments to the Professional Action Plan (PAP);
Ensures the accuracy of the EYITT Partnership’s assessment of trainees;
Identifies additional intervention and targets with review dates for a trainee graded 3;
Triggers the Need for Enhanced Support process for a trainee graded 4 against any aspect of the Teachers’ Standards (Early Years).
Trainee: Upload to e-Portfolio (PebblePad). Mentor and university tutor: copy for records.
EYB Interim Report on Teaching and Professional Competence
SBT1 and SBT2 mentor, in collaboration with trainee.
Mid-way through the SBT following a meeting with the trainee.
Reviews progress and indicates potential by the end of the SBT;
Identifies interventions and targets with review dates;
Determines trainees’ amendments to the professional action plan;
Identifies additional intervention and targets with review dates for a trainee graded 3;
Triggers the Need for Enhanced Support process for a trainee graded 4 against any Standard.
Trainee: Upload to e-Portfolio (PebblePad). Mentor: email form to: [email protected] Mentor: Copy to setting/school colleagues where appropriate.
EYC Final Assessment on Teaching Competence
SBT1 and SBT2 mentor in collaboration with trainee and the university tutor.
At the end of the formal assessed period of SBT1 and SBT2.
A summative report to record the trainees overall progress against the Standards;
Used to inform trainees’ references;
Determines an overall fail should a trainee be graded 4 for any Standard.
Trainee: Upload to e-Portfolio (PebblePad). Mentor: share and discuss with trainees. Mentor: email form to [email protected] Mentor: copy to setting/school colleagues where appropriate.
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Form Completed by When? Purpose Distribution
EYKS1 EYITT KS1 SBT3 Report
SBT3 mentor, in collaboration with the class teacher and trainee.
At the end of the formal assessed period of SBT3.
A summative report to record the trainee’s overall progress against the Teachers’ Standards (Early Years) with particular reference to S3.3.
Trainee: Upload to e-Portfolio (PebblePad). Mentor: share and discuss with trainee. Mentor: email form to [email protected] and university tutor. Mentor: copy to school colleagues where appropriate.
EYD Need for Enhanced Support
Mentor At any point during the SBT when insufficient progress is being made. Reviewed 5 days later.
Identifies issues relating to a trainee’s progress;
Determines what support from the Partnership will be provided and identifies priority areas for development for the trainees attention;
Identifies a review date, where the trainee may no longer require Enhanced Support; or may be informed that they are likely to fail.
Trainee: Upload to e-Portfolio (PebblePad). Mentor: email form to [email protected]
EYH Record of Mentor Meeting
Trainee Following any meeting between mentor and trainee.
Records details of meetings between mentor and trainee.
Trainee: Upload to e-Portfolio (PebblePad).
EYI Certificate of
Attendance
(SBT2 and
SBT3)
Trainee (but signed by
the mentor)
Ongoing throughout
SBTs 2 and 3.
Records the trainee’s attendance on each SBT;
Is kept updated and available on request to
everyone involved in the training process.
Trainee: Upload to e-Portfolio
(PebblePad) at the end of the SBT.
EYL University Tutor
Record
University tutor Following final
setting/school visit.
Used to identify areas of expertise/good practice
and/or development/training needs.
University tutor: email form to
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3.3 Need for Enhanced Support and Likely to Fail (Grade 4)
This is a developmental and supportive process that is led by the setting/school who are fully supported by university staff. The Need for Enhanced Support process is initiated if a trainee is not making sufficient progress in relation to the Teachers’ Standards (Early Years) or expectations of the SBT experience (Grade 4). It can also be initiated if a trainee fails to demonstrate high standards of personal and professional conduct. For instance, a Need for Enhanced Support could be identified if the personal and professional conduct demonstrated by the trainee is not consistently high.
The Need for Enhanced Support can be initiated at any stage during setting/school-based training. It is recorded on form EYD (see appendix 4) and shared with the university. It is essential to initiate the process as soon as concerns about trainees’ progress or professionalism are identified. There may be particular reasons or circumstances why the university and its partner institutions may need to depart from this framework and in these instances, the ad hoc framework will be clarified.
At all stages of the Enhanced Support process setting/school-based colleagues are asked to ensure timely
communication in order for support to be actioned.
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The Need for Enhanced Support / Likely to Fail Process
1. Arrangements are made to meet and discuss the nature of the concern(s) with the trainee as soon as practically possible. This is usually coordinated by the mentor and may involve a visit from the university tutor if requested.
2. An EYD form is completed, indicating the nature of the concern, with reference to the
Part 1/Part 2 of the Teachers’ Standards and or the Code of Professional Conduct alongside the UoB EY Grading Descriptors.
3. A supportive course of action should be recorded on the EYD form and agreed with the trainee, which identifies: (i) Targets for action with a review date which is normally within five clear working
days; (ii) Success criteria for each target for the purposes of clarity and review; (iii) A programme of Enhanced Support to scaffold trainee progress; (iv) If a progress review (EYA) is planned during this 5 day period it could be postponed
or become a supportive visit with a focus on the EYD targets. No additional targets should be given to the trainee while on Enhanced Support;
(v) If a EYB is due during this 5 day period it should still be completed with the target areas on the EYD being recorded in the appropriate box on the EYB form.
4. The trainee records a response on form EYD and it is signed by all present (electronic signatures are accepted). Email the form via [email protected] to the Partnership Office. The trainee, mentor and university tutor also need to have an electronic copy. The trainee will then upload the EYD to the e-Portfolio (PebblePad).
5. On the review date, if the trainee teacher has met the success criteria against the targets set, the mentor uses the check box on form EYD to confirm that the trainee no longer needs Enhanced Support. A copy of the signed form EYD is emailed to the Partnership Office and the trainee updates the EYD on PebblePad with the completed version.
6. If, by the review date, the trainee has not met the success criteria against the targets set, the next cycle of Enhanced Support (Likely to Fail) will need to be initiated. A EYD form will be completed, indicating that the trainee is now likely to fail. Points 2, 3 and 4 are now repeated, making explicit the necessary progress required and the success criteria that need to be met.
7. The final review process will be moderated by a member of staff from the University for
QA purposes.
8. If the trainee has met the success criteria against the targets set, the mentor uses the
check box on form EYD to confirm that the trainee is no longer likely to fail. A copy of the signed form EYD is emailed to the Partnership Office and the trainee updates the EYD on the e-Portfolio (PebblePad).
9. If, by the review date, the trainee has not met the success criteria against the targets set, the school-based training is considered to be failed. A Final Assessment Report on Teaching Competence (EYC) is written by setting-based staff (usually the mentor) highlighting the areas that are Grade 4. A meeting to discuss next steps will be arranged between the trainee and a senior member of university staff.
10. Exceptionally, at the review date, the school and university may agree that a trainee can
be offered an additional and/or extended period of Enhanced Support.
11. When appropriate, the Senior School-based Training Supervisor (Quality Assurance)
carries out an investigation, and confirms (or otherwise) that suitable systems and judgements were made.
A recommendation is made to the partnership coordinator.
Support 1
2 Record
3 Support
4 Response
5 Review
6
Review
10 Extended
7 Final
Review
8 Criteria
met
9 Criteria not
met
11 Process
Moderation
Moderation
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3.4 Failed Setting/School-Based Training
Exceptional Circumstances
In exceptional cases the Partnership has the right to terminate a trainee's setting/school-based training period without initiating the Enhanced Support Process. This will result in a failed setting/school-based training period.
Examples of exceptional cases are:
The trainee has put the health and safety of the children at serious risk;
The trainee has deviated from the code of conduct and/or brought the setting/school, university or profession into disrepute;
The trainee repeatedly responds negatively to feedback and will not accept advice. Repeating a Failed SBT2 or SBT3 Training Period Trainees are normally offered an opportunity to repeat a failed SBT2 or SBT3 training period if all of the following criteria have been met:
The following should also be noted when considering whether a trainee can repeat their SBT2 or SBT3 experience:
When trainees withdraw themselves from SBT, the criteria are considered in the context of the trainee’s performance at the point immediately before withdrawal.
If trainees repeat an SBT, a learning agreement will be produced in liaison with the trainee and reviewed after the first 3 weeks of the SBT.
The trainee will normally retake the SBT in full and are normally charged a repeat fee for this.
Trainees can apply for mitigating circumstances if the failure was for reasons outside of their control. Trainees should contact: [email protected]
Decisions about repeat opportunities are always ratified by the Examination Board. Trainees are not able to appeal these decisions.
1. The trainee has made progress towards meeting targets identified on the EYD
form (even if these have not been fully achieved by the end of the SBT)
2. The trainee has adopted a constructive approach and has followed the advice
received from their mentor, university staff and/or the Partnership coordinator in
relation to their targets and progress towards the Standards for EYTS
3. No evidence that the trainee has deviated from the behaviour which is
commensurate with the Code of Personal and Professional Conduct for Early
Years Trainee Teachers stated in the Partnership Agreement and Handbook
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Process for Failed Setting/School-Based Training (SBT)
Partnership coordinator compiles
a report in liaison with the following, as
relevant: the mentor, university tutor(s)
and senior SBT supervisor (quality),
outlining if the trainee has met the
criteria above.
If the criteria have been met, the trainee will
be offered a repeat SBT, subject to
ratification by the Examination Board.
If the criteria have not been met, the
following process will be implemented.
Report and evidence is considered by the
SBT Sub-Committee.
The committee will review the
report/evidence and will recommend
whether the trainee is allowed to repeat
the SBT to the Examination Board.
Repeating trainee organises a tutorial with
their programme leader before the repeat
SBT begins.
A learning agreement will normally be
developed and agreed (copied to the
repeat SBT and reviewed at agreed
points).
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3.5 Final Assessment
At the end of the Graduate Employment-Based route, each trainee will submit their final e-Portfolio (PebblePad) for assessment by the SBT1 mentor and university tutor. The EYITT Personal Academic Tutors will then meet with trainees during a 1:1 final interview to moderate the judgements made in the EYC. The e-Portfolio (PebblePad) must provide sufficient evidence to demonstrate that the trainee has met the requirements for the award of EYTS:
The trainee has met all 8 of the Teachers’ Standards (Early Years) (Trainees should aim to present one piece of evidence for each of the supporting statements for each Standard);
The trainee has met the age range requirement, with evidence of practice working with children aged birth to five;
The trainee has engaged with the educational continuum of expectations and curricula for Key Stage 1 and Key Stage 2;
The trainee has met the SBT requirements. Evidence in the e-Portfolio (PebblePad) might include:
Feedback forms from formal progress reviews including observations (EYA)
Interim assessment forms (EYB)
Final assessment forms (EYC)
School-based assessment forms (EYKS1)
Planning and evaluations
Samples of group and individual assessments
Observations
Extracts from learning journals
IEPs
Minutes from meetings
Evidence from each of the SBTs must be included. Please see supplementary examples of evidence listed for each Standard on the UoB (EY) grading descriptors, appendix 3. Moderation Moderation of assessments occurs at identified points throughout the year. The university tutor has a quality assurance role, moderating mentor judgements to ensure they are accurate and fair. Following the final assessment (EYC) there is a process of moderation. Moderators review assessment outcomes to ensure that the trainee has been fairly assessed, and that assessment practices and standards are consistent and reliable. Final assessments, including the overall grading in relation to the Teachers’ Standards (Early Years), will be presented at the EYITT exam board. Following the exam board, you will be informed of the final outcome and the final grade awarded. In most cases this will happen within four weeks of the exam board.
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Appendices
Appendix 1: Key Dates for Graduate Entry Employment-Based EYITT 2019/20
University-Based Training (UBT):
Academic year 2019-2020, Semester 1
Day Date Time Activity
Mon 16 Sept 2019 0900-1700 GEB Induction
Tue 17 Sept 2019 0900-1700 GEB Induction
Wed 18 Sept 2019 0900-1700 GEB Induction
Thu 26 Sept 2019 0900-1500 GEB Session
Thu 26 Sept 2019 1600-1800 Mentor Training
Fri 27 Sept 2019 0900-1700 GEB Session
Fri 25 Oct 2019 0900-1700 GEB session
Fri 22 Nov 2019 0900-1700 GEB session
Fri 13 Dec 2019 0900-1700 GEB session
Thu 9 Jan 2020 0900-1500 GEB session
Thu 9 Jan 2020 1600-1800 Mentor Training
Fri 10 Jan 2020 0900-1700 GEB session
Academic year 2019-2020, Semester 2
Day Date Time Activity
Fri 14 Feb 2020 0900-1700 GEB Session
Thu 27 Feb 2020 0900-1700 GEB Formative
Review
Fri 28 Feb 2020 0900-1700 GEB Formative
Review
Thu 26 March 2020 0900-1700 GEB session
Fri 27 March 2020 0900-1700 GEB session
Fri 22 May 2020 0900-1500 GEB session
Fri 22 May 2020 1600-1800 Mentor Training
Thu 18 June 2020 0900-1700 Final interview*
Fri 19 Jun 2020 0900-1700 Final interview*
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Setting/School-Based Training (SBT):
Sept Oct Nov Dec Jan Feb March April May June
SBT1 (host setting)
SBT2a SBT2b SBT3
SBT Details SBT Dates
Setting-Based Training 1 (SBT1) (employment setting)
Throughout duration of one year EYITT programme
Setting-Based Training 2a (SBT2a) (additional setting to meet age range requirements and requirements to have experience in at least two settings/schools)
2 days per week for 8 weeks (days to be negotiated between the trainee and setting) 14/10/19 – 13/12/19 (excluding the half term week)
Setting-Based Training 2b (SBT2b) (if needed – an additional Early Years setting to meet age range requirements)
2 days per week for 8 weeks (days to be negotiated between the trainee and setting) 13/01/20 – 13/03/20 (excluding half term week)
School-Based Training 3 (SBT3) (A minimum of 10 days in a Key Stage 1 class. The remaining 4 days to be spent in reception and Key Stage 2.)
14 days across 3 weeks 1st Week: 20-24 April: 5 days (allocated KS1 class)
2nd Week: 27 April – 1 May: 5 days (allocated KS1
class)
3rd Week: 5 May - 8 May: Total 4 days: 3 ½ days in Reception; ½ day KS2
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Assessment Dates
Setting/ School- Based Training
Details Suggested Date of Review/Assessment
Form Date to be returned to the university
SBT1 Host Employer Setting
Progress Review 1 (jointly with university tutor)
w.b. 07/10/19 EYA 14 October 2019
Engaging with Postgraduate Study (KV710) Formative Submission
4 November 2019 (via Turnitin by 4.30pm)
Progress Review 2
w.b. 27/01/20 EYA 03 February 2020
Engaging with Postgraduate Study (KV710) Submission
20 January 2020 (via Turnitin by 4.30pm)
Professional Knowledge and Enquiry in Early Years Education (KJ701) Formative Submission (Proposal)
3 February 2020 (via Turnitin by 4.30pm)
Interim Report
EYB 14 February 2020
Progress Review 3 (jointly with university tutor)
w.b. 16/03/20 EYA 23 March 2020
Professional Knowledge and Enquiry in Early Years Education (KJ701) Submission
27 April 2020 (via Turnitin by 4.30pm)
Progress Review 4
w.b. 18/05/20 EYA 26 May 2020
Final Assessment Report (university tutor to visit setting to attend meeting with mentor and trainee to support completion of the EYC)
University tutor visit to be arranged w.b. 8/06/20
EYC 12 June 2020
SBT2a (compulsory)
Progress Review 1 (jointly with university tutor)
w.b. 04/11/19 EYA 11 November 2019
Interim Report
EYB 22 November 2019
Progress Review 2
w.b. 02/12/19 EYA 6 December 2019
Final Assessment Report
EYC 18 December 2019
SBT2b (if required)
Progress Review 1 (jointly with university tutor)
w.b. 03/02/20 EYA 10 February 2020
Interim Report
EYB 28 February 2020
Progress Review 2
w.b. 02/03/20 EYA 9 March 2020
Final Assessment Report
EYC 18 March 2020
SBT3 Key Stage One (compulsory)
Progress Review (jointly with university tutor)
w.b. 27/04/20 EYA 5 May 2020
Final Assessment Report EYKS1 18 May 2020
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Appendix 2: The Teachers’ Standards (Early Years) 1. Set high expectations which inspire, motivate and challenge all children.
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. 1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
2. Promote good progress and outcomes by children.
2.1 Be accountable for children’s progress, attainment and outcomes. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. 2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. 2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared
thinking. 2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. 2.6 Develop children’s confidence, social and communication skills through group learning. 2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's well-
being, learning and development.
3. Demonstrate good knowledge of early learning and EYFS.
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations. 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational
continuum of expectations, curricula and teaching of Key Stage 1 and 2. 3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading. 3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
4. Plan education and care taking account of the needs of all children.
4.1 Observe and assess children’s development and learning, using this to plan next steps. 4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development,
circumstances and interests of children. 4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers. 4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children. 4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of
provision.
5. Adapt education and care to respond to the strengths and needs of all children.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4 Support children through a range of transitions. 5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents
and/or carers and other professionals.
6. Make accurate and productive use of assessment.
6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements.
6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
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.
8. Fulfil wider professional responsibilities.
8.1 Promote equality of opportunity and anti-discriminatory practice. 8.2 Make a positive contribution to the wider life and ethos of the setting. 8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other
professionals. 8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years
Educators. 8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
41
The Teachers’ Standards (Early Years) Grading Descriptors Assessment of Trainee Early Years Teachers – Grading Descriptors
The grading descriptors for the Teachers’ Standards (Early Years) on the following pages draw upon the national UCET/NASBTT guidance for all ITE provision
and the rubric of the Teacher Standards (Early Years). These descriptors are to be applied at all stages of the programme, to support the formative (Progress
Reports) and summative (Interim and Final Assessment Reports) assessment of trainees. Grades awarded should be best fit and relative to the expectations
of the SBT.
Mentors and University Tutors - This guidance should be used throughout SBT to:
Complete Progress Reports (EYA);
Set formative targets;
Complete Interim Reports (EYB) to assess trainee’s performance and set future targets;
Complete Final Assessment Reports (EYC) to assess trainee’s performance and agree a final grading for each Standard.
Trainees - This guidance should be used throughout your programme for self-assessment and target setting.
UoB ITE Partnership: Grading Trainees against the Teachers’ Standards (Early Years)
All trainees are assessed against the Teachers’ Standards (Early Years). This is a DfE requirement and sets the minimum requirements for early years teachers’
professional practice and conduct.
Trainees are graded at all stages of their training. This is so that they understand their progress in relation to the impact they are making on children’s progress and that they take an active role in their professional development. Trainees keep a record of their SBT training grades within their e-Portfolio (PebblePad) so that these grades are also accessible to all university and setting/school-based mentors who guide and support the trainees’ progress.
Grading allows university tutors to track trainees’ achievements so that progress can be enhanced via appropriate interventions and action planning. Grades are recorded on the Partnership database and in university tutors’ tracking sheets, where interventions are also noted. The database and tracking sheets are regularly updated by university tutors, supported by administrative staff.
The ITE Partnership monitors progress and achievements of whole cohorts of trainees (by subject, gender, etc.) in order to inform improvement planning at all levels. The official record of trainees’ grades (for monitoring purposes) is held on the Partnership Database.
All grades are awarded using the University of Brighton Teachers’ Standards (Early Years) Grading Descriptors. These are published in the EYITT Partnership
Handbook and are available on the Partnership website.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
42
Trainees are graded as best fit against the University of Brighton (EY) grading descriptors relating to
the Teachers’ Standards (Early Years) (Grades 1-4).
Grades awarded should be best fit and relative to the expectations of the trainee setting/school-based
training.
Progress Report (EYA
form)
Trainee progress is reviewed and targets are set in relation to meeting
the Teachers’ Standards (Early Years), with a focus on children’s
progress, attainment and behaviour.
Interim Assessment
Grades (EYB form)
Trainees receive a ‘current’ and ‘potential’ grade against each of the 8
Teachers’ Standards (Early Years) with a comment and target.
Final Assessment Report
Grades (EYC form)
Trainees receive a final “best fit” grade against each of the 8 Teachers’
Standards (Early Years);
Final assessment report grades are moderated by the university tutors
and the Partnership Coordinator calculates an overall grade for the
setting/school-based training.
Final Grade (awarded at
the end of the programme)
On completion of the programme a final overall grade is awarded. The Partnership Coordinator oversees the calculation and moderation process. Overall grades support monitoring and evaluation of trainee outcomes and are used to inform improvement planning.
All trainees are expected to ‘exceed the minimum’ (grade 3) level of
practice from the point of being awarded EYTS. Therefore, those
awarded an overall grade 3 should also evidence features of good
(grade 2) practice.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
43
1. Calculation of ‘final grade’ where 5 or more grades are the same
All trainees must be assessed as ‘consistently high’ for personal and professional conduct
and have no grade 4s (fail) for any Standard.
For a trainee’s final overall grade to be 1:
• minimum of five Standards graded 1 overall;
• no grade 3 for any Standard.
For a trainee’s final overall grade to be 2:
• minimum of five Standards graded 2 overall.
For a trainee’s final overall grade to be 3:
• minimum of five Standards graded 3 overall.
2. Moderation of ‘final grade’ where 4 grades are the same
All trainees must be assessed as ‘consistently high’ for personal and professional conduct and have no grade 4s (fail) for any Standard.
For a trainee’s final overall grade to be 1:
• four Standards graded 1 overall;
• sufficient features of grade 1 in remaining Standards.
For a trainee’s final overall grade to be 2:
• four Standards graded 2 overall;
• sufficient features of grade 2 or above in remaining Standards.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
44
For a trainee’s final overall grade to be 3:
• four Standards graded 3 overall;
• insufficient features of grade 2 or above.
Where there is a spread of grades e.g. 3332221 a ‘best fit’ judgement will need to be made.
Moderation
Planned moderation processes that ensure accuracy of grading take place throughout each period of school-based training.
University tutors and setting/school-based colleagues scrutinise reports, tracking and e-Portfolios to ensure accuracy and appropriate best-fit judgements.
Where trainees have been awarded four Grade 1s and four Grade 2s for example, text is matched to the Sub-Standards and grades are moderated as
appropriate using the calculation set out above.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
45
Arrangements for trainees who do not meet Grade 2
The ITE Partnership’s aspiration is that all UoB trainees will have met the criteria to be graded 1 or 2 at the point of gaining EYTS. Therefore, arrangements are
put in place for any trainees whose overall achievement is graded below 2. For example a trainee with a profile of 5 x Grade 3 and 3 x Grade 2 may be required
to complete an additional period of SBT within their training year. Further intervention and support would be implemented and the trainee’s action planning
would focus on specific Standards.
Tracking and Intervention
All trainees are monitored rigorously from the point of interview and throughout the programme. There is a shared understanding of the need for secure tracking and swift, timely intervention. A supportive, staged process is implemented if issues are identified which provides clear targets for improvement. Trainees play a proactive role in this process and contribute to their ongoing professional development. All stakeholders across the ITE Partnership are required to signpost when intervention is needed. For example, at the interim review stage (EYB) a trainee’s overall potential grade is a 3. The relevant supervising staff must be alerted and immediate intervention, including sharply focused short and long term targets for the trainee, should be agreed. Explicit training actions should be defined, monitored and recorded. The intervention is designed to secure progress.
Intervention can also be triggered when the trainee’s teaching, for any reason, is not developing as expected; for example, if a trainee ‘plateaus’ and there is
no evidence of further progress or development in the quality of their teaching.
Examples of intervention strategies include: enabling trainees to observe additional outstanding practice; supplementary visits from a university tutor; coaching;
recording and analysing practice, subject specialist support. Intervention also includes additional input centrally, for example, workshops, tutorials, planning
support.
All interactions with trainees are recorded in a central tracking database. This provides a clear picture of trainee progress across all areas (setting/school-based
training, assignments, attendance, etc). The database is held centrally and online. This allows university colleagues access to trainee details when they are in
school.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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1. Set high expectations which inspire, motivate and challenge all children.
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2.
Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
Consistently uses innovative strategies to establish a safe and stimulating environment for children, which promotes confidence and motivates and inspires children to learn and develop. Is very effective in promoting children’s’ resilience and independence. Is able to generate high levels of enthusiasm, participation and commitment to learning. Constantly provides stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children.
Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and enables children to develop confidence and motivates them to learn and develop. Is able to set high expectations for all children.
Is able to establish a safe and stimulating environment for children to learn and develop. Is able to encourage children to participate and contribute in an atmosphere conducive to learning.
Is unable to establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2.
Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
Consistently sets high expectations that stretch, challenge and motivate children. Consistently uses effective strategies to support the learning and progress of underperforming groups. Is able to consistently support and encourage children to evaluate their own progress and think about what and how they might improve. Is able to consistently provide opportunities for children to be responsible for their choices and regularly asks open questions that encourage children to reflect on their performance.
Sets goals that stretch, challenge and motivate children. Uses strategies to support the learning and progress of underperforming groups. Is able to support and encourage children to evaluate their own progress and think about what and how they might improve. Is able to provide opportunities for children to be responsible for their choices and asks open questions that encourage children to reflect on their performance.
Is aware of the need to set appropriately high expectations, and demonstrates a belief that all children have the potential to make progress.
Is unable to set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of children. Is able to develop and sustain high levels of mutual respect with children.
Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of children. Is well respected by children. As a result of this most learners are enthused and motivated to participate.
Is able to demonstrate the positive attitudes, values and behaviour which are expected of children. Is able to develop a rapport with children. As a consequence of this most children are engaged in their learning.
Is unable to demonstrate and model the positive values, attitudes and behaviours expected of children.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S1: Examples of Evidence
Trainee Assessments:
EYA, EYB, EYC
Planning documents:
Resources planned to engage and stimulate
Activities are planned and are relevant to the children
Planning that demonstrates differentiation for the children’s needs, setting goals and challenging their development and learning
Reflective Documents:
Activity observations reflecting on learning environment
Trainee evaluations of group management and behaviour strategies
Reflective journal entry
Observations:
Health and safety risks communicated to the children
Children aware of purpose of the activity/learning opportunity
Communicate high expectations as appropriate to groups of children and individual children
Professional behaviour and role modelling
Challenge inappropriate behaviour and comments demonstrating anti-biased and anti-discriminatory practice
Peer observations or mentor or practitioner observations of your practice
Audits:
Evidence of carrying out audits such as environmental and inclusive audits, ECERS, ITERS with action plans and evidence of creating change or developing practice
Action plans of input to the physical environment e.g. displays, resourced areas
Children’s assessment records:
Evidence of progress over time for individuals
Set goals and next steps from children’s Early Years Development Journal
Other sources
Observations of practice across the age ranges – babies, toddlers and young children
Carry out a visit or visits in the surrounding community to extend the children’s learning
Evidence of engagement with specialist staff (e.g. SENCO, LSA, EAL teachers)
Development of resources to support the indicators such as welcome posters, different languages on signs, visual clues, self-registration
Evidence from EYITT tasks
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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2. Promote good progress and outcomes by children
2.1 Be accountable for children’s progress, attainment and outcomes. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. 2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. 2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. 2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. 2.6 Develop children’s confidence, social and communication skills through group learning. 2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's well-being, learning and development.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
2.1 Be accountable for children’s progress, attainment and outcomes.
Consistently assumes a high level of accountability for children’s attainment, progress and outcomes.
Assumes responsibility for children’s attainment, progress and outcomes.
Is able to take accountability for children’s attainment, progress and outcomes.
Is unable to be accountable for children’s progress, attainment and outcomes.
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.
Is consistently and effectively able to use knowledge and understanding of child development to consistently plan high quality play experiences that promote learning and development.
Much of the time makes good use of knowledge and understanding of child development to plan suitable play experiences that promote learning and development.
Is able to demonstrate knowledge and understanding of child development, and is able to plan some suitable play experiences to promote learning and development.
Is unable to demonstrate knowledge and understanding of how babies and children learn and develop.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.
Is consistently and effectively able to use knowledge and understanding of attachment theories to develop secure and trusting relationships with children in order to promote children’s self-regulation, confidence and agency. Demonstrates a strong understanding of the benefits of positive attachments based on a theoretical grounding.
Much of the time makes good use of knowledge and under-standing of attachment theories in order to promote secure attachments with children.
Has an understanding of attachment theory and is able to promote secure attachments.
Is unable to understand attachment theories, their significance and how effectively to promote secure attachments.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
Is able to consistently and effectively lead and model high quality interactions (including sustained shared thinking) with babies and young children. Is able to consistently demonstrate a genuine interest in what captures children’s imagination and is able to help children to clarify their ideas, ask questions and be creative.
Much of the time uses effective strategies to develop and extend children’s learning and thinking, sometimes using sustained shared thinking. Is able to support children’s thinking skills by supporting them to clarify their ideas, ask questions and be creative.
Is able to use strategies to develop and extend children’s learning and thinking. Is developing an understanding of sustained shared thinking.
Is unable to lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.
Is able to consistently and effectively communicate with all children from birth to age five. Is able to communicate with children in a way that is suitable for their development stage, listening carefully to children, and demonstrating a respectful approach at all times.
Much of the time communicates effectively with babies and young children (0-5), listening and responding sensitively.
Is able to communicate effectively with babies and young children. Understands the importance of listening to children and responding sensitively.
Is unable to communicate effectively with children from birth to age five, listening and responding sensitively.
2.6 Develop children’s confidence, social and communication skills through group learning.
Is able to consistently use a range of appropriate strategies and approaches to develop children’s confidence, social and communication skills through group learning. Is able to lead and model high quality interactions with babies and young children.
Much of the time uses appropriate strategies to develop children’s confidence, social and communication skills through group learning. Is able to engage in high quality interactions with babies and young children.
Is able to develop children’s confidence, social and communication skills through group learning. Has an understanding of the importance of engaging in high quality interactions with babies and young children.
Is unable to develop children’s confidence, social and communication skills through group learning.
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's well-being, learning and development.
Consistently and effectively works in collaboration with parents to promote the best possible outcomes for children. Parents are seen as equal partners.
Much of the time works in collaboration with parents to promote the best possible outcomes for children.
Is able to demonstrate knowledge and understanding of the important influence of parents and/or carers, working in partnership with them to support the child's well-being, learning and development.
Is unable to understand the important influence of parents and/or carers, working in partnership with them to support the child's well-being, learning and development.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S2 Examples of Evidence
Trainee Assessments
EYA, EYB, EYC
Planning documents
Assessment and observational data used to inform subsequent planning
Planning to meet specific needs of age ranges
Evidence of parental involvement, in planning & next steps
Session planning takes account of wider objectives, e.g. social and personal skills
Session plans promote independent and collaborative working
Lead session plans that demonstrate the use of open questions to support SST
Reflective Documents
Observations notes
Reflections on reading; EYITT sessions; online materials
On policies, such as, the Key Person approach and how attachment theories underpin the settling-in policies and procedures
Extracts from reflective journal
Observations
Observations of children, planning for their next steps in development and learning
Peer observations or mentor or practitioner observations of your practice, such as, sensitive communication and ‘tuning into’ babies, toddlers and young children or demonstrate SST
Children’s assessment records
Monitoring and assessment records of child progress
Assessment is undertaken regularly
Record-keeping is up to date
Contributing to children’s Early Years Development Journals
Feedback given to children, transcript of conversations with child/group of children
Involvement of parents in children’s learning and development
Other sources
Carry out a case study on a child on the role of Key Person or how you build relationships/partnerships with parents
Reports from SENCO
Evidence from EYITT tasks
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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3. Demonstrate good knowledge of early learning and EYFS. 3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school. 3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations. 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations,
curricula and teaching of Key Stage 1 and 2. 3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading. 3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
Is consistently able to demonstrate a strong know-ledge and understanding of early childhood development and uses this understanding to support children’s learning in ways that are appropriate to their development, recognising that children develop in different ways and at different rates.
Much of the time demonstrates a good knowledge and understanding of early childhood development and uses this understanding to support children’s learning in ways that are appropriate to their development, recognising that children develop in different ways and at different rates.
Has a sound knowledge and understanding of early childhood development and recognises that children develop in different ways and at different rates.
Is unable to demonstrate a secure knowledge of early childhood development and how that leads to successful learning and development at school.
3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
Consistently and effectively plans a wide variety of rich learning experiences which widen children’s experiences and raises their expectations.
Much of the time plans a variety of rich learning experiences which widen children’s experiences and raises their expectations.
Demonstrates a clear understanding of how to widen children’s experiences and raise their expectations.
Is unable to demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
Is consistently able to demonstrate a critical understanding of the EYFS areas of learning and development, and effectively apply this to planning and interactions with children. Is able to consider the influence of early development on later learning, showing an understanding of the continuum of expectations, curricula and teaching of Key Stage 1 and 2.
Much of the time demonstrates a critical understanding of the EYFS areas of learning and development, and applies this to planning and interactions with children. Is able to consider the influence of early development on later learning, showing an understanding of the continuum of expectations, curricula and teaching of Key Stage 1 and 2.
Demonstrates an understanding of the EYFS areas of learning and development. Has an awareness of the continuum of expectations, curricula and teaching of Key Stage 1 and 2.
Is unable to demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading.
Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading.
Demonstrates an understanding of the role of systematic synthetic phonics in the teaching of early reading.
Is unable to demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics.
Demonstrates a good understanding of strategies for the teaching of early mathematics.
Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
Is unable to demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S3 Examples of Evidence
Trainee Assessments
EYA, EYB, EYC
Planning documents
Planning that makes explicit links with the EYFS
Session plans, schemes of work and resources provide examples of a trainees’ ability to design opportunities for learners to develop the key aspects of learning and development both Prime and Specific Areas and Aspects particularly demonstrating appropriate strategies in the teaching of early mathematics and strategies used to support the development of systematic synthetic phonics in the teaching of early reading
Planning that demonstrates how the trainee is taking into account children’s needs and interests
Reflective Documents
Evaluation and reflection on session planning
Reflection on the links between the EYFS, National Curriculum and the educational continuum (use Key Stage 1 experience to support this). For example how early literacy activities such as activities found in phase 1 of ‘Letters and Sounds’ can support the development of systematic synthetic phonics and how this is then developed within schools
Reflection on how to raise children’s expectations and widen children’s experiences
Reflection on the Statutory and Non-Statutory EYFS guidance
Reflection on reading; EYITT sessions; web materials
Extracts from Reflective Journal
Observations
Using Prime and Specific areas of development
Children’s assessment records
Assessment incorporates language & literacy learning
Extracts from Early Years Development Journals
Completed Two year progress check
Early Years Foundation Stage Profile
Other sources
Observation of colleagues demonstrating good subject and pedagogical knowledge across the age groups
Mentor Meeting logs
Evidence from EYITT tasks
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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4. Plan education and care taking account of the needs of all children. 4.1 Observe and assess children’s development and learning, using this to plan next steps. 4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of
children. 4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers. 4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children. 4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
4.1 Observe and assess children’s development and learning, using this to plan next steps.
Consistently and effectively uses a range of methods to observe and assess children’s development and learning. Systematically draws on observation and assessment to inform future planning, identifying next steps for individual children.
Much of the time uses observation effectively to support assessment of children’s development and learning, drawing on this to inform future planning and identifying next steps for individual children.
Is able to observe and assess children’s development and learning, using this to plan next steps.
Is unable to observe and assess children’s development and learning, using this to plan next steps.
4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
Consistently and effectively plans balanced and flexible activities and experiences that are matched to the individual abilities and interests of children, showing innovation in creating rich learning environments.
Much of the time plans balanced and flexible activities and experiences that are matched to the individual abilities and interests of children, creating learning environments that support the children’s stages of development.
Is able to plan balanced and flexible activities that take into account the developmental needs of individuals.
Is unable to plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
Consistently and effectively promotes a love of learning and children’s intellectual curiosity, through effective partnership with parents and/or carers.
Much of the time promotes a love of learning and children’s intellectual curiosity in partnership with parents and/or carers.
Is able to promote a love of learning and children’s intellectual curiosity with some parental involvement.
Is unable to promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
Consistently and effectively uses a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
Much of the time uses a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
Is able to use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
Is unable to use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
Is systematically and critically reflective in analysing, evaluating and improving teaching activities and educational programmes in order to support the improvement of practice within the setting/school. Is able to accurately judge the effectiveness of their practice and impact on all children.
Is systematically able to reflect in order to improve practice within the setting/school. Is able to judge the effectiveness of their practice and impact on all children.
Is able to reflect systematically on the effectiveness of practice.
Is unable to reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S4 Examples of Evidence
Trainee Assessments
EYA, EYB, EYC
Planning documents
Evidence of planning that sets challenging objectives based on prior evaluations, observations and next steps
Session plans show increasingly varied approach to assessment, differentiation and group work
Evidence of planning sessions that build on children’s interests
Evidence of involvement of parents in planning - Taking account of the role of parents and carers in supporting children’s continued learning
Session planning demonstrates secure knowledge and understanding of teaching requirements from the EYFS
Annotation of activity plans/use planning to demonstrate different approaches to teaching such as adult-led, child initiated, child-led, spontaneous and group learning
Reflective Documents
Evaluation of session planning
Demonstrate that evaluation leads to improvements in session planning and classroom practice
How balanced and flexible activities and education support children’s needs
Demonstrate how you can promote a love of learning and stimulate children’s intellectual curiosity - i.e. through use of resources, activities, visits, work with parents, etc.
Demonstrate how early years teachers can lead and support other practitioners in the development of different observational techniques
Extracts from reflective journal
Reflections on reading; EYITT sessions; web materials
Reflections on observations of other teachers
Observations
Demonstrate a range of appropriate observational techniques to inform and assess the children’s development and learning
Children’s assessment records
Demonstrate how observation and planning informs the assessment process
Contributing to children’s Early Years Development Journals
Give appropriate feedback to the children of what they have achieved (We Are Learning To and What I’m Looking For)
Other sources
Demonstrate how you work in partnership with parents in giving and receiving feedback to support children’s development and interests
Observations from colleague or mentor
Weekly mentor meeting logs
Notes of parent meetings
Evidence from EYITT tasks
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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5. Adapt education and care to respond to the strengths and needs of all children.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these. 5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how
to adapt education and care to support children at different stages of development. 5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and
evaluate distinctive approaches to engage and support them. 5.4 Support children through a range of transitions. 5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other
professionals.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when Trainees fail to meet the minimum level of practice.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
Understands the causes of low achievement and delayed development; is able to challenge and motivate children where attainment is low and development is delayed; and uses effective strategies to support underperforming groups.
Understands how to challenge and motivate children where attainment is low and development is delayed and use strategies to support underperforming groups.
Knows when and how to differentiate appropriately, using approaches which enable children to be supported in order to make progress.
Is unable to demonstrate a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of babies and children, and effectively adapts education and care to support children at different stages of development.
Demonstrates an awareness of the physical, social and intellectual development of babies and children and, much of the time, adapts education and care to support children at different stages of development.
Is able to demonstrate an awareness of the physical, social and intellectual development of babies and children, and knows how to adapt education and care to support children at different stages of development.
Is unable to 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.
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
5.3 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.
Consistently and effectively evaluates and adapts education and care to meet the needs of all children, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and children eligible for the early years pupil premium. Consistently and effectively uses and evaluates innovative teaching approaches to engage and support pupils.
Much of the time evaluates and adapts teaching to support all children, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and children eligible for the early years pupil premium. Much of the time uses and evaluates distinctive teaching approaches to engage and support children.
Has a clear understanding of the needs of all children, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is able to use and evaluate distinctive teaching approaches to engage and support them.
Is unable to 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.
5.4 Support children through a range of transitions.
Consistently and effectively supports children through a range of transitions, including daily transitions (i.e. home to setting; daily routines), and more complex transitions (i.e. move to school; new sibling, etc.)
Much of the time supports children through a range of transitions, including daily transitions (i.e. home to setting; daily routines), and more complex transitions (i.e. move to school; new sibling, etc.)
Is able to support children through a range of transitions.
Is unable to support children through a range of transitions.
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.
Consistently and accurately identifies children who are in need of additional support and works effectively with other professionals and in partnership with parents and/or carers.
Much of the time is able to identify children who are in need of additional support and works in partnership with other professionals and parents and/or carers.
Is able to identify children who are in need of support and demonstrates an understanding of the importance of working in partnership with parents/carers and other professionals.
Is unable to 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.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S5 Examples of Evidence
Trainee Assessments
EYA, EYB, EYC
Planning documents
Planning that identifies children’s needs including SEN, G&T, EAL, etc.
Planning sets challenging learning objectives based on assessment of learning from observations, Education, Health and Care (EHC) plans and from previous sessions
Select, prepare and use differentiated resources
Select resources, examples, analogies which promote inclusion e.g. cultures/gender
Reflective Documents
Evaluations of strategies used and targets for progress and developing learning
Reflect upon the factors that might inhibit children’s development and develop strategies as how to best address them, for example, divorce, bereavement, disability, parental addiction, abuse and birth of a sibling
Extracts from reflective journal
Reflections on reading; EYITT sessions; web materials
Observations
Engaging and retaining the active participation of children
Evidence of a range of observational tools to track children’s progress (i.e. long observation; on the spot observations; focused observations)
Children’s assessment records
References to children’s individual learning plans, targets and records of progress
Contributing to children’s EHC plans, Early Years Development Journals, IEP
Other sources
Demonstrate how you can support children through both vertical and horizontal transitions. You could link vertical transitions to settling in process, changing rooms or moving to a new setting or home
Evidence of carrying out audits such as environmental and inclusive audits, to demonstrate how you can develop and improve the environment to be more inclusive and meet the needs of all children
Demonstrate working with the setting’s SENCo, Key Person and/or other professionals to provide additional support to children and their families. Demonstrate a clear understanding of making provision and strategies to meet children’s needs
Engage in a range of effective communication that builds relationships with parents – parent meetings
Evidence from EYITT tasks
Mentor meeting notes
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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6. Make accurate and productive use of assessment. 1.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements. 1.2 Engage effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child. 1.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when Trainees fail to meet the minimum level of practice.
6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements.
Consistently and effectively leads assessment demonstrating a thorough understanding of the statutory assessment requirements for the EYFS. Supports their team to understand the assessment requirements of the EYFS. Uses a range of formative and summative assessment strategies very effectively to monitor progress and inform future planning.
Much of the time leads assessment, demonstrating a clear understanding of the statutory assessment requirements for the EYFS. Uses a range of formative and summative assessment strategies to monitor progress and inform future planning.
Is able to lead assessment, demonstrating a clear understanding of the statutory assessment requirements for the EYFS. Is aware of the need for formative and summative assessment and how observation, assessment and planning are interlinked within the planning cycle.
Is unable to understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements.
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
6.2 Engage effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child.
Consistently and effectively engages with parents and/or carers and other professionals in the on-going assessment and provision for each child, using a range of assessment strategies to track progress and inform future planning. Is pro-active in seeking guidance from other professionals to support children’s individual learning and development needs. Engages sensitively with parents/carers, providing regular opportunities to work together to review their child’s progress and plan how to support learning and development.
Much of the time engages with parents and/or carers and other professionals in the on-going assessment and provision for each child, using a range of assessment strategies to track progress and inform future planning. Is aware of when to engage with other professionals to support children’s learning and how to use information provided by them to plan for and provide appropriate experiences. Engages effectively with parents/carers to discuss children’s interests and needs and these contributions are taken account of within planning.
Is able to engage with parents and/or carers and other professionals in the ongoing assessment and provision for each child. Is able to discuss a child’s learning and development with other relevant professionals and following discussions put strategies into place to support the child. Has an awareness of the need to engage parents/carers to provide an accurate picture of the child’s interests and needs.
Is unable to engage effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
Consistently and sensitively engages with parents/carers, providing regular opportunities to work together to review children’s progress and plan how to support learning and development. Is innovative in finding ways to include children in planning for their own learning, seeking opportunities to illicit children’s feedback on experiences, needs and interests and provide appropriate feedback to them in return. Regularly provides ideas, guidance and feedback to parents/carers about how they can support learning and development at home.
Much of the time engages with parents/carers, providing opportunities to work together to review children’s progress and plan how to support learning and development. Identifies ways to include children in planning for their own learning. Provides ideas, guidance and feedback to parents/carers about how they can support learning and development at home.
Is able to give regular feedback to children and parents and/or carers to help children progress towards their goals. Talks to children about their interests and these are reflected in planning and provision. Provides opportunities for parents/carers to be given information about how to support children’s learning at home.
Is unable to give regular feedback to children and parents and/or carers to help children progress towards their goals.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S6 Examples of Evidence
Trainee Assessments
EYA, EYB, EYC
Planning documents
Demonstrate how the assessment process is used within the planning process (how observation and assessment informs planning)
Evidence of summative assessment e.g. written assessment, Two Year Progress Check and Early Years Foundation Stage Profile (EYFSP)
Evidence of tracking and how this is used to plan the environment to meet the children’s needs and next steps
Reflective Documents
Extracts from reflective journal
Reflections on reading; EYITT sessions; web materials
Awareness of how the setting/school uses statistical information and how this relates to the national picture
Reflect upon the Statutory Assessment process of Two Year Progress Check and Early Years Foundation Stage Profile and SATS in informing government initiatives and agendas through the Standards Testing Agency (STA)
Reflect upon how the ongoing cycle of observation, assessment, planning and next steps helps inform practice and support the child
Reflect upon the layout and structure of the two year progress check, consider how informed and varied observational techniques need to be part of the continual process to be able to collate into a format for summative assessment
Observations
Evidence of engagement with a range of observational techniques to support the assessment process
Children’s assessment records
Contributing to children’s statutory assessment, such as, Two Year Progress Check and Early Years Foundation Stage Profile and how you can work with parents to achieve this
Contribute to the formative assessment process of the children’s Early Years Development Journals
Involvement in ECH, IEPs
Other sources
Identify the different ways and techniques used by settings to assess children
Session plans – specific reference to assessment
Session observations by colleague or mentor
Session evaluations
Inset/training
Evidence of parent meetings
Meeting with other professionals
Evidence from EYITT tasks
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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7. 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.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when Trainees fail to meet the minimum level of practice.
7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.
Consistently and effectively able to apply policies, procedures and protocols in order to keep children safe and promote their welfare using local and national guidance documents.
Consistently able to apply policies, procedures and protocols in order to keep children safe and promote their welfare using local and national guidance documents.
Is able to act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.
Does not know and is unable to 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.
Consistently and effectively establishes and sustains a safe environment and employs practices that promote children’s health and safety. Is confident in measuring the risks and benefits to children to create an environment that allows them to make mistakes safely. Is able to support children to respect the environment, understand dangers and know how to act to keep themselves safe.
Consistently establishes and sustains a safe environment and employs practices that promote children’s health and safety. Is able to effectively balance the need for risk and challenge against the need for safety with a good working knowledge of how to promote health and safety in the setting.
Is able to establish and sustain a safe environment and employ practices that promote children’s health and safety.
Is unable to establish and sustain a safe environment and employ practices that promote children’s health and safety.
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
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.
Consistently demonstrates an excellent working knowledge and understanding of legal requirements and national policies and guidance on safeguarding. Is proactive in applying safeguarding policies, recognising the signs and symptoms of actual or potential harm and taking appropriate steps to protect children. Knows how and when to act to safeguard children, including liaising with and referring matters to professionals working in children’s social care.
Demonstrates a good working knowledge and understanding of legal requirements and national policies and guidance on safeguarding. Is proactive in applying safeguarding policies, recognising the signs and symptoms of actual or potential harm and taking appropriate steps to protect children.
Understands the statutory requirements and their setting’s procedures on child protection and is able to articulate how these work in practice.
Is unable to 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.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S7 Examples of Evidence
Trainee Assessments
EYA, EYB, EYC
Policy reviews and amendments
Evidence of attendance at safeguarding training
Examples of risk assessment
Extracts from reflective journal
Ethical issues
Respect for the rights of children, families and colleagues
Maintenance of confidentiality including management of disclose of abuse
Recognition of the voice of the child
Planning documents
That demonstrate evidence of statutory legislation and welfare requirements being addressed
That demonstrates how health and safety is being checked and monitored
Reflective Documents
Reflect and review setting policies and procedures relating to child protection, safeguarding and health and safety and how these adhere to specific legislation
Consultation with colleagues e.g. SENCo, Child Protection Officer, Social Worker, LADO
Reflections on reading; EYITT sessions; web materials
Observations
How the observational, record and reporting process works
Children’s assessment records
Records of any concerns or issues
Identify lines of referral within and beyond the setting
Other sources
Maintaining a safe environment through risk assessments, checklist, etc.
Carrying out a health and safety audit, consider allergies, medication policy/procedure, sun cream/hats, hand washing, environment and resources, plug guards, accessible drinking water, gates, safe storage, effects of transition, emotional well-being, healthy eating
Training, quizzes, flow charts, notice boards, posters to support practitioners’ knowledge and understanding of safeguarding and child protection
Intervention and support, such as, CAF
Knowledge of types and signs of abuse
Evidence from EYITT tasks
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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8. Fulfil wider professional responsibilities.
8.1 Promote equality of opportunity and anti-discriminatory practice. 8.2 Make a positive contribution to the wider life and ethos of the setting. 8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals. 8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators. 8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working.
Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when Trainees fail to meet the minimum level of practice.
8.1 Promote equality of opportunity and anti-discriminatory practice.
Consistently and effectively promotes equality of opportunity and anti-discriminatory practice, using innovative approaches to support children to respect their own and other cultures, traditions and styles of living. Through excellent practice, consistently champions children’s rights and acts to remove any barriers or discrimination ensuring all children are fully included and enabled to engage in all aspects of provision.
Much of the time promotes equality of opportunity and anti-discriminatory practice, using a range of strategies to support children to respect their own and other cultures, traditions and styles of living. Takes initiative in acting to remove any barriers or discrimination ensuring all children are included fully within the setting.
Is able to promote equality of opportunity and anti-discriminatory practice. Adheres to the setting’s policies for equality of opportunity and anti-discriminatory practice with some understanding of how this relates to, and begins with, an appreciation of the different cultures, traditions and styles of living of the children and families they support.
Is unable to promote equality of opportunity and anti-discriminatory practice.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
8.2 Make a positive contribution to the wider life and ethos of the setting.
Is consistently proactive and makes a positive contribution to the wider life and ethos of the setting/school. Seeks opportunities to contribute their excellent practice beyond the key person role and beyond the setting for example within the local community or the early years community.
Is proactive and makes a positive contribution to the wider life and ethos of the setting/school. Looks beyond the key person role to take initiative in contributing to wider activities within the setting.
Is able to make a positive contribution to the wider life and ethos of the setting/school.
Is unable to make a positive contribution to the wider life and ethos of the setting.
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
Consistently takes a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
Much of the time takes a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
Is able to lead a culture of cooperative working between colleagues, parents and/or carers and other professionals.
Is unable to take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
Consistently models and implements effective education and care, and supports and leads other practitioners including Early Years Educators. Demonstrates excellent skills in evaluating and developing practice and leading and supporting colleagues in developing their knowledge, understanding and skills. Encourages an ‘outward facing’ ethos by demonstrating excellent knowledge and critical understanding of current legislation, statutory frameworks and policy and emerging research, adapting practice as necessary.
Much of the time models and implements effective education and care, and supports and leads other practitioners including Early Years Educators.
Is able to model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
Is unable to model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.
Is consistently proactive in taking full responsibility for improving their own practice through professional development. Takes responsibility for identifying and supporting the professional development needs of colleagues. Has an excellent understanding of the need for staff supervision and guidance and is able to identify areas for extending knowledge, understanding and skills as well as appropriate professional development opportunities for themselves and colleagues.
Takes responsibility for improving their own practice through professional development. Identifies and supports the professional development needs of colleagues. Has an understanding of the importance of staff supervision and guidance within the setting and are able to contribute to this if required.
Is able to take responsibility for improving practice through appropriate professional development. Engages in staff supervision and encourages colleagues to do so, signposting opportunities for continuing professional development.
Is unable to take responsibility for leading practice through appropriate professional development for self and colleagues.
8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
Consistently reflects on practice in order to effect continuous improvement and is skilled at involving all staff in the review and evaluation of quality practice encouraging collective and individual reflective practice.
Much of the time engages in reflective practice in order to effect continuous improvement.
Is able to evaluate and reflect on provision in order to shape good practice.
Is unable to reflect on and evaluate the effectiveness of provision, and shape and support good practice.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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Standard Sub-headings Trainees achieve the Standard at Grade 1 when
Much of the quality of trainees’ teaching over time is Grade 1 and never less than consistently Grade 2.
Trainees achieve the Standard at Grade 2 when
Much of the quality of trainees’ teaching over time is Grade 2; some may be Grade 1.
Trainees achieve the Standards at Grade 3 when
The quality of trainees’ teaching over time is Grade 3 as it is not yet Grade 2. Trainees need targeted intervention to be Grade 2.
Trainees do not achieve the Standard and are Grade 4 when
Trainees fail to meet the minimum level of practice.
8.7 Understand the importance of and contribute to multi-agency team working.
Demonstrates an excellent understanding of when to refer to other professionals according to a child’s specific needs and is proactive in engaging and communicating with multi-agencies. Is confident in contributing and/or supporting others to contribute to multi-agency teams around a child.
Demonstrates a good understanding of when to refer to other professionals according to a child’s specific needs. Is able to contribute to multi-agency teams around a child.
Understands the importance of and contributes to multi-agency team working.
Is unable to understand the importance of, and contribute to, multi-agency team working.
Appendix 3 – The Teachers’ Standards (Early Years) Grading Descriptors
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S8 Examples of Evidence
Trainee Assessments
EYA, EYB, EYC
Planning documents
Plan collaboratively to work with other practitioners
Reflective Documents
Reflection of provision, audits and changes made
Evaluate and act upon advice and suggestions (i.e. from LA quality officer; in response to Ofsted recommendations)
Evidence of engagement with Ofsted SEF
Reflection on the role of other professionals
Extracts from reflective journal
Observations
Peer, mentor or practitioner observations of your practice such as working with parents or other practitioners, for example: supervision
Children’s assessment records
Work with children’s Key Person, parents and other professionals in the completion of the statutory assessment process or Early Years Development Journals
Other sources
Evidence of taking the lead in carrying out an audit, such as, environmental and inclusive audits, ECERS, ITERS lead in developing an action plan with colleagues and take the lead in creating change or developing practice and how you have considered or developed anti-bias and anti-discriminatory practice
Evidence of taking the lead in developing aspects of the setting, such as, policies and procedure, aspects of the environment, resources, events, experiences, outings and trips, activities, paperwork, etc.
Model practice, support, guide and mentor other practitioners and teacher trainees in implementing effective care and education by working alongside them, delivering training, modelling practice
Evidence of leading staff training session(s)
Feedback/verification statements from relevant staff
Minutes of meetings which show trainee’s contribution
Amendments and applications of policy
Action plans
Details of multi-agency working e.g. IEP
Evidence from EYITT tasks
Appendix 4 – EYITT Assessment Forms
76
Appendix 4: EYITT Assessment Forms
Form EYA: Progress Report
Form EYB: Interim Report on Teaching and Professional Competence
Form EYC: Final Assessment Report on Teaching Competence
Form EYKS1: EYITT Key Stage 1 – SBT3 Report
Form EYD: Need for Enhanced Support
Form EYH: Record of Mentor Meeting
Form EYI: Certificate of Attendance
Form EYL: University Tutor Record
Appendix 4 – EYITT Assessment Forms
EYA
77
Progress Report
Note: For the compulsory SBT3 (school), mentors and university tutors should focus on Standard 3 specifically, considering the extent to which the trainee has engaged with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
Trainee teacher: Date:
Setting/school: Age range/class: Joint review: Yes No
1. Progress – Evidence of progress/improvements made in relation to meeting the Teachers’ Standards (Early Years), and trainee impact on children’s learning and progress. This may include responses to previous feedback, e-Portfolio (PebblePad), file and tasks.
2. Observation Feedback - reference should be made to relevant Standards, with attention to children’s progress.
Grade for trainee at this point taking into account 1 and 2 above (using the Teachers’ Standards (Early Years) descriptors) Grade 1 Grade 2 Grade 3 Grade 4 (Need for Enhanced Support)
In discussion with the trainee teacher comment upon:
Code of Personal and Professional Conduct With reference to the Partnership’s Code of Conduct, the personal and professional conduct demonstrated by the trainee:
Is consistently high Needs further development Needs Enhanced Support (Please complete form EYD)
In discussion with the trainee teacher, identify targets with actions:
I confirm that this report has been seen and discussed with the (please tick as appropriate):
Trainee teacher Mentor University tutor
Completed by: Role: Date Completed:
TRAINEE ACTION: (1) Upload to e-Portfolio (PebblePad) (2) Distribute to setting/school mentor and EYITT team
Appendix 4 – EYITT Assessment Forms
EYB
78
Interim Report on Teaching and Professional Competence In relation to the expectations and UoB (EY) grading descriptors, please tick the appropriate boxes. Moderation must take place between the teacher and the mentor.
Grades should indicate current and potential attainment for the SBT.
With reference to the personal and professional conduct demonstrated by the trainee: Is consistently high Needs further development Needs Enhanced Support (please complete form EYD) Number of full/half days absent: /
I confirm that this report has been seen and discussed with the: Mentor Trainee teacher
Completed by: Role: Date completed:
Trainee teacher: Setting/school:
Mentor: Class/age:
University tutor: Date:
Part One Working towards: (tick appropriate box)
CURRENT POTENTIAL Please write a comment and target against each Standard
Need for Enhanced Support (4) 1 2 3 1 2 3
TS1: Setting high expectations which inspire, motivate and challenge children
Comment: Target:
TS2: Promoting good progress and outcomes by children
Comment: Target:
TS3: Demonstrating good knowledge of early learning and EYFS
Comment: Target:
TS4: Plan education and care taking account of the needs of all children
Comment: Target:
TS5: Adapt education and care to respond to the strengths and needs of all children
Comment: Target:
TS6: Making accurate and productive use of assessment
Comment: Target:
TS7: Safeguard and promote the welfare of children, and provide a safe learning environment
Comment:
Target:
TS8: Fulfilling wider professional responsibilities
Comment: Target:
Comment:
ACTION: (1) Email to [email protected] (2) Upload to Trainee e-Portfolio (PebblePad)
Appendix 4 – EYITT Assessment Forms
EYC
79
Final Assessment Report on Teaching Competence
An electronic version of this form is available from the EYITT team: [email protected]
Information given may be used in a reference and to assist in the continuing professional development of the trainee teacher on a subsequent SBT. Please acknowledge success, including impact on children’s progress and identify any aspects that require further development. In relation to SBT expectations and UoB (EY) grading descriptors, please tick one grade against each Standard. Grade 4 against any Standard will result in a failed SBT.
Trainee teacher: Setting:
Mentor: Age range:
Date: Mentor:
TS (EY) 1: Set high expectations which inspire, motivate and challenge all children
Grade 1 Grade 2 Grade 3 Grade 4 (Fail)
Exemplification for grade awarded:
TS (EY) 2: Promote good progress and outcomes by children
Grade 1 Grade 2 Grade 3 Grade 4 (Fail)
Exemplification for grade awarded:
TS (EY) 3: Demonstrate good knowledge of early learning and EYFS
Grade 1 Grade 2 Grade 3 Grade 4 (Fail) Exemplification for grade awarded:
TS (EY) 4: Plan education and care taking account of the needs of all children
Grade 1 Grade 2 Grade 3 Grade 4 (Fail) Exemplification for grade awarded:
TS (EY) 5: Adapt education and care to respond to the strengths and needs of all children
Grade 1 Grade 2 Grade 3 Grade 4 (Fail)
Exemplification for grade awarded:
Appendix 4 – EYITT Assessment Forms
EYC
80
TS (EY) 6: Make accurate and productive use of assessment
Grade 1 Grade 2 Grade 3 Grade 4 (Fail)
Exemplification for grade awarded:
TS (EY) 7: Safeguard and promote the welfare of children, and provide a safe learning environment
Grade 1 Grade 2 Grade 3 Grade 4 (Fail) Exemplification for grade awarded:
TS8: Fulfil wider professional responsibilities
Grade 1 Grade 2 Grade 3 Grade 4 (Fail) Exemplification for grade awarded:
With reference to the Partnership’s Code of Conduct, the personal and professional conduct demonstrated by the trainee:
Is consistently high
At the end of the final phase of training, trainees must be assessed as consistently high in order to pass.
Needs further development
Target:
Fail
Targets for the next period of training / career development (as applicable):
Recommended Result: PASS FAIL Number of full/half days absent:
Reasons other than illness:
I confirm that this report has been seen and discussed with the (tick as appropriate):
Trainee teacher Mentor University tutor
Completed by: Role: Date Completed:
ACTION: (1) email to: [email protected] by the date shown in the EYITT Partnership Handbook (2) Upload to trainee e-Portfolio (PebblePad)
Appendix 4 – EYITT Assessment Forms
EYKS1
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EYITT Key Stage 1 – SBT3 Report
The purpose of the EYITT Key Stage 1 SBT is to provide the EYITT trainee with a greater understanding of learning in school contexts, thus enabling them to meet Teachers’ Standard (Early Years) 3.3. SBT3 will specifically support trainees to understand how early education links to education beyond age 5 and into Key Stages 1 and 2 in school. In relation to the UoB (EY) grading descriptors for S3, please tick the appropriate box and comment on the trainee’s progress in meeting the expectations of this Standard (with a focus on S3.3).
TS (EY) 3.3: Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. Please tick: Grade 1 Grade 2 Grade 3 Grade 4: Fail Exemplification for grade awarded:
With reference to the Teachers’ Standards (Early Years), are there any other Standards that have been demonstrated during the duration of the SBT3 Please specify which Standards. Exemplification:
Trainee: Date of SBT3: School: Class/Age: School Mentor: University Tutor:
I confirm that this report has been seen and discussed with the (please tick as appropriate):
Trainee teacher Mentor University tutor
Completed by: Role: Date completed:
TRAINEE ACTION: (1) Upload to e-Portfolio (PebblePad) (2) Share with trainee (3) Send to the EYITT team ([email protected])
Appendix 4 – EYITT Assessment Forms
EYD
82
Need for Enhanced Support
If the trainee is at the stage where they are likely to fail please tick this box:
Review date/meeting (normally 5 working days):
I confirm that:
The above targets have been met to a satisfactory standard and the trainee no longer needs Enhanced
Support
The above targets have not been met and therefore a new EYD will be put in place
The trainee has failed the setting/school-based training (to be ratified by the Exam Board)
Trainee teacher:
Setting/school:
Age range/class:
Concerns raised by: Role:
NATURE OF CONCERN: Teaching Personal and professional conduct
Further Comments:
Targets, success criteria and support necessary (referenced to the Teachers’ Standards [Early Years]):
Trainee’s response:
Signed (trainee teacher): Date:
Signed (mentor): Date:
Signed (university tutor): Date:
ACTION: (1) Email to [email protected] (2) Upload to Trainee e-Portfolio (PebblePad)
Appendix 4 – EYITT Assessment Forms
EYH
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Record of Mentor Meeting
Trainee teacher: Date:
Mentor: Setting/School:
Section A: Trainee reflection on professional learning
Step 1. Trainee completes this section prior to the mentor meeting.
You may wish to use the structure of ‘what’ (action) ‘so what’ (impact) and ‘now what’ (next steps) to frame these reflections.
a) Review progress against targets and where possible make links to evidence of children’s’
learning and development.
b) If relevant reflect on any additional points since last meeting (EYH).
Step 2. Share and
review evidence with
mentor.
Q. Has sufficient
progress been made?
Y/N
Q. Where can the
evidence be found?
Section B: Record of discussion
Step 3.
a) Draw from ‘suggestions for consideration and discussion’ list provided. b) Are there any other areas that need to be discussed? c) Record key discussion points below.
Section C: Professional Action Plan
Step 4. Agree and record targets Teaching Standard
Step 5. Agree and record actions needed to meet targets
Appendix 4 – EYITT Assessment Forms
EYH
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SUGGESTIONS FOR CONSIDERATION AND DISCUSSION (FOR STEP 3)
1. Well-being and managing workload:
Have we reviewed and checked if we are using the mentor meetings effectively to support professional
development and well-being?
Have we considered progress and workload with regard to programme tasks/deadlines (see Trainee
Handbook)?
2. Trainee feedback: Have we considered any formal progress reviews (EYA/EYB/ other EYC forms)?
3.
Children’s progress: Is it being effectively tracked and monitored? What impact is being made? Is there
effective communication and collaboration with all staff and parents? Is planning appropriate to the
needs of all children? Is regular and appropriate feedback given to children? How is assessment and
tracking used to inform practice?
4. Inclusion: Are children’s needs being assessed, planned for and reviewed to support progress? Is
emotional development and well-being being considered? How are the needs of disadvantaged or
vulnerable children being met? What opportunities are there to liaise with the SENCO?
5. Wider professional issues: What opportunities are there to demonstrate leadership? What opportunities
are there to support other colleagues and professionals in practice? What opportunities are there for multi-
agency working?
6. Personal and professional conduct: Using the Partnership’s Code of Conduct, have we reviewed the
trainee’s personal and professional conduct?
7. Developmental targets and actions: Have we set achievable targets? Have we discussed how these
targets might be met and what actions to take? Have we recorded the Standard and noted possible
actions? Have we utilised the grading descriptors in target setting? How can trainee progress be
evidenced?
ACTION:
(1) Trainee completes and stores on e-Portfolio (PebblePad) under relevant SBT.
Appendix 4 – EYITT Assessment Forms
EYI
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Certificate of Attendance (Evidence of Completion of SBT2 and SBT3)
Please indicate attendance/absence as follows: P = present; A = absent; C = setting/school closed
I certify that the above is a true record of my attendance: ______________________________ (trainee teacher) I certify the above record is correct: ______________________________ (setting manager/headteacher/mentor)
Trainee teacher: Dates of SBT experience:
Setting/school: Programme: Early Years ITT
Age range:
Week commencing
M T W Th F Reason for absence Mentor’s initials
ACTION: (1) Trainee to upload onto e-Portfolio (PebblePad) under related SBT
Appendix 4 – EYITT Assessment Forms
EYL
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University Tutor Record
Please comment below on:
University tutor: Date:
Setting/school:
Manager/headteacher: met did not meet Mentor: met did not meet
Trainee teacher Mentor e-Portfolio (PebblePad) being updated for SBT?
Action Plan with targets related to SBT in place?
Scope and quality of Induction, including school’s/setting’s safeguarding protocols
Regular and supportive guidance and advice given to trainee
Effective and regular mentor meetings
Individualised training and development opportunities, linked to Professional Action Plan (PAP)
Constructive verbal and written feedback given to trainee
Accurate assessments made based on grading descriptors
Comments/Generic Feedback for University to consider
Signed: Date:
ACTION: (1) Email to [email protected] (2) Retained by university tutor
Appendix 5 – Code of Personal and Professional Conduct for Early Years Trainee Teachers
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Code of Personal and Professional Conduct for Early Years Trainee Teachers
Excellence in Professionalism
This Code of Conduct covers setting/school and university-based training for all trainee teachers within the University of Brighton ITT Partnership. It supplements the University of Brighton Student Charter (www.brighton.ac.uk/studentcharter) All trainee teachers within the University of Brighton Initial Teacher Training (ITT) Partnership are expected to demonstrate excellent standards of personal and professional conduct by: 1. Becoming familiar with, respecting and adhering to all relevant statutory frameworks, university policies and
documentation and the policies and practices of partnership settings/schools in which they teach;
2. Prioritising the health, welfare and education of the children in their care;
3. Demonstrating respect for others: including children, colleagues, all setting/school and university staff, staff from other agencies, parents and carers;
4. Promoting equality of opportunity, challenging stereotypes, opposing prejudice and respecting individuals
regardless of age, disability, gender identity, parental status, marital status, race, ethnicity, religion, sex,
social class, or sexual orientation;
5. Acting with honesty and integrity and ensuring that any activity in one’s personal life, including use of any
social networking sites, does not risk bringing the teaching profession or the ITT Partnership into disrepute;
6. Maintaining high standards of attendance, punctuality and engagement in both setting/school and
university-based training and strictly adhering to procedures for informing the university and partnership
schools of any absences;
7. Maintaining high professional standards of dress and appearance whilst working in settings/schools;
8. Maintaining appropriate professional relationships with children, parents, carers and all staff working in settings/schools and to work effectively with colleagues in professional teams;
9. Taking responsibility for their own learning and responding positively to and acting upon advice and feedback
from university tutors, mentors and setting/school-based staff. Declaration I have read, understood and agree to abide by this Code of Personal and Professional Conduct for Trainee Teachers. I understand that failure to comply with this code may lead to the termination or suspension of a setting/school-based training and actions being taken under the University of Brighton’s Fitness to Practise procedures. Trainee Name: Programme: Early Years Initial Teacher Training Student Number: Trainee Signature:
Date:
Appendix 6 - Use of Social Media: Guidance for EYITT Trainees
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Use of Social Media: Guidance for EYITT Trainees
How can teachers minimise risk when using electronic communication and social networking? As a teacher you should:
Use only official channels of communication at work. Be aware of and comply with policies and guidance;
Not exchange private text, phone numbers, personal email addresses or photos of a personal nature with children;
Firmly decline ‘friend’ requests from children and parents/carers and do not instigate any yourself. Use your own discretion when dealing with friend requests from parents. It is acceptable to decline these and remind parents of the available channels;
Operate online in a way in which would not call into question your position as a professional;
Realise that pupils will be curious about your personal life and may try to find out about this;
Manage your privacy settings and keep them under review. These are particularly important in regard to photos, and remember that no privacy mechanism is 100% guaranteed;
Ensure your settings prohibit others from tagging you without your permission;
Audit and re-evaluate the information about you and who has access to it;
Be aware that potential employers may try and view your online social media profiles;
Consider that online conversations may not be private. Be aware of who may have access;
Assume that information you post can be accessed and altered;
Not discuss children, colleagues, parents or carers online or criticise your employer or others within the school community;
Respect children’s privacy and confidentiality at all times;
Use strong passwords and change them regularly. Protect your mobile phone/smart phone/tablet computer with a PIN, especially when in a setting/school;
Bring the matter to the attention of your employer using the proper procedures, if you are the victim of cyber bullying or uncomfortable with comments, photos or posts made by children or families of or about you.
How can teachers minimise risk for their pupils when using electronic communication and social networking? As a teacher you should:
Report the matter to your manager using the appropriate procedures if you are aware of inappropriate use of electronic communication/social networking by, or concerning a child;
Be aware of and comply with your employer’s rules and policy in regard to taking and sharing photos of children.
In Conclusion Before posting materials online stop and ask yourself:
Might it reflect poorly on you, your setting/school, employer or the teaching profession?
Is your intention to post this material driven by personal reasons or professional reasons? Are you confident that the comment or other media in question, if accessed by others, (colleagues, parents, etc.) would be considered reasonable and appropriate?
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Appendix 7: Ofsted Information for Trainee Teachers Ofsted has published materials for trainees, NQTs and former trainees about the Common Inspection Framework. The Partnership recommends that all trainees review the relevant slide show to support their professional learning and development. Information about Ofsted for early years ITT trainees: https://www.slideshare.net/Ofstednews/earlyyearsitt Information about Ofsted for primary and secondary QTS trainees: https://www.slideshare.net/Ofstednews/information-for-primary-and-secondary-qualifiied-teacher-status-trainees-and-nqts Information about Ofsted for FET trainees: https://www.slideshare.net/Ofstednews/information-about-ofsted-for-further-education-itt-trainees
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Appendix 8
Career Development and Support The University of Brighton ITE Partnership is committed to supporting its alumni to enjoy successful careers in teaching. Our offer for alumni is set out below: Career Development Plans
To support the transition from EYITT training to career development in post all trainees complete a Career Development Plan (CDP). The CDP is based on trainees’ performance in their final phase of EYITT training and communicates their achievements, strengths, areas for development and the proposed targets and actions that will support their professional development. The CDP is stored on trainees’ e-Portfolios (PebblePad) and EYITT alumni are instructed to share this document with their employing setting/school post qualification. This is to ensure that professional development support at the next stage of their career is targeted and effective. Springboard - Early Career Teachers Blog
Our Springboard Blog (http://blogs.brighton.ac.uk/nqts/) is an open resource to support career development. It provides information about professional development opportunities, further study and resources designed to enable early career practitioners to overcome key challenges that many new teachers face. NQT Conference
Our annual NQT conference is taking place in October 2019 at our Falmer campus in Brighton. It is open to all of
our alumni as well as NQTs from our partner schools. A wide range of workshops will be offered that are designed
specifically for the demands of the NQT year and are arranged by age phase to provide practical advice and
support. There will also be opportunities to network with fellow NQTs.
Post-Training Support On successful completion of the course newly qualified Early Years Teachers will receive a support visit from a University Tutor to review progress on their Career Development Plan and signpost support as needed. Alumni Network All Early Years Teachers from the University of Brighton are invited to join the EYTS alumni network. This provides further information and opportunities for CPD.
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Appendix 9
GDPR (the EU’s General Data Protection Regulation) Guidance for Trainees
Get Ready: Familiarise yourself with the information below, on the Information Commissioner’s Office
(https://ico.org.uk/) and the policies and practices of your school / setting as part of induction.
Dispose: Dispose of any information that you hold where the original purpose it was intended or used for has
gone or if it is no longer needed. Clear email regularly.
Paperwork: Treat confidential/sensitive paperwork with the utmost of care. If keeping documents store them
away securely. If disposing of documents use a shredder or confidential waste bin.
Remove: Remove non-compliant software from use, only use secure (password protected) platforms or
systems for storing information. Avoid using memory sticks to store high risk data.
Data Handling Advice
THINK Before you work with or use data think:
What will I do with the data; will I be sharing it and where will it be kept? Does it need to be kept?
How will I keep it safe? Don’t leave information lying around. If away from your workspace, lock or shut down your computer and ensure hardcopy documents are not left out for others to see.
CHECK Before you use, send by email or print information of any kind be clear about:
Whether individuals who provided the data given their consent for it to be shared;
How it will be used;
Who will be able to access it or use it;
Who it is going to and are they authorised to see it. If given in person check the recipient’s ID;
Whether any information is sensitive and should not be shared.
SECURE & SHARE
Secure data or use passwords/encryption (inc. for portable drives & mobile devices).
Avoid keeping individual passwords in places where others can see or get access to these.
Take extra care when dealing with information that is confidential, sensitive or has copyright protection. If you are ever in any doubt do not share it.
For storing your own data using online/cloud storage be careful. It is an offence to share data outside of the EEA without permitted safeguards. If you are in doubt do not use these services.
Emailing documents:
Double check that email addresses are correct before sending, check any attachments/links before pressing send;
Avoid sharing high/risk or confidential information e.g. personal data about individuals. When you receive an email with personal data, don’t share it unless you have permission/it is required for work purposes;
Where possible avoid emailing documents as attachments. If unavoidable ensure confidential documents sent are password protected/encrypted;
Never email a password in the same email/message as the password protected document.
DISPOSE Dispose of any information that you hold:
Where the original purpose it was intended or used for has gone;
When it is no longer needed.
This includes:
Information stored on old equipment no longer used e.g. PC, laptop, tablet, mobile, etc.;
Paper records with sensitive information (use a shredder or confidential waste bin);
Old emails stored in your inbox.
Be Aware Personal Information
Always treat personal information with the utmost of care. Follow the policies of your school/setting to remain
Individuals can request all information held on them by an organisation for free, including any emails in which they are discussed. Always think carefully about what you write down/email.
When uploading information to your e-Portfolio (PebblePad) avoid including personal information and data related to pupils. Take care when sharing the e-Portfolio link.
High Risk Data
High risk/confidential information can be in the following forms:
Printed – e.g. lists with names and/or addresses and phone numbers; purchase orders; CVs.
Electronic – e.g. data/mailing lists with names, addresses and/or phone numbers; student record
information.
Phishing/ Scams
Always be suspicious of emails asking (phishing) for bank details, passwords or personal information. Move these to the ‘Report Spam’ folder in your inbox. Always delete suspicious texts, scams, etc.
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Early Years Initial Teacher Training Partnership
Early Years Initial Teacher Training
(Graduate Employment-Based
Route): Partnership Agreement
Version 8 (June 2018)
SCHOOL OF EDUCATION
Please note:
Throughout the EYITT Partnership Agreement the word ‘placement’ should be considered
interchangeable with ‘setting/school-based training (SBT)’.
Contents
1. Introduction ............................................................................................................................ 1
2. Identification of early years settings .................................................................................... 1
3. Roles and responsibilities ..................................................................................................... 2
3.1 Roles and responsibilities: University of Brighton .............................................................. 2
3.2 Roles and responsibilities: Host organisations .................................................................. 3
3.3 Roles and responsibilities: Mentors within host organisations ........................................... 3
3.4 Roles and responsibilities: School placement providers .................................................... 4
3.5 Roles and responsibilities: Mentors within school placement providers ............................. 5
3.6 Roles and responsibilities: Alternative placement providers .............................................. 5
3.7 Roles and responsibilities: Mentors within alternative placement providers ....................... 6
3.8 Roles and responsibilities: University Tutors ..................................................................... 7
3.9 Roles and responsibilities: Trainees .................................................................................. 8
4. Criteria for deselecting an early years setting ..................................................................... 8
5. Management and quality assurance ..................................................................................... 9
5.1 EYITT management and committee representation ....................................................... 9
(i) Programme leader ........................................................................................................ 9
(ii) EYITT Steering Group ................................................................................................... 9
5.2 Examination Boards ...................................................................................................... 9
5.3 External examiner ......................................................................................................... 9
5.4 Tracking ........................................................................................................................ 9
5.5 Annual monitoring and evaluation ................................................................................. 9
6. Equality and Diversity ......................................................................................................... 10
7. Funding ................................................................................................................................ 11
Early Years Teacher Status (Graduate Employment-Based Route) Partnership Agreement: Operational Annex ............................................................................. 12
1
1. Introduction 1.1 The School of Education, University of Brighton (UoB) has been allocated places by the
Department for Education (DfE) to develop, deliver and assess the Early Years Initial Teacher Training (EYITT) Graduate Employment-Based (GEB) programme in partnership with early years settings/providers. EYITT leads to the award of Early Years Teacher Status (EYTS). In addition the course programme offers an academic award of PG Cert Early Years Education (60 credits at Masters Level).
1.2 The purpose of this document is to summarise the roles, responsibilities and expectations
associated with the delivery and assessment of the EYITT (Graduate Employment-Based) programme by early years settings in partnership with the UoB.
1.3 Early years settings may be involved in the delivery and assessment of EYITT in the following
ways: (i) As a host organisation, employing a trainee completing the EYITT programme (all EYITT
trainees have a host organisation);
(ii) As an early years school placement provider, providing a fourteen day block placement (all EYITT trainees will have a school placement provider);
(iii) As an alternative placement provider, providing placements equivalent to 16 working days. 2. Identification of early years settings
The following summarises the criteria that must be fulfilled by all early years settings working in partnership with the UoB in support of the EYITT programme:
Be graded ‘outstanding’ or ‘good’ by Ofsted (alternative placements only). Occasionally trainees may be placed in settings that are graded ‘requires improvement’. For example, where such a setting is able to provide specific opportunities for a trainee to experience diversity or challenge. In these circumstances the partnership will ensure the placement setting is able to provide appropriate mentorship;
Have at least one member of staff who is a graduate practitioner. It is desirable for this member of staff to have achieved a relevant professional status (i.e. EYPS, EYTS, QTS). This member of staff will play a significant role in supporting the EYITT trainee as their work-based mentor (alternative and school placements only. Where this is not possible in host placements, the host placement will identify a suitable external mentor);
Demonstrate a commitment to the education and training of teachers and the capacity to support work-based learning and practice;
Be able to offer a broad and balanced programme of activities in support of trainee development;
Be flexible in meeting the diverse needs of trainees;
Deliver effective Early Years Foundation Stage provision, demonstrating a respect for children, families and all members of staff;
Hold a commitment to improvement and development of early years practice through engagement with current research and policy;
Demonstrate a wider commitment to partnership working, both with the UoB and the wider early years community;
Attend necessary training and development opportunities presented by the UoB (i.e. mentor training).
2
3. Roles and responsibilities 3.1 Roles and responsibilities: University of Brighton
The University of Brighton will: (i) Manage the quality assurance of the EYITT programme, including:
securing high quality provision through programme review and evaluation;
dealing with trainee appeals;
managing Ofsted/external inspection processes across the partnership;
carrying out internal and external moderation;
administering examination boards and making recommendations for the award of EYTS and PG Cert Early Years Education;
identify and appoint external moderators for the programme.
(ii) Appoint suitable experts as tutors on the EYITT programme, who hold expertise in the early years phase and key aspects of education and research. These tutors will access national and international networks; and promote knowledge of developments in early years settings across the partnership;
(iii) Provide taught sessions, lectures, workshops and tutorial support in areas relating to the key components of the programmme. The UoB will similarly provide access to specialist teaching rooms, laboratories, studio and workshops and technical support and expertise (as appropriate);
(iv) Provide the trainee with access to learning resources, specialist libraries, journals and online materials; VLE and systems to support distance learning and e-learning; provision and the suitable support in the development of trainee portfolios; and support in the trainee’s professional development and expertise;
(v) Undertake:
joint moderation and assessment of the trainee;
management of internal and external rigorous and robust quality assurance mechanisms;
UoB university tutor visit(s);
assessment and moderation of the trainee against the Teachers’ Standards (Early Years) ensuring accuracy and consistency of assessments.
(vi) Support early years settings and mentors through training and development opportunities; provision of programme documentation; identifying a suitably qualified and experienced university tutor for each trainee; assisting with assessment and moderation; and involvement in cause for concern procedures;
(vii) Hold financial responsibility for the management and payment of appropriate financial allocations to the host organisation and placement providers in accordance with DfE and UoB financial regulations. The UoB will hold accountability and be subject to financial audits by the DfE and UoB;
(viii) Undertake all programme administration;
(ix) Provide each trainee with a Personal Academic Tutor (PAT).
3
3.2 Roles and responsibilities: Host organisations
Host organisations will: (i) Ensure that the trainee has the opportunity to engage on a broad and balanced programme
of activities that will enable them to gain the necessary evidence to achieve the Teachers’ Standards (Early Years) and complete modules as part of the PG Cert Early Years Education;
(ii) Identify a suitably qualified and experienced member of staff who can act as mentor to the
EYITT trainee, who will be responsible for the training and supervision of the trainee within the host organisation;
(iii) In the event that there are no members of staff within the host organisation able to undertake
the role of mentor, the host organisation must be willing to fund the appointment of an alternative mentor identified by the UoB to support the trainee;
(iv) Ensure that the mentor is able to attend all the training opportunities provided by the UoB; (v) Provide guided development of the professional competences and Teachers’ Standards
(Early Years); (vi) Provide appropriate access to the support available from all members of staff and resources
within the organisation; (vii) Release the trainee to attend programme sessions at the UoB and to engage in up to three
placements associated with the attainment of the Teachers’ Standards (Early Years); (viii) Inform the UoB of any changes in the host organisation’s circumstances; for example, being
placed into special measures or requiring improvement by Ofsted;
(ix) Complete and return the annual EYITT Operational annex to confirm that the roles and responsibilities stated in this partnership agreement will be fulfilled.
3.3 Roles and responsibilities: Mentors within host organisations
Mentors within host organisations will: (i) Acquaint him/herself with the trainee’s prior experience record and portfolio of evidence; (ii) Familiarise him/herself with the EYITT Graduate Employment-Based Programme structure
and content, including the PG Cert Early Years Education; (iii) Participate in the mentor training provided by the UoB and remain up to date with the
requirements of the programme; (iv) Contribute to the training and supervision of the trainee in partnership with the UoB, including
developing a Professional Action Plan in conjunction with the trainee and the UoB. The Professional Action Plan will also be shared with any subsequent school and alternative placement providers;
(v) Scrutinise the planning and assessment, and monitoring and recording via the e-Portfolio, on
a fortnightly basis. This should be discussed at mentor meetings and recorded on form EYH;
4
(vi) Undertake a minimum of four formal progress reviews of the trainee. Each progress review should include scrutiny of the trainee’s e-Portfolio, observation of teaching and oral and written feedback. Ways forward and actions should be identified, including any amendments to the Professional Action Plan. Outcomes of this progress review should be recorded on a form EYA;
(vii) Undertake two of the formal progress reviews jointly with the UoB university tutor. The
feedback should be agreed jointly; (viii) Arrange one interim evaluation with the trainee during the programme to review progress and
set additional targets and record these in the Professional Action Plan. The outcomes of this meeting should be recorded on form ‘EYB’ and discussed with the trainee prior to submitting this to the UoB. The interim evaluation report will also be shared with any subsequent school and alternative placement providers;
(ix) Agree the assessment of the trainee with the UoB university tutor towards the end of the
programme in relation to the Teachers’ Standards (Early Years) (using the grading descriptors), the outcome of which should be recorded on form ‘EYC’. The report should be discussed with the trainee prior to submitting this to the UoB;
(x) Liaise with the UoB university tutor should a Need for Enhanced Support be identified at any
point during the programme; and agree and implement a course of action to be carried out;
(xi) Liaise with subsequent placements providing continued mentoring where possible. 3.4 Roles and responsibilities: School placement providers
School placement providers will: (i) Ensure that the trainee has the opportunity to engage on a broad and balanced programme
of activities that will enable them to gain the necessary evidence to achieve the Teachers’ Standards (Early Years);
(ii) Identify a suitably qualified and experienced member of staff who can act as mentor to the
EYITT trainee for the duration of the placement, who will be responsible for the training and supervision of the trainee within the setting (see the criteria for early years settings in paragraph 2);
(iii) Ensure that the mentor is able to attend all the training opportunities provided by the UoB; (iv) Provide guided development of the professional competences and Teachers’ Standards
(Early Years); (v) Provide appropriate access to the support available from all members of staff and resources
within the organisation; (vi) Inform the UoB of any changes in the placement provider’s circumstances; for example,
being placed into special measures or requiring improvement by Ofsted;
(vii) Complete and return the annual EYITT Operational annex to confirm that the roles and responsibilities stated in this partnership agreement will be fulfilled.
5
3.5 Roles and responsibilities: Mentors within school placement providers
Mentors within school placement providers will: (i) Acquaint him/herself with the trainee’s prior experience record and portfolio of evidence; (ii) Familiarise him/herself with the EYITT Graduate Employment-Based Programme structure
and content; (iii) Participate in the mentor training provided by the UoB and remain up to date with the
requirements of the programme; (iv) Contribute to the training and supervision of the trainee in partnership with the UoB, including
reviewing and updating the trainee’s Professional Action Plan in conjunction with the trainee and the UoB;
(v) Undertake at least one formal Progress Review of the trainee jointly with the UoB university
tutor (with feedback agreed jointly). The trainee’s Professional Action Plan will be shared prior to the Progress Review, and ways forward and actions should subsequently be identified, including any amendments to the Professional Action Plan. This should be recorded on the form EYA;
(vi) Arrange an evaluation with the trainee towards the end of the placement to review progress
and set additional targets and record these in the Action Plan. The outcomes of this meeting should be recorded on form ‘EYKS1’ and discussed with the trainee prior to submitting this to the UoB. The evaluation report will also be shared with the host organisation;
(vii) Liaise with the UoB University Tutor should a cause for concern be identified at any point
during the programme; and agree and implement a course of action to be carried out. 3.6 Roles and responsibilities: Alternative placement providers
Alternative placement providers will: (i) Ensure that the trainee has the opportunity to engage on a broad and balanced programme
of activities that will enable them to gain the necessary evidence to achieve the Teachers’ Standards (Early Years);
(ii) Identify a suitably qualified and experienced member of staff who can act as mentor to the
EYITT trainee for the duration of the placement, who will be responsible for the training and supervision of the trainee within the setting (see the criteria for early years settings in paragraph 2);
(iii) Ensure that the mentor is able to attend all the training opportunities provided by the UoB; (iv) Provide guided development of the professional competences and Teachers’ Standards
(Early Years); (v) Provide appropriate access to the support available from all members of staff and resources
within the organisation; (vi) Inform the UoB of any changes in the placement provider’s circumstances; for example,
being placed into special measures or requiring improvement by Ofsted;
(vii) Complete and return the annual EYITT Operational annex to confirm that the roles and responsibilities stated in this partnership agreement will be fulfilled.
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3.7 Roles and responsibilities: Mentors within alternative placement providers
Mentors within alternative placement providers will: (i) Acquaint him/herself with the trainee’s prior experience record and portfolio of evidence; (ii) Familiarise him/herself with the EYITT Graduate Employment-Based Programme structure
and content; (iii) Participate in the mentor training provided by the UoB and remain up to date with the
requirements of the programme; (iv) Contribute to the training and supervision of the trainee in partnership with the UoB, including
reviewing and updating the trainee’s Professional Action Plan in conjunction with the trainee and the UoB;
(v) Scrutinise the planning and assessment, and monitoring and recording via the e-Portfolio, on
a weekly basis. This should be discussed at mentor meetings and recorded on form EYH; (vi) Undertake a minimum of two formal progress reviews of the trainee. Each observation should
include scrutiny of the trainee’s e-Portfolio, observation of teaching and oral and written feedback. Ways forward and actions should be identified, including any amendments to the Professional Action Plan. This should be recorded on form EYA;
(vii) Undertake one of the formal progress review of the trainee jointly with the UoB university tutor. The feedback should be agreed jointly;
(viii) Arrange one interim evaluation with the trainee during the placement to review progress and
set additional targets and record these in the Professional Action Plan. The outcomes of this meeting should be recorded on form ‘EYB’ and discussed with the trainee prior to submitting this to the UoB. The interim evaluation report will also be shared with the host organisation;
(ix) Arrange an evaluation with the trainee towards the end of the placement to review progress and set additional targets and record these in the Action Plan. The outcomes of this meeting should be recorded on form ‘EYC’ and discussed with the trainee prior to submitting this to the UoB. The evaluation report will also be shared with the host organisation;
(x) Liaise with the UoB University Tutor should a Need for Enhanced Support be identified at
any point during the programme; and agree and implement a course of action to be carried out.
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3.8 Roles and responsibilities: University Tutors
The UoB University Tutor will:
(i) Acquaint him/herself with the trainee’s prior experience record and e-Portfolio; (ii) Have a detailed understanding of the EYITT Graduate Employment-Based Programme
structure and content, including the expectations of the PG Cert Early Years Education;
(iii) Contribute to the training and supervision of the trainee in partnership with the host organisation, school placement provider and alternative placement providers, including:
developing a Professional Action Plan in conjunction with the trainee and the host organisation mentor;
reviewing and updating the trainee’s Professional Action Plan in conjunction with the trainee and the mentor.
(iv) Liaise with the trainee prior to each joint progress review either by telephone or email;
(v) Undertake a quality assurance role, including scrutiny of the trainee’s e-Portfolio, observation of teaching and oral and written feedback. Ways forward and actions should be identified to facilitate trainee progress.
(vi) In order to facilitate the quality assurance role, undertake the following visits to early years settings associated with the programme:
At least two visits during the year to the host organisation;
At least one visit to the school placement provider;
At least one visit to each alternative placement provider. (vii) In order to facilitate the quality assurance role, undertake the following joint formal progress
reviews of trainees with mentors, with feedback agreed jointly:
At least two formal progress reviews jointly with the host organisation mentor;
At least one formal progress reviews jointly with the school placement mentor;
At least one formal progress review jointly with each alternative placement mentor. (viii) In support of the quality assurance role, carry out annual moderation through a joint university
tutor progress review of at least one trainee; (ix) Liaise closely with the mentor and, where there is a Need for Enhanced Support initiated,
support the mentor, and trainee. If a trainee is identified as requiring Enhanced Support, the EYITT Programme Leader must be informed;
(x) Support the mentor’s assessment of each trainee in relation to the requirements of the
placement; (xi) Agree the assessment of the trainee with the host organisation mentor towards the end of
the programme in relation to the Teachers’ Standards (Early Years) (using the grading descriptors), the outcome of which should be recorded on form ‘EYC’.
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3.9 Roles and responsibilities: Trainees
The trainee will: (i) Make contact with the university tutor as per programme guidance; (ii) Meet with the host organisation mentor and UoB university tutor at the beginning of the
programme to develop a Professional Action Plan and provide an opportunity for the mentor to review the trainees’ portfolio;
(iii) Meet with each mentor on a regular basis to review and update the trainee’s Professional
Action Plan; (iv) Seek from the mentor relevant information about children/pupils, their needs and attainment; (v) Discuss with the mentor all of the setting’s policies and procedures, in particular the
procedures for child protection/safeguarding children and managing complex additional needs and behaviour management;
(vi) Discuss with the mentor daily teaching/activities, planning and assessment requirements and
to ensure that written documentation (related to planning and assessment) is always accessible;
(vii) Complete all of the placement tasks as identified in course handbooks; (viii) Listen to and act upon advice following formal progress reviews and the interim evaluations;
and take an active part in the setting and achievement of targets as documented in the Action Plan;
(ix) Seek advice from the UoB university tutor (in the first instance) or the EYITT programme
leader, should any major difficulties arise; (x) Discuss the final assessments with the mentor and sign the assessments following the
discussion and save to their e-Portfolio. 4. Criteria for deselecting an early years setting
An early years setting which demonstrates any of the following criteria will normally result in automatic deselection from the EYITT partnership:
A setting that goes into special measures following an Ofsted inspection;
Persistent non-compliance with the requirements of the EYITT Partnership Agreement;
Persistent evidence that observation or feedback has not been provided;
If UoB tutors or trainees’ evaluations persistently reflect concerns over the provision being offered by the setting.
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5. Management and quality assurance 5.1 EYITT management and committee representation (i) Programme leader
The UoB’s EYITT Programme Leader has responsibility for the day to day management of the EYITT arrangements. This includes supporting early years settings and monitoring standards.
(ii) EYITT Steering Group
An overarching EYITT Steering Group is responsible for the day to day running of the programme and the strategic development of EYITT provision. This is chaired by the EYITT Programme Leader, and comprised of UoB tutors, representatives from early years settings, and trainee representatives. It reports to the Partnership in Education Strategic Committee.
5.2 Examination Boards
An annual EYITT Programme Examination Board will be constituted by the UoB to consider the outcomes of all trainees following the EYITT programme route.
5.3 External examiner
The UoB is responsible for the appointment of an external examiner for the EYITT programme to oversee and moderate the assessment of trainees. The nomination and appointment processes for this External Examiner will mirror the processes associated with External Examiners of the UoB’s award bearing provision.
5.4 Tracking
The progress of all trainees following the EYITT programme is tracked by the EYITT Programme Leader, drawing on the processes established for mainstream ITT programmes.
5.5 Annual monitoring and evaluation
Annual monitoring and evaluation processes will include:
UoB university tutor reports which consider the quality of support provided by partner early years settings, and also elicit views from mentors to inform the evaluation of the programme;
Placement evaluations completed by trainees at the end of any school placement and alternative placement experiences;
End of programme evaluations completed by trainees;
The external examiner’s annual report;
Analysis of a range of data, including formal observations, attainment grades, and retention & completion information;
An annual programme monitoring and evaluation report and an annual Improvement Plan;
The outcomes of all evaluation activities are considered by the EYITT Steering Group.
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6. Equality and Diversity The UoB has an Equality and Diversity Policy based upon the Equality Act (2010), fully supported by the Board of Governors. All members of the University’s community are responsible for making themselves aware of this and associated policies, including the Equality and Diversity Policy and Single Equality Scheme, and for abiding by them. These policies are available in full on the ‘Equal Opportunities’ pages on the UoB’s website http://www.brighton.ac.uk/equality. The UoB knows that some groups in society continue to experience discrimination, and also that these groups may not be protected by the law. The university is committed to eliminating any forms of discrimination and to offering support and opportunity to all. Higher education has an important part to play in making equal opportunities really work for all members of our society, and also depends upon contributions from people of different backgrounds that bring a wide range of experiences to the university community. The university recognises that these differences (or this ‘diversity’) should be seen as something positive, that should be valued and must be used to create a successful, dynamic and respectful organisation. The Policy also makes it clear that all members of the university community have a responsibility to think about how equal opportunities is relevant to them in their work or study, and to act on this to take equality forward. Whilst on placements, trainees must comply with, and be protected by, the UoB’s equal opportunities policies as well as those in place in early years settings. The UoB (as well as the early years setting) needs to monitor and investigate incidents of discrimination that occur during placements. For instance, all racist incidents (i.e. those that are perceived to be racist) should be reported to EYITT Programme Leader. Any trainee who feels they have been subject to any discrimination or harassment should discuss their concerns with the mentor. Should a trainee feel they are unable to do so they can contact the EYITT Programme Leader. Trainees should not wait until after the placement has finished before they share their concerns. The EYITT Partnership is committed to valuing, promoting and celebrating diversity and challenging and addressing discrimination. We believe that teaching should be a vibrant and diverse profession which reflects the wide spectrum of values, cultures, customs, languages, faiths and beliefs that exist in society today. To this end, we are keen to recruit and support trainees from those groups currently
under‐represented and to value their particular contributions to the profession. Trainees can expect placements to be sensitive to personal and religious beliefs. It is anticipated trainees will require no more than two days religious observance during a placement. A trainee must inform the placement and EYITT Programme Leader as far as possible in advance. We recognise that all trainees are individuals and that no assumptions can be made about the strengths or needs of individuals from particular groups of society. We encourage all trainees to discuss their strengths and areas for development openly with their placement providers so that they can be addressed by the formulation of an appropriate Action Plan.
Provision for disabled trainees in the university is co‐ordinated by a specialist Disability and Dyslexia Team. The Team operates a self‐referral policy in order to protect confidentiality. Trainees who might need additional support on placement due to any disability are advised to discuss this with the EYITT Programme Leader so that, where necessary, placement providers can be informed in advance of the placement to ensure that appropriate support is in place. If placement providers or trainees need further clarification of any aspect of the implementation of the university’s equal opportunities policy during placements, they should contact EYITT Programme Leader.
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7. Funding The UoB will provide 50% of the funding for each trainee for the EYITT Graduate Employment-Based programme to the host organisation, which must be used to cover the costs associated with the provision of the mentor (including attendance of the mentor at mentor training) and any supply cover needed to enable to trainee to participate on the EYITT programme, including attendance at school and alternative placements. The UoB will pay a fee to school placement providers and alternative placement providers as follows:
Placement £ (2019/20) School placement provider £200 Alternative placement provider £300
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UNIVERSITY OF BRIGHTON SCHOOL OF EDUCATION EARLY YEARS INITIAL TEACHER TRAINING (EYITT) PARTNERSHIP
Early Years Initial Teacher Training (Graduate Employment-Based Route) Partnership Agreement: Operational Annex
Name of early years setting:
Name of EYITT trainee: Role of partner in respect of the trainee (please tick relevant box):
Host organisation (SBT1)
School placement provider (SBT3)
Alternative placement provider (SBT2a)
Alternative placement provider (SBT2b)
Host organisation (SBT1)
School placement provider (SBT3)
Alternative placement provider (SBT2a)
Alternative placement provider (SBT2b)
Host organisation (SBT1)
School placement provider (SBT3)
Alternative placement provider (SBT2a)
Alternative placement provider (SBT2b)
The setting agrees to support the EYITT programme by undertaking the roles and responsibilities outlined in the EYITT (Graduate Employment-Based Route) Partnership Agreement
Signed in duplicate
Head of School School of Education University of Brighton
Role in Early Years setting:
Date:
Date:
Please return the completed form to: Helen Carter, University of Brighton, School of Education, Room A306 Checkland Building, Falmer, Brighton BN1 9PH, or email to [email protected]