The Suffolk and Norfolk

Assessment Only Route Handbook

2013-14

September 2013-July 2014 Edition

A O Route Handbook Contents (2013-14 version)

Summary diagram of the AO Route 4

Who is the AO Route For? 5

Overseas trained teachers 6

Length of assessment period 6

Fees 6

Entry requirements 7

Second school requirement 7

Application Form 8

Partnership Agreement 9

Ages ranges for assessment 9

Special Schools 9

Skills tests 10

Initial Visit : selection 10

Acceptance onto the AO Programme 10

Initial Visit: individual needs assessment 11

Registration 11

The Individual Preparation Plan 11

Role of the School Mentor 12

Training opportunities 12

Portfolio of evidence 12

General advice on the portfolio of evidence 13

Visit by Subject Knowledge for Teaching Specialist 14

Interim Support and Monitoring Visit 14

Final Assessment Visit 15

Grading 16

Report to the Assessment Board 16

Equal Opportunities 16

Complaints 16

Appeals 17

__________________________

Appendices

Appendix 1 The Partnership Agreement Page 18 Appendix 2 Equality and Diversity Policy Page 22 Appendix 3 Complaints Procedure Page 25 Appendix 4 The Teachers’ Standards Page 28 Appendix 5 Abbreviations and Key Personnel Page 31 Appendix 6 Lesson Grading Criteria Page 32 Appendix 7 Portfolio Evidence Table Page 36 Appendix 8 Links to Key Documents Page 36

Welcome

Welcome to the Suffolk and Norfolk Assessment-Only Route Handbook.

Suffolk and Norfolk Initial Teacher Training was one of only 19 Providers in the country to pilot the new Assessment Only Route in 2011-12 and after a successful year was invited to continue providing its AO programme. The route is designed for those already teaching in schools who would be eligible to gain Qualified Teacher Status without undertaking a full initial teacher training programme.

There is a range of circumstances where teachers do not have QTS but have experience of teaching in independent schools, in further education, or in maintained schools as instructors. Applications from candidates in these circumstances are welcomed. In addition overseas trained teachers may gain QTS through the AO route.

This “September 2013 to July 2014” edition of the AO Handbook applies to all those being assessed up to 31 July 2014. It replaces the previous version marked 2012-13 and includes a number of recent government changes :

• the Teaching Agency has become the ‘National College for Teaching and Leadership’.

• there is no longer a separate overseas trained teacher programme for QTS (see page 6)

• candidates must have gained experience of teaching in two schools prior to applying for AO.

All assessments newly started from September 2013 and up to 31 July 2014 will be based on this third edition of our Handbook. An updated Handbook will be available on our website www.snitt.co.uk should further changes be announced.

Suffolk and Norfolk ITT welcomes applications from those who meet all the entry requirements (page 7) and are in a school which will fully support the candidate through the application and assessment process.

This Handbook aims to provide full information needed by all partners in the AO Route. Please contact us with any enquiries, as well as comments or suggestions for improvement. For further information or support, contact details of our AO route administrator are:

The AO Route Administrator, Suffolk and Norfolk ITT, Norwich PDC, Woodside Road, Norwich, NR7 9QL Telephone: 01603 307703 or email julia.crook@norfolk.gov.uk

We look forward to hearing from you either to enquire about or apply for the Assessment Only Route.

With best wishes, Paul Law Schools Direct and AO Route Leader Geoff Robinson Suffolk and Norfolk Initial Teacher Training Leader. September 2013.

Summary of the Suffolk & Norfolk AO Route

Meet entry requirements

Send in application form

Pass skills tests

Initial Visit : Selection Interview and Needs Assessment

Acceptance onto the AO Programme

Registered and 12-week assessment period begins

Work on Preparation Plan + Portfolio of Evidence

Visit regarding Subject Knowledge for Teaching

Interim Support and Monitoring Visit

Final Assessment Visit

Recommendation for QTS by the Assessment Board

The Suffolk and Norfolk AO Programme

Introduction

The Suffolk and Norfolk AO Programme is an employment-based route for achieving Qualified Teacher Status (QTS) while working as a teacher in Suffolk and Norfolk. The AO teacher follows an individual assessment programme leading to QTS.

Suffolk and Norfolk Initial Teacher Training (hereafter referred to as ‘SNITT’ or ‘the Provider’) is the accredited provider responsible for delivering the AO Programme on behalf of the new government agency, the National College of Teaching & Leadership (NCTL). The Provider’s Assessment Board recommends successful applicants for QTS to the NCTL.

As an accredited provider, the Suffolk and Norfolk AO Programme is able to make its own particular requirements.

The online AO Handbook will be regularly updated to incorporate any further changes in requirements or procedure.

Who is the AO Route For?

The AO route is intended for unqualified instructors who have two years’ or more experience of teaching in schools 1. It is not intended for those who need a teacher training programme.

An applicant cannot be accepted onto the AO programme until he/she has been teaching successfully for at least two years full-time or the equivalent. Short-term supply placements, which do not allow the AO to take full responsibility for their class(es) by undertaking the roles and responsibilities of a normal timetabled teacher, are not taken into account.

HLTAs will not be eligible for AO if they have insufficient experience of full responsibility for planning, teaching, assessing, etc. Generally, we recommend they apply for a teacher training course such as Schools Direct. Details of our initial teacher training courses available in Suffolk and Norfolk are found at www.snitt.co.uk

Some overseas trained teachers (see below) will be recognised as qualified teachers and awarded QTS without being required to undertake assessment. Otherwise they should gain QTS by the AO route so long as they have two years of teaching experience.

Although QTLS status holders can now work in schools as qualified teachers without needing to hold QTS, they must maintain their QTLS status and membership with the Institute for Learning (IfL), which maintains a database of all QTLS holders, to do so; or gain QTS by the AO route.

1 ‘School’ means maintained school, non-maintained special school, independent school, academy, free school,

further education institution, city technology college, city college for the technology of the arts, sixth-form college. Applicants from PRUs should contact the SNITT Office at Norwich Professional Development Centre (01603-307703) so that their current individual circumstances can be taken into account.

Overseas Trained Teachers

Overseas-trained teachers are eligible to apply for the AO route, subject to all the entry requirements (below) and NARIC confirming the equivalency of their qualifications.

Overseas-trained teachers (OTTs) are people who have qualified as teachers in a country outside the European Economic Area (EEA) and Switzerland, having successfully completed a course of initial teacher training, which is recognised by the relevant authorities in their home countries.

Teachers who qualified in Canada, United States, Australia and New Zealand, and completed a period of induction there, should apply directly to the NCTL for qualified teacher status without further assessment. Teachers trained in other countries outside of the EEA may teach in state maintained schools and non-maintained special schools in England but should apply to gain QTS.

All teachers from overseas must satisfy any UK Border Agency requirements for remaining in the UK to work as a teacher.

The Assessment Period

The period of assessment is normally a maximum of 12 calendar weeks, beginning when the AO is registered with the National College of Teaching & Leadership.

Before the 12-week period begins AOs must meet all entry requirements; send in their application form and have it checked for compliance; take the 2 skills tests; begin to gather a portfolio of evidence; take part in a selection process; and be accepted onto the AO Programme.

During the 12-week period AOs will complete their individual preparation plan; receive a vsit regarding Subject Knowledge for Teaching; be formally observed teaching on a number of occasions; receive one monitoring and support visit; complete the portfolio with evidence that they meet all the Teachers’ Standards; and have their Final Assessment.

Fees

There is an initial £25 application processing fee payable by the AO teacher or supporting school. If the AO candidate progresses to the selection interview, then a fee of £300 is payable to cover the costs of the visit for interview, lesson observation, interview with line manager, selection panel and general administration. All fees should be made payable to ‘Suffolk County Council’.

If the AO is unsuccessful, or the School or AO decide not to proceed at this point, the costs of processing the application and of selection will not be refunded.

Once accepted onto the AO route, the full fees become payable as a further non-returnable charge of £2,250. Please note that the programme receives no funding from the NCTL.

The Provider welcomes applications from teachers at Independent Schools who will be charged at the same rates outlined above.

We will accept applications from beyond the Suffolk and Norfolk county boundaries. An out-of-county charge depending on location is made to cover additional travel time and cost.

Meet Entry Requirements

In order to be eligible for the AO programme and assessment for QTS, the AO must

(i) be a graduate. No specific class of degree is required. An ordinary degree (for example) would be eligible for AO, much as for self-funded ITT. For secondary applicants their degree should normally be 50% of the subject being taught 1

(ii) hold GCSEs in English and Maths at Grade C or equivalent, if teaching pupils of secondary age

(iii) hold GCSEs in English, Maths and Science at Grade C or equivalent, if teaching children of primary age.

AOs must also:

(iv) have been subject to a Disclosure and Barring Service (CRB) check 2

(v) teach in a school 4 where they have the opportunity to demonstrate that they meet all the teachers’ standards for QTS.

(vi) have taught and been accountable for pupils’ learning for the equivalent of two years full-time. All relevant teaching experience can be taken into account.

(vii) have taught across two age ranges or key stages 3

(viii) have taught in two schools 4

(ix) possess the appropriate qualities, attitudes and values expected of a qualified teacher

(x) be able to communicate clearly and accurately in Standard English

(xi) have met the Secretary of State’s requirement for health and physical capacity to teach 2.

1 Individual circumstances such as subsequent training and experience will be taken into account 2 It is the responsibility of the employing school to carry out initial DBS and health checks, confirm proof of identity, and ensure that their AO has met UK Border Agency requirements if applicable. 3 AOs who are not teaching in two age ranges will need to collaborate with a teacher in another age range in order to be assessed. 4 For definition of ‘school’ see Who is the AO route for? above.

Second School Experience

Candidates must have taught in at least two schools. Where an applicant who is otherwise experienced has not spent time teaching in two schools prior to applying, the Provider cannot accept the applicant onto the AO route.

AOs should provide evidence of sufficient and relevant experience in a school other than their current school. Evidence could include lesson plans and observation reports, teaching materials, witness statements, records of meetings and reflective journal entries. School placements as part of any short-term supply work where the AO did not take full responsibility for planning, teaching, assessing, etc will not count towards the second school requirement.

If sufficient evidence of work in a second school is not available, the AO must undergo a second school experience in England before they can be accepted onto the programme. The placement is arranged and funded by the employing school.

At the second school the AO should be able both to teach and to carry out observations of teaching in the relevant subject or phase. There is no specific minimum length of time in the ‘second school’ - but it must be sufficient to demonstrate meeting the standards in different

settings across the ability range. If the applicant has no experience of one of the age ranges in which they are being assessed, a placement will be needed to gain this experience.

In the case of AOs in independent schools, the second school should be a state maintained school if the independent school is not teaching the National Curriculum in their subject or phase.

Send in Application Form

The application will be a joint one from the school and the AO candidate. An application form should be downloaded the Assessment Only page on the snit website http://snitt.blob.core.windows.net/documents/AO-Route-Application-Form.pdf

The School should use the observation form included in the pack to carry out a formal lesson observation as current evidence of ‘good’ (or ‘outstanding’) teaching, assessed using the Teachers’ Standards in Appendix 4 (page 28) to grade the lesson

The School/AO should send in:

• the fully completed application form ensuring that contact details of the AO, School Mentor and School are included and all necessary signatures are given.

In addition, it is essential that the following are included if the application is to proceed:

• photocopies of certificates for GCSE Maths and English and (for primary) GCSE Science, or equivalent qualifications • a photocopy of the Bachelor degree certificate • DBS /CRB disclosure number • the Partnership Agreement signed by the Headteacher, Chair of Governors and the AO teacher • the AO's current teaching timetable • the completed lesson observation form • the application administration fee of £25. Applications should be sent by post to The AO Route Administrator, Suffolk and Norfolk ITT Office at Norwich Professional Development Centre, Woodside Road, Norwich, NR7 9QL.

Schools and AO candidates must check carefully that all the above items are in order and attached to the application before posting. Applications are sometimes sent to the SNITT office lacking items listed above, which causes considerable extra administration time. After initial processing, the ITT office will contact applicants if necessary with details of missing documentation and applicants will then have an opportunity to respond. Please advise us if you are experiencing delays in obtaining the necessary paperwork.

There are no application deadlines. Schools and AO candidates may submit their applications at any time throughout the school year. However, the assessment must be completed within twelve consecutive weeks of acceptance on the AO programme (even if this time period falls in holidays) so candidates are advised to apply as early in the year as possible.

Partnership Agreement

The Partnership Agreement (Appendix 1, page 18) outlines the roles and responsibilities of all parties involved with an AO gaining QTS, namely:

• Suffolk and Norfolk ITT (the Provider) • the School • the School Mentor • the Professional Tutor • the Assessment Only candidate

The Partnership Agreement also outlines the AO's entitlements and funding arrangements. The Agreement should be signed by the Headteacher and Chair of Governors on behalf of the school concerned, as well as by the AO candidate and SNITT (Suffolk and Norfolk ITT).

Ages Ranges Taught

To gain QTS, teaching experience will be assessed across two consecutive age ranges selected from the following:

Ages 3-5 Foundation stage

Ages 5-7 School years 1-2

Ages 7-9 School years 3-4

Ages 9-11 School years 5-6

Ages 11-14 School years 7-9

Ages 14-16 School years 10-11

Ages 16-19 School years 12-13

AOs in middle schools can be assessed in both age ranges of Key Stage 2, or in the upper age range of KS2 and KS3, or in KS3 and KS4. It is possible that they will need to spend some time in either a Primary or a High school, depending on previous experience.

For those AOs who choose to be assessed in any of the KS2 age ranges the paragraph below should be noted:

AOs who qualify by teaching only in Key Stage 2 will be assessed in two age ranges: school years 3-4 and 5-6. AOs seeking to qualify teaching Key Stage 1 and/or Key Stage 2, should teach the compulsory National Curriculum subjects (English, Maths/Numeracy, Science, Geography, History, ICT, Art, Design and Technology, Music, Physical Education, Religious Education - which may be taught as combined subjects under a different name); and they may teach other subjects such as Citizenship, PSHE, and Languages.

Where AOs are not timetabled to teach two consecutive age ranges, schools can make arrangements for their AOs to be assessed teaching a colleague's lesson or teaching in another school. However, the AO candidate must have sufficient previous experience of teaching that age range.

Special Schools

This Provider accepts applications from AOs in special schools as long as there is a partnership with a mainstream school. Full details should be given at the time of sending in the application form. The Assessment only candidate will need to complete a placement at this mainstream school during the twelve week period in order to gain practical experience of mainstream teaching.

The length of this placement will be determined at the Initial Visit but must be of sufficient length for them to gain evidence of the Standards which cannot be gained in the special school. The AO should be aware that aspects of assessment will take place in the mainstream partner school.

In the case of AOs working in special schools, their second school experience (as part of the entry requirements) can be in a mainstream state-maintained school or in another special school.

Pass Skills Tests

Candidates must pass the two skills tests in literacy and numeracy after making an application for the AO programme and before the initial selection visit.

AOs must take to the test centre verification that they have already made an application for a place on the AO Programme.

AOs are strongly advised to practice for the skills tests before taking them because the NCTL now allows only two resits, for each of which a fee is charged.

Full details are given at www.education.gov.uk/schools/careers/traininganddevelopment/professional

Each term Suffolk & Norfolk ITT offers preparation/support sessions for the skills tests, details of which may be found at www.snitt.co.uk AOs must complete their skills tests before a date for the initial visit and selection interview can be set.

Initial Visit : Selection

Once it is confirmed that the AO candidate complies with all the entry requirements, a specialist assessor from the AO Programme will contact the School to discuss arrangements for the selection interview. The interview is conducted in school by our Assessor and the Headteacher (or another senior member of school staff such as the Professional Tutor) using a standard set of questions supplied by SNITT.

The Assessor will also conduct a lesson observation; have a discussion with the AO’s line manager; inspect lesson observation records and original certificates for the AO's qualifications.

If the AO has significant training needs, he/she will not be accepted onto the programme and is advised to take a full teacher training course such as Schools Direct.

Acceptance onto the AO Programme

Within 5 working days of the selection visit the AO Route Selection Panel will decide whether the candidate will be accepted on to the AO programme, and convey the decision to the AO candidate and school. The SNITT Office will raise an invoice for the AO programme fee.

If the AO was unsuccessful, or the School or AO decide not to proceed at this point, the costs of processing the application and selection will not be refunded.

Initial Visit : Needs Assessment

As well as carrying out the selection interview, the Initial Visit assessor will meet the AO candidate and the member of staff who will act as the AO's School Mentor. The Initial Assessor

will provide information about the requirements for the 12-week period, although this does not necessarily imply that the Selection Panel would accept the candidate onto the programme.

The Initial Visit Assessor will

• have carried out the activities listed above for the purposes of selection;

• look over the portfolio, checking standards 4b and 5a, for which the evidence should have been compiled beforehand;

Candidates should not aim to complete the portfolio before the Initial Visit. but it should be under way. The AO should compile a preliminary portfolio of evidence for two of the Teachers’ Standards, 4b and 5a. For each there should be two pieces of evidence. Any other evidence in the portfolio is not scrutinised at this time but the Initial Visit assessor will advise if evidence should be presented differently.

• provide guidance on how to demonstrate evidence in the portfolio;

• discuss next steps in the procedure and the role of the School Mentor;

• draw attention to the Interim Support and Monitoring Visit, which will take place later;

• set the preparation plan;

• agree a provisional start date when the 12 weeks assessment period will begin;

The Initial Visit will take approximately 4 hours and the school will need to arrange cover release for the AO candidate from any teaching other than the observed lesson.

Registration

The AO will now be registered with the National College for Teaching and Leadership, and Final Assessment must take place within 12 calendar weeks. The candidate and school will need to be sure that the period from start date agreed with the Initial Assesor is still achievable

Work on the Individual Preparation Plan

Examples of activities that may be on a Preparation Plan:

• Discussion with experienced staff

• Observation of experienced colleagues’ teaching

• Participation in the School's own continuing professional development programme

• Participation in core training from SDS or SCITT

• Visit to another school to observe teaching and learning

• Written reflections

• Reading

All AOs must be observed, and given written feedback by experienced staff, on a minimum of 4 occasions as part of their preparation plan. These lessons should be graded according to the benchmark established during the Initial Visit assessment.

AOs must later provide evidence of meeting the requirements of their Preparation Plan. These records are to be presented in a separate file for inspection by the Final Assessor.

Role of the School Mentor

AOs need the full commitment of the School and particularly of a School Mentor who works closely with them to fulfil the Individual Preparation Plan. The School Mentor should arrange a programme of at least 4 lesson observations, and record these on the SNITT observation form; provide regular mentor meetings; and give guidance during preparation for assessment. The Mentor role is fully outlined in the Partnership Agreement (Appendix 1 on page 18).

The School Mentor must become familiar with the AO's professional attributes; subject knowledge for teaching; pedagogic skills; classroom management; and ability to meet the Teachers’ Standards. The School Mentor must be in a position to recommend that the AO has demonstrated competence against each of the Teachers’ Standards. The School Mentor should be aware of the AO's relevant experiences while at the current school in order to inform the Assessor during the Final Assessment.

Professional Development Opportunities

Although the AO route does not require any element of training, some AO teachers may need to address certain professional development issues, which would have been ascertained on the Initial Selection and Needs Visit.

AOs are entitled to attend any of the weekly core training sessions provided in both Suffolk and Norfolk by the Schools Direct Programme or SCITT Programme for no additional charge. The programme for these core training sessions may be found by contacting Julia Crook, AO Route Administrator, at julia.crook@norfolk.gov.uk or on 01603 307706.

AOs must contact the SNITT Office in advance should they wish to attend.

Additionally, AOs may also offered the opportunity to gain Master’s Level credits (at a further charge) through University Campus Suffolk during or after their assessment period. This possibility is currently been investigated. Assignments based on observing outstanding practice and classroom research would be required and any professional development costs incurred in gaining Master’s Level credits would be met by the School.

Work on the Portfolio of Evidence

The portfolio is a lever-arch file, organised with eight sections according to the Teachers’ Standards, as well as Part 2 (see Appendix 4, page 28) to present the evidence relevant to each Standard. As a rough guide, two pieces of evidence can show how the AO meets each sub-section of the standard in relevant contexts (such as different age or ability ranges). However, for some of the Standards, the AO may prefer to present more than two pieces of evidence.

The AO candidate should prepare evidence for standards 4a and 5b before the Initial Visit.

It is particularly important that there are documented lesson observations of the AO teaching across the age and ability range, giving clear reference to the relevant Standards met. If the AO's previous experience of teaching two consecutive age ranges and in more than one school is insufficient, the AO will have to meet this requirement as part of the Individual Preparation Plan.

General advice on the Portfolio of Evidence

Where a piece of work meets more than one sub-section of a standard, photocopy it, highlighting on each occasion the relevant part for the Standard being claimed. However, you should not use one piece of evidence too often – a maximum of three occasions. A well-developed portfolio of evidence includes a range of evidence types and a variety of evidence to show your professional development in different contexts.

Include evidence from both age ranges/key stages: not necessarily half from each key stage, but a reasonable balance. It will obviously not be possible to gain all your evidence from the four mandatory lesson observations made as part of the preparation plan. You may use evidence from any relevant experience going back two years.

Try to cover some standards from your second school.

Include photocopied/internet documents in your Portfolio only where you have worked on them yourself (for example by summarising, highlighting or annotating). They can be referred to, but the Portfolio should contain your own work.

Mostly, evidence arises from the normal work of a teacher and making the Portfolio should not require 'starting from scratch'. AOs may use evidence from previous teaching including in other schools, and evidence from training, if appropriate and available.

Unqualified teachers who have taught for only one year may start to gather evidence for their portfolio while completing the second year of teaching before they apply.

A portfolio typically includes: √ a range of lesson observation reports and evaluations made by experienced teachers √ the AO's evaluations of their own lessons taught √ the AO's own observations of experienced colleagues teaching √ witness statements, e.g. from a senior colleague √ reflections about incidents/own performance by the AO, related to specific Standards √ assessment records (marked work, reports to parents, trackers and targets, etc) √ involvement in out-of-school learning activities √ certificates of attendance and summaries of what was learned from CPD courses and in-school training sessions (printed handouts are not acceptable evidence)

A preliminary portfolio of evidence is required at the time of the Initial Visit to show to what extent the AO applicant already satisfies the Teachers’ Standards 4a and 5b and clarify what other evidence is required before Final Assessment. It is not expected that the portfolio will be in any way complete by then but it should be under way. The Portfolio Evidence Table (downloaded from Appendix 7, page 36) must be included.

Experience shows that the following often help to provide evidence for particular Standards:

• Reflections on visits to another school, e.g. to look at the use of ICT or provision for EAL

• Observations of the AO as a form tutor

• Record of discussion or brief notes on the Bristol Guide to Statutory Requirements

• Copies of pupils' work with evaluation comments and targets for improvement

• Records of meetings with senior staff e.g. pupil data manager or SEN coordinator

• Personalised lesson plans to take account of individual pupils’ needs as shown on their IEPs

• Contributions to phase planning or department meetings and staff meetings

• Letters, memos or records of phone calls made to parents and colleagues about student issues

• Teaching and Learning development with colleagues, e.g. Peer coaching

• Teaching resources produced collaboratively with other staff

• Accurate assessment against relevant national curriculum levels

• Evidence of participation in APP, moderation activities or joint assessment

• Lesson plans or observations showing innovative teaching

• Evidence of pupils' progress in relation to their Target Minimum Grade

• Planning for effective use of additional adults in lessons, etc.

Visit regarding Subject Knowledge for Teaching

The visit by our Subject Knowledge/Phase specialist will confirm that the AO has sound subject knowledge for teaching (SKfT). This means pedagogy rather than solely overt subject knowledge. An Assessor will contact the School to arrange a half-day visit, which will take place as soon as possible after the Initial Visit and before Final Assessment.

For AOs from special schools this visit can take place in the special school.

The visit will consist of a discussion about the AO’s lesson intentions before teaching is observed; a lesson observation looking specifically at SKfT (how subject knowledge is put across to pupils); feedback and discussion to evaluate the SKfT.

The Assessor is verifying that SkfT is sufficient for a newly-qualified teacher, but may also make suggestions for longer-term subject knowledge and pedagogical development in the NQT induction year. Any such goals will not be a requirement for gaining QTS.

The Subject Knowledge for Teaching specialist is not able to give advice about the portfolio or final assessment.

Interim Support and Monitoring Visit

The Initial Visit Assessor will have had limited time to give advice about standards or pieces of evidence for the Portfolio and has offered only general advice about building the portfolio.

However, AOs often have questions about how to meet particular sub-sections of the Standards, or wish to discuss the content of their portfolio during the twelve-week period, so candidates will receive this additional visit to assist in preparing the AO for assessment.

The Interim Visit, approximately halfway through the 12-week period, also monitors that the candidate’s preparation for assessment is satisfactory. Provision must be of high quality and protect the integrity of the award of QTS. Ofsted requires providers to ensure their governance and controls are as rigorous and robust as they are for ITT.

The Interim Assessor will

carry out one lesson observation - it may relate to the existing preparation plan but not

necessarily. This will be a joint-observation with the Professional Tutor or School Mentor to agree on grading for the lesson and confirm the standard expected;

confirm that 2 out of the minimum 4 lesson observations have been carried out satisfactorily

verify that the AO’s written evaluations of them gave due emphasis to assessing the learning and pupils’ progress;

modify the preparation plan in the light of what is found, if necessary (e.g. by requiring more observations and mentor discussions);

examine the draft Portfolio and accompanying Portfolio Evidence Table - the Interim Assessor will make suggestions and advise if evidence looks inadequate. Approximately a third of the draft portfolio should be complete by this stage;

answers questions that the AO wishes to raise

The Final Assessment Visit

A Final Assessor will contact the AO at some point during the programme to arrange a date for final assessment. The final assessment does not take place before the Individual Preparation Plan is complete. The visit takes one day and must take place within twelve calendar weeks of the agreed starting date.

The AO will present the completed portfolio of evidence demonstrating that he or she knows and meets the Teachers’ Standards (including all the sub-sections and Part 2), with a complete ‘portfolio evidence table’ included. The portfolio must be available for scrutiny from the start of the day, and the evidence table is taken away at the end of the assessment.

The Final Assessor will also:

• observe two lessons amounting to approximately two hours of teaching (in the case of primary AOs, at least one of the lessons observed will be in a core subject; for secondary AOs the two lessons should be in different key stages)

• discuss with the School Mentor (approx 30 minutes)

• discuss with the AO (approx 60 minutes)

• examine the separate folder showing that the preparation plan was completed.

The school must provide a room in which the Assessor is not likely to be disturbed while scrutinising the portfolio. The room is also needed to hold the discussions with the School Mentor and with the AO. The Final Assessor must be satisfied that the AO is familiar with all the Teachers’ Standards at the appropriate level and has presented evidence of meeting each of them in full.

The Final Assessor will need to see that, as part of the Individual Preparation Plan, all the lesson observations that were made while the AO was on the programme.

Final Grade

All providers of Initial Teacher Training now grade teachers gaining QTS. The grades are: Outstanding, Good, Satisfactory, Inadequate.

As well as deciding whether an AO gains QTS, the Final Assessor will also recommend a grade. The assessor will use evidence from four areas. These are: lesson observations; the portfolio and other documentation; explanations given during the discussions; and noticeable characteristics.

The grading criteria may be found in Appendix 6 (page 32).

The AO and school will be told the Final Assessor’s recommendation to the Assessment Board at the end of the day.

Report and Recommendation

The Final Assessor does not award QTS but makes a recommendation for consideration by the Assessment Board. A written report will be given under headings - Meeting the Teachers’ Standards; Discussions; Documentary Evidence; and Points for Future Development. These areas for development may feed into a Career Entry and Development Profile or into performance management or appraisal. The Career Entry and Development Profile is currently under review and may be replaced by an online NQT self-assessment tool.

The Report makes one of the following recommendations:

that QTS should be awarded

that QTS should not be awarded.

In addition, the assessment will be graded as Outstanding, Good, Satisfactory, or Inadequate.

The Assessment Board

Within 7 working days the Final Assessor's report is sent to the AO and to the Headteacher of the School, but the recommendation is subject to ratification by the next meeting of the Suffolk and Norfolk AO Assessment Board.

The AO Assessment Board will forward its recommendation to the National College for Teaching and Leadership, who award QTS. This procedure can take several weeks.

The AO has an opportunity to appeal against a Final Assessor's recommendation (see below).

Equal Opportunities

The Suffolk and Norfolk ITT's Equal Opportunities Policy may be found in Appendix 2 page 22.

Complaints Procedure

AOs should be aware that if they do not make satisfactory progress towards final assessment, their place on this route may be ended.

If an AO has cause for complaint about the quality of the assessment programme, they should raise it, in the first instance, with the School Mentor. If not happy with the response to the complaint, then the matter should follow the Suffolk and Norfolk ITT Complaints Procedure (Appendix 3 – page 25). This is a two-step procedure:

(i) The complaint should be made formally in writing to the SNITT Leader who will provide a written response within ten working days

(ii) If not satisfied with the outcome of Stage 1, the AO may appeal to the SNITT Strategic Board.

Appeals

If the AO believes that the assessment was not carried out properly, or if there were circumstances which could not be revealed before the assessor arrived, the AO may wish to appeal. Appeals can be made only on grounds of administrative or procedural shortcomings, and not against the academic and professional judgment of the Final Assessor.

Appeals should be made in writing and submitted with any supporting evidence to the Suffolk and Norfolk ITT Leader within one month of the AO receiving notification of the final assessment outcome.

The only grounds for appeal are:

1. The Final Assessor has not considered all the evidence available or has not actively sought the evidence;

2. The school did not carry out its responsibilities as set out in the Partnership Agreement and agreed Individual Preparation Plan and that this had an effect on the assessment;

3. There were circumstances that affected the AO’s performance which could not, for valid reasons, be known before the assessment;

4. There was existing information not available to the final assessor which, had it been available, might have affected the outcome of the assessment.

The SNITT Leader will convene an independent Appeals Panel within four weeks of receiving the appeal correspondence. The panel will include the External Moderator, or other independent education consultant, and experienced ITT colleagues not hitherto associated with the AO concerned.

The Appeals Panel will decide either that:

a. the decision of the final assessor was properly reached and should stand;

or

b. the decision of the final assessor may have been affected by any of the grounds cited.

If the appeal is successful, the AO should be allowed one further reassessment carried out by a different Final Assessor. This will be charged to the School. However, where there is evidence that the Final Assessor's action or inaction contributed to the grounds for appeal, the Appeals Panel will consider whether the Provider should cover the cost of the further reassessment.

The decision of the Appeals Panel will be communicated to the AO and the School within five working days of the Panel meeting. The decision of the Appeals Panel will be final.

Appendix 1

Suffolk & Norfolk ITT AO Partnership agreement

Suffolk and Norfolk Initial Teacher Training, an accredited ITT provider, is committed to working with schools preparing Assessment Only Route candidates (AOs) to teach in schools in the counties of Suffolk and Norfolk. SNITT is a partner in training for Qualified Teacher Status (QTS) via employment-based routes in both Primary and Secondary phases. The Assessment Only Route is an employment-based route so preparation for assessment takes place and is managed by the employing school. The Partnership is governed by the Requirements for Initial Teacher Training published by the DfE. The following Agreement, which should be read in conjunction with the Requirements, outlines the responsibility of partners for all aspects of the training, preparation and assessment of Assessment Only Route candidates (AOs). 1. Responsibilities of Suffolk and Norfolk ITT As the Accredited ITT Provider, Suffolk and Norfolk ITT will: 1.1 Provide the administration procedure by which Assessment Only candidates are selected, supported and assessed in schools; 1.2 Carry out quality assurance of the selection of AOs for the AO Programme to ensure their suitability to teach; 1.3 Assess the individual preparation needs of the AO; 1.4 Provide a coherent and relevant Preparation Plan with opportunities for personal and professional development in preparation for QTS assessment; 1.5 Offer guidance on preparation for Final Assessment; 1.6 Provide additional support through a subject visit by a subject or phase specialist; 1.7 Provide the AO with access to current SDS (schools direct) core training and subject-specific programmes, where relevant to the AO’s Preparation Plan; 1.8 Provide places at briefing events for School Mentors and Professional Tutors, where appropriate, to ensure effective delivery of the programme; 1.9 Appoint a suitably qualified and experienced Final Assessor; 1.10 Provide the administration for supporting the AO’s assessment, including reporting and organisation of the quality assurance and moderation process; 1.11 Provide clarity of roles, responsibilities, resourcing and financing of the Programme; 2. Responsibilities of the School The School will: 2.1 Conduct an interview as part of the process of selection for the AO Programme, against the selection criteria as set out by Suffolk and Norfolk ITT, allowing AO Assessors to attend as required; 2.2 Brief relevant staff about the commitment involved in placing an Assessment Only candidate on the Programme; 2.3 Appoint a School Mentor who meets the responsibilities outlined in Section 3 below; 2.4 Appoint a Professional Tutor, if appropriate, who will co-ordinate the work of the Assessment Only candidate and School Mentor within the school, provide a professional studies programme and moderate assessments against QTS Standards; 2.5 Release the Assessment Only candidate and School Mentor to attend the Selection visit, Initial Needs Assessment visit, appropriate training sessions and Final Assessment interviews;

2.6 Allow a subject assessor to visit to gauge the validity of the AO’s subject/phase knowledge; 2.7 Provide a suitable timetable giving the AO varied teaching experience across two consecutive age ranges and the opportunity for personal and professional development, including non-contact time for planning, preparation, assessment and reflection (this may include reducing the AO's timetable as appropriate to the Preparation Plan for the duration of the AO Programme); 2.8 Allow time for School Mentors and/or other experienced teachers to observe teaching and give feedback to the AO candidate; and allow time for regular school-based training / discussion sessions between the AO candidate and Mentor, as required by the Preparation Plan; 2.9 Release the AO candidate to make visits to other schools or attend training courses where specified at the Initial Assessment visit and in the Preparation Plan; 2.10 Take full responsibility for the AO's employment contract, checking references, DBS/CRB, health checks, etc; 2.11 Ensure that the Partnership Agreement reply slip between the School and the Suffolk and Norfolk Accredited ITT Provider is signed and returned to the SNITT Office, Norwich Professional Development Centre, Woodside Road, Norwich, Norfolk, NR7 9QL. 3. Responsibilities of the School Mentor The School Mentor will: 3.1 Be an experienced qualified teacher who is an excellent classroom practitioner teaching the primary curriculum or the secondary subject for which the Assessment Only candidate is seeking QTS; 3.2 Have a commitment to Initial Teacher Training (ITT), preferably being experienced in training and assessing teachers against the QTS Standards; 3.3 Be fully briefed about the nature of the AO School Mentor role, and take it on willingly; 3.4 Provide significant support in developing the AO's subject knowledge for teaching; 3.5 Give full information on classroom organisation, planning, curriculum, assessment, effective teaching and learning in schools; 3.6 Observe the AO teaching once per week using the SCITT observation form and provide feedback on lessons observed, including setting targets for further development; 3.7 Prioritise time to perform the School Mentor role including attendance at any Suffolk and Norfolk AO Mentor meetings. For School Mentors new to the AO Programme this could be a twilight session before the programme begins; 3.8 Have the ability to coach and mentor effectively and form a supportive relationship with the AO; 3.9 Review the Preparation Plan for the AO and ensure it is completed; 3.10 Arrange regular and undisturbed training, discussion and feedback sessions with the AO. This will include guidance and target-setting to support the development of a portfolio of evidence 4. Responsibilities of the Professional Tutor - (where applicable) The Professional Tutor will: 4.1 Provide opportunities for the AO to observe teachers in the relevant subjects and age ranges; 4.2 Be responsible for arranging a Professional Studies programme that will meet the needs of the Assessment Only candidate’s Preparation Plan; 4.3 Attend a Professional Tutor AO training meeting arranged by Suffolk and Norfolk ITT; 4.4 Ensure that the AO is provided with a copy of the Preparation Plan, and has sufficient time and resources to enable them to attain the Standards for QTS; 4.5 Manage, monitor, quality assure and support the work of School Mentors within the school; 4.6 Observe the AO at least once as a paired observation with the School Mentor in order to moderate consistency of assessment; 4.7 Have overall responsibility within the school for liaising with Suffolk and Norfolk ITT on all matters pertaining to AOs; 4.8 Ensure, with the School Mentor, that the Preparation Plan for the Assessment Only candidate is completed; 4.9 Co-ordinate the arrangements for final assessment.

5. Responsibilities of the Assessment Only candidate The Assessment Only candidate will: 5.1 Complete, with the support of the School Mentor, an application form for a place on the AO programme and agree to take part in an interview to assess their suitability; 5.2 Compile a portfolio of evidence to support any QTS standards claimed on the basis of prior experience, in advance of the Initial Needs Assessment visit; 5.3 Take part in an Initial Needs Assessment, with an Assessor from SNITT; 5.4 Allow a subject assessor to visit to assess subject/phase knowledge and understanding; 5.5 Take part in any training required by the Preparation Plan including attending in-school or outside training events, visits to other schools and taking the three skills tests at a local test centre; 5.6 Undertake any task required by the Preparation Plan, or the subject knowledge visit to demonstrate progress and coverage of subject knowledge for teaching; 5.7 Become familiar with the statutory requirements of teachers in England and Wales, and codes of professional conduct; 5.8 Accept and act on advice given by the School Mentor and Professional Tutor, where appropriate; 5.9 Keep records of School Mentor sessions, including target setting and lesson evaluations; 5.10 Develop a portfolio of evidence showing that the AO knows and has met all the standards for QTS 6. Entitlements of the Assessment Only candidate The partnership will provide the following as an entitlement to the Assessment Only candidate: 6.1 A fair and timely selection process in line with national requirements for Qualified Teacher Status (QTS) and selection criteria as set out by Suffolk and Norfolk ITT; 6.2 Guidance from appropriately qualified persons, to support the development of professional values as specified in the Teachers’ Standards; 6.3 Opportunities for reflection on practice, and for personal and professional development; 6.4 A preparation process which offers supportive developmental feedback, a moderated system for making final assessments, and a reporting system linked to the newly-qualified teachers' career entry and development profiles and subsequent professional development; 6.5 Access to appropriate resources, guidance and support in order to meet the above provision. 7. Schools suitable for the AO partnership 7.1 The last Ofsted report must show that the school, and the department for secondary subjects and key stage or year team for primary, is deemed at least 'satisfactory'. 7.2 The school must be able to provide a School Mentor who is experienced in teaching the full range of subject matter for which the Assessment Only candidate: is seeking QTS; 7.3 The school has a commitment to Initial Teacher Training (ITT) and to Continuing Professional Development; 7.4 The school allows time for the School Mentor to perform the role and attend mentor meetings; 7.5 The school has been fully briefed about the nature of the AO programme and School Mentor role, and is taking it on willingly; 7.6 The school can provide regular relevant sessions for the Assessment Only candidate to complete his or her Preparation Plan; 7.7 The school can provide an appropriately experienced Professional Tutor (which may be the Headteacher) who will co-ordinate and support the work of the Assessment Only candidate and School Mentor within the school; 7.8 Where there is sufficient evidence that the above criteria are not fulfilled, the school will be withdrawn from the AO Programme partnership with Suffolk and Norfolk ITT. 8. Funding Arrangements

8.1 Schools/AO candidates are charged £2,250, (plus £300 for the cost of the selection visit, with the balance payable upon acceptance onto the Assessment Only Route) to cover the costs of programme management, administration, visits and assessment for the Assessment Only route; 8.2 Independent Schools are charged at the same rate; 8.3 Where Assessment Only candidates withdraw from their programme, none of the fees are refundable except in very exceptional circumstances (to be decided by the Suffolk and Norfolk ITT Leader); 8.4 Electronic versions of the AO route Handbook are not charged and may be printed by the school; 8.5 Schools will not be charged for School Mentor/Professional Tutor information sessions but there is an expectation that the School Mentor or Professional Tutor will attend; 8.6 Supply cover and travel costs for School Mentors and Professional Tutors attending SDS training and briefing meetings will be met by the school; 8.7 Specific preparation activities for Assessment Only candidates according to needs identified in the Preparation Plan will be funded by the school, including any costs of supporting and observing in school; 8.8 Time spent on any second school placement which may be required as part of the Preparation Plan will be funded by the school; 8.9 Access to current SDS core training and subject-specific programmes, where relevant to the AO's Action Plan, will not be charged; 8.10 One visit by a subject or key stage specialist and one interim monitoring visit will be provided without charge to the school; 8.11 Any additional visits required by any of the Assessors will be charged to the school at £150 per half day. 8.12 An out-of-county charge depending on location is made to cover additional travel time and cost. 8.13 The costs of any appeal will be met by the school, unless upheld.

Appendix 2

Suffolk & Norfolk ITT Equality and Diversity Policy for Trainees

SNITT Equality and Diversity Policy Statement 1. We are committed to an inclusive approach to the delivery of Teacher Training. We will strive to ensure that SNITT is open and accessible to all those wishing to participate in and who are capable of benefiting from training 2. We value all of the individual people studying and working as part of SNITT and we are committed to developing policies and processes, and learning, teaching and assessment strategies to tackle inequality and exclusion. 3. We want to make sure people as part of SNITT are not discriminated against for any reason, including: • race / ethnic origin • disability • gender • marital status • pregnancy and maternity • transgender/gender re-assignment • age • religion/ belief • sexual orientation • caring responsibilities • trade union membership or non-membership 4. In addition to promoting equality of opportunity and equality of access to our services, we will also uphold a principle of diversity throughout SNITT. Diversity adds another dimension to the equality agenda, by making sure that the differences between people, groups and identities are understood, valued and respected. Managing diversity is about improving how people can study and work together by recognising and valuing their similarities and differences. 5. We recognise our obligations and responsibilities as a major provider of Teacher Training in Suffolk & Norfolk and as an employer. We will seek to reflect our commitment to equality and diversity in all aspects of the delivery of learning and teaching to our trainees and in our dealings with members of the public, other agencies and suppliers of services and supplies. Discrimination 6. Direct unlawful discrimination will occur where in like for like circumstances, a person is treated, or would have been treated, less favourably than others on the grounds of race, gender, marital status, pregnancy and maternity, gender re-assignment, sexual orientation, religion or belief, age or trade union membership (or non-membership). Indirect Discrimination 7. Indirect discrimination occurs when an organisation applies a provision, criterion or practice to everyone that puts, or would put, a group of people at a particular disadvantage compared to others. Furthermore, the individual complainant can show that he or she suffered that disadvantage and the organisation cannot show the provision, criterion or practice to be a proportionate means of achieving a legitimate aim (within the limits of what is needed to achieve the educational objective). This definition

covers formal requirements, conditions and provisions, as well as informal practices. An example of indirect discrimination could be a requirement for all trainees to be clean shaven. In this example, the same requirement is applied equally to all trainees, but it would particularly disadvantage those of a particular faith. Victimisation 8. Victimisation occurs where a person is treated less favourably because he or she carried out a ‘protected act’, for example, has alleged that discrimination or harassment has taken place; or has acted as a witness in a discrimination or harassment case. Protection against victimisation will not apply if allegations are false and not made in good faith. Harassment and Bullying 9. Harassment and bullying are defined in many ways. For instance, unwanted remarks, inappropriate jokes or ridicule, unwelcome physical contact, suggestions or demands for sexual favours, shunning or segregation. In general terms, this is behaviour that affects the recipient’s dignity, relating to age, gender, pregnancy and maternity, race, nationality, disability, religion, sexual orientation or any personal characteristic of the individual. This can include an isolated incident or a series of incidents. 10. Unacceptable behaviour might include the spreading of malicious rumours; insulting an individual; circulating emails or other communications containing critical confidential information; picking on someone; setting up an individual to fail; victimisation; unfair treatment, circulating offensive material; constantly undermining and criticising a competent student. 11 Sexual harassment is unlawful. It is unwanted behaviour of a sexual nature, or other behaviour with a sexual reference, which affects the dignity of men and women training with SNITT. 12. Racial harassment is unlawful. It is unwanted behaviour of a racial nature, or other behaviour based on racial grounds, which affects the dignity of men and women training with SNITT. 13. Harassment on the grounds of religion or belief, sexual orientation, or age is also unlawful. It occurs when unwanted conduct causes a violation of ones dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment. 14. Harassment can occur even if no offence was intended. 15. Complaints about harassment can be pursued through the Complaints Procedure. When SNITT considers it appropriate to do so, alleged harassers may be the subject of SNITT’s disciplinary procedures. Women and Men Training with SNITT 16. We take care to ensure that women and men training with SNITT are treated equally. We take care to avoid direct or indirect gender discrimination when we select trainees and develop and implement our learning, teaching and assessment strategies and apply our academic related policies and procedures. 17. Trainees who are considering, or who have taken steps towards, gender reassignment are invited to discuss their needs with their external mentor or member of the SNITT Leadership team. Care will be taken to support trainees in these circumstances and to treat them with dignity and respect. Students with Disabilities Training with SNITT 18. SNITT takes a positive approach to people with disabilities. We are committed to working with trainees with disabilities to put in place reasonable adjustments to ensure they can achieve their potential. Black and Minority Ethnic People Studying at SNITT 19. SNITT takes care to ensure that people training with us are treated equally, regardless of their race or ethnic origin. We take care to avoid direct or indirect racial discrimination when we develop and apply our trainee policies and procedures.

Rehabilitation of Offenders 20. SNITT takes an inclusive approach to the admission of ex-offenders where possible. Having a criminal record will not necessarily bar an individual from training with us. We require applicants to declare spent and unspent convictions on application and we make rational judgments based on the nature of those offences. If offered a place, this will be subject to all further checks being satisfactory: trainees will have to fill in a Suitability to Teach declaration for the GTC who may investigate any convictions further. SNITT must refer to the Independent Safeguarding Authority all cases of trainee misconduct that have a child protection element. Each Programme will also require an enhanced Disclosure and Barring Service check for its trainees which will involve consideration of spent convictions. We treat these disclosures sensitively. Standards of Dress at SNITT 22. SNITT does not specify a dress code for trainees to adhere to during central training but respectfully reminds trainees that they should dress as befits a member of the teaching profession – particularly when training takes place on a school site. During school placements, trainees are required to comply with the school’s dress code. However, there are some requirements as listed below: • Health and safety requirements may mean that for certain training sessions or subjects in school, specific items of clothing such as overalls, protective clothing, etc. need to be worn. Where wearing such items conflicts with a religion or belief, the issue will be sympathetically considered by the relevant Programme Leader, with the aim of finding a satisfactory but safe compromise. • Dress should conform to the current majority view in our society of what constitutes decency. • Wearing clothing with slogans or images which may be regarded as offensive or discriminatory is not permitted. Religious Observance 23. All trainees, regardless of their religious belief or non-belief, are required to train in accordance with the requirements of their course as laid out in the appropriate Programme Handbook. SNITT will, however, treat sympathetically requests from trainees who require flexibility over training or assessment arrangements in order to comply with the requirements of their religion or belief. Trainees with particular needs should make these known to their school or external mentor so that consideration may be given to requests for time away from training or assessment or for other facilities. It is important that trainees flag these needs with their mentors at an early opportunity. 24. SNITT is committed to ensuring staff receive information and training to enable them to understand their obligations, inter alia, with regard to equality and diversity. Monitoring 25. SNITT monitors the diversity of its trainees. This information is reported annually to the NCTL.

Appendix 3

Suffolk & Norfolk ITT Compaints Procedure

Purpose 1. This procedure is designed to ensure that trainees have a full opportunity to raise, individually or collectively, matters of concern to them without fear of disadvantage and in the knowledge that privacy and confidentiality will be respected. Complaints will be dealt with promptly and fairly with an appropriate remedy, if upheld, within the bounds of what is reasonable and practicable for SNITT to provide. Scope 2. This complaints procedure applies to all trainees who are enrolled on teacher training courses offered by Suffolk and Norfolk Initial Teacher Training including the Assessment Only Programme. 3. There are specific procedures that deal with academic appeals against decisions of Assessment Boards, or appeals in relation to Academic Misconduct or Professional Misconduct and/or Professional Unsuitability. Any complaints that fall outside these procedures are dealt with under this Complaints Procedure. Outline of Procedure 4. The procedure firstly seeks to resolve complaints informally. Thereafter, a formal two stage process is available if you wish to pursue your concerns further. Support in making a complaint 5. Normally we expect you to make your own complaints. Whilst it may not always be necessary to hold face-to-face meetings with you when considering your complaint either party may request a meeting. Throughout the Formal Complaints Procedure you have the right to be accompanied at all meetings by a person of your choice. Solicitors, barristers, or anyone acting in a professional legal capacity are not permitted to represent you under this procedure – but a friend, relative, or Teachers’ Union representative may do so. Informal Process 6. In the first instance you should seek to resolve the matter by taking it up as quickly as possible with the person(s) who are most directly involved if at all practicable in an informal manner. This may involve contacting your School Mentor, external mentor or other appropriate person, such as your Programme Leader. This is often best done verbally and informally, although you may present your complaint in writing if you wish. 7. The member of staff involved will report back to you within five working days if it falls within term time and attempt to resolve the problem. Most complaints will not need to progress beyond this initial stage. Formal Process : Stage 1 8. If you are not satisfied with the outcome of the informal process, you may make a formal complaint in writing. Your letter should be sent to the SNITT Leader. Complaints about matters that occurred more than three months previously will not normally be considered. 9. The SNITT Leader will acknowledge the complaint, normally within five working days of receipt (if in term time) and will let you know who will be dealing with the complaint. This will normally be the appropriate Programme Leader. The trainee bringing the complaint will not have the right to have the same case heard again through a different complaints route.

10. The person dealing with the complaint will normally provide a written response within ten working days (or keep you informed of progress in cases where resolution cannot be achieved within this timescale) via the SNITT Leader, who will maintain a record of complaints. The response will include the decision with regard to the complaint, the reasons for the decision, and, if the complaint is upheld, notice of any specific action to be taken by way of remedy and for the prevention of a recurrence of the original cause of the complaint if relevant. 11. Complaints concerning the SNITT Leader should be referred to the Chair of the Strategic Board. Linked Processes 12. Information which comes to light as a result of a complaint may lead to SNITT or other agencies taking other kinds of action. This includes staff and student disciplinary procedures and civil or police investigations. If this happens the resolution of the complaint may be delayed until that other action has been taken. We will tell you if this is the case and advise you of a new date by which we intend to complete our enquiries. 13. You can withdraw your complaint at any point and should do so in writing to the SNITT Leader who will inform relevant staff. Stage 2 (appeal stage) 14. If you are not satisfied with the outcome of Stage 1 you may appeal to the Strategic Board via the SNITT Leader. Any appeal must be lodged in writing within ten working days of the receipt of the written resolution of Stage 1 of the complaints process. 15. The Strategic Board will take into account all documentary evidence supplied by you, including any written response(s) by the relevant Programme Leader and SNITT Leader. 16. The Strategic Board may determine that there is no basis for the complaint to be considered further. If the decision is made that no further consideration should be given to the case then you will have exhausted the SNITT internal appeals procedures and there is no further right of appeal within SNITT against this decision. 17. If the Strategic Board considers that there is a basis for further consideration then he/she will appoint another Senior Manager unconnected to the circumstances of the complaint to act as Investigating Officer. If this is the case you will be informed of the name of the Investigating Officer within five working days, and you will be given the opportunity to request that you are able to make your complaint in person if you wish. 18. The Investigating Officer will assemble the evidence relevant to the complaint and will prepare a written report for the Strategic Board. In assembling such evidence the Investigating Officer may interview those involved and will consider any relevant records or other written information. 19. If you have requested the opportunity to make your complaint in person then the meeting will be arranged at a mutually convenient time and place, and you will be have the right to be accompanied by a friend. You will be entitled to see any documentary evidence in advance and you will be able to invite to the meeting any witnesses relevant to the case. A detailed procedure for the conduct of the meeting will be provided on request. 20. The Investigating Officer will produce a report of his or her findings, which will be considered by the Strategic Board. You will receive a written response from the Strategic Board within twenty working days of the completion of the investigation. The response will include the decision with regard to the complaint, the reasons for the decision, and, if the complaint is upheld, notice of any specific action to be taken by way of remedy and for the prevention of a recurrence of the original cause of the complaint if relevant. In cases where the complaint is upheld the relevant Programme Leader will be consulted about any recommendations for remedial action, except where the complaint is about the Programme Leader when then SNITT Leader will be consulted. The response from the Strategic Board concludes SNITT’s internal appeals procedures and there is no further right of appeal within SNITT. Office of the Independent Adjudicator for Higher Education 21. If having exhausted the above Complaints Procedure you do not consider that your complaint has been satisfactorily dealt with, you may be able to take your complaint to the Office of the Independent

Adjudicator for Higher Education (OIA). Details of the scheme will be sent to you with a Completion of Procedures letter if your complaint is not upheld. Details are also available from the OIA website www.oiahe.org.uk Vexatious Complaints 22. Suffolk and Norfolk ITT and its validating Universities expect that candidates will not engage in frivolous or malicious complaints. Where a complaint is found to have been brought with frivolous or malicious intent, this may itself prove grounds for disciplinary actions against the complainant. Questions 23. Queries relating to this Complaints Procedure should be referred to the SNITT Leader.

Appendix 4

The Teachers’ Standards Preamble Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Part One: Teaching A teacher must:

1 Set high expectations which inspire, motivate and challenge pupils • establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4 Plan and teach well structured lessons • impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6 Make accurate and productive use of assessment • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7 Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8 Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-being.

Part Two: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position - having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions - showing tolerance of and respect for the rights of others - not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Appendix 5 Glossary of Abbreviations APP Assessing Pupil Progress CPD Continuing Professional Development DBS EAL English as an Additional Language ECM Every Child Matters GCSE General Certificate of Secondary Education ICT Information and Communications Technology ITT Initial Teacher Training LSA Learning Support Assistant NARIC UK National Academic Recognition Information Centre NCTL National College for Teaching and Learning NQT Newly-Qualified Teacher OTT Overseas Trained Teacher PDC Professional Development Centre PGCE Post-Graduate Certificate in Education PSHE Personal Social Health and Economic Education QA Quality Assurance QTS Qualified Teacher Status SCITT School-Centred Initial Teacher Training SDS School Direct (salaried) SEN Special Educational Needs SKfT Subject Knowledge for Teaching SNITT Suffolk and Norfolk Initial Teacher Training TA Teaching Assistant VLE Virtual Learning Environment

Key Personnel 2013-14 Suffolk and Norfolk ITT Leader : Geoff Robinson Suffolk and Norfolk SDS Leader: Paul Law AO Administrator : Julia Crook Quality Assurance : Eddie Casey Assessors : Gill Riley, Michael Ronayne.

Appendix 6

Ofsted Criteria for Grading Trainee Teachers

Grading Area 1: In Lessons Satisfactory AOs: ∙ teach consistently at least satisfactory lessons (by the end of their training) in which learners make progress or consolidate their learning

∙ teach at a satisfactory level across a range of different contexts (for example, different ages, groups sizes, levels)

∙ respond to individual and groups of learners’ questions and needs to enable learners to progress and meet the learning expectations

∙ demonstrate secure subject knowledge that develops learners’ understanding and skills

∙ set clear expectations for learning and behaviour

∙ manage the learning environment and resources to enable all learners to make progress

∙ match teaching and learning activities to the intended learning outcomes

∙ plan and use resources efficiently, including the deployment of other adults, learning support and other professionals

∙ monitor learners’ progress and assess their achievement, and provide feedback to learners which aids their progress

∙ begin to develop learners’ wider understanding and appreciation of social and cultural diversity. Good AOs: ∙ teach lessons that are never less than satisfactory, but often good or better

∙ ensure that all learners are sufficiently challenged and achieve the intended learning objectives

∙ teach in a way that engages learners’ interest so that they become fully involved in the lesson

∙ make creative use of resources

∙ use a range of different assessment methods matched well to the expected learning outcomes and show an understanding of why a particular method was chosen

∙ monitor and assess learners’ achievement and provide feedback to them that is based on the specific needs of learners or groups of learners that leads to further progress

∙ show flexibility/adaptability that takes account of the progress made by learners and match their teaching to it, including by matching pace to learning and the use of a variety of teaching methods

∙ understand how to overcome barriers to learning such as low levels of literacy/numeracy

∙ use their subject knowledge to find different ways of explaining or teaching approaches

∙ work effectively with learning support and other professionals in planning, teaching and monitoring and reviewing learners’ progress

∙ make links with and explore possibilities to develop learners’ understanding and appreciation of social and cultural diversity. Outstanding AOs: ∙ teach lessons that are mostly good, and often show characteristics of outstanding lessons

∙ ensure that all learners make progress so that they fully achieve the challenging intended learning outcomes

∙ teach learners to be able to explain how the teaching helped them to make progress

∙ teach lessons that invariably capture the interest of learners, are inclusive of all learners, and feature debate between learners and between learners and the teacher

∙ have a rapport with learners – high-quality dialogue and questioning, guiding learning, with attention to individuals and groups

∙ monitor learners’ progress to evaluate quickly how well they are learning so that they can change the approach during the lesson if necessary, and provide detailed feedback and targets to individual learners that are focused well to ensure further progress

∙ demonstrate the ability to apply their own depth of subject knowledge to support learners in acquiring understanding and skills, often showing understanding, through application of a range of different approaches to ensure that all learners make the expected progress

∙ demonstrate flexibility and adaptability by changing pace, approach and teaching method in a lesson in response to what learners say and do

∙ make links with other aspects of learners’ development and understanding (for example, linking to work in other subjects)

∙ fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity.

Grading Area 2: AOs’ files Satisfactory AOs: ∙ plan lesson/s that set clear learning outcomes and indicate how the planned activities will enable learners to meet these, and how progress and achievement will be monitored and assessed – including recognition of potential barriers to learning such as low levels of literacy/numeracy

∙ evaluate their teaching and show an understanding of the need to evaluate the effectiveness of it through the impact on learners – with evidence of the use of aspects covered in training activities to secure trainees’ own progress

∙ take some responsibility for their own professional development – clear relationship between targets set by trainers and trainees’ own reflections and personal target-setting, and trainees’ progress

∙ take account of Every Child Matters, and social and cultural diversity. Good AOs: ∙ plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, and matching these to the teaching and learning approaches and activities used – with clear recognition of how to deal with any potential barriers to learning – and through this demonstrate their own depth of subject knowledge

∙ plan clear links between expected outcomes and how progress and achievement will be monitored and assessed, using outcomes in next planning

∙ set lessons clearly in a sequence that is designed well to secure progression ∙ provide clear evidence of taking responsibility for their own professional development through evaluating performance and setting challenging targets, working with trainers to refine these and to monitor their progress, then evidence of implementation, review and critical reflection. Outstanding AOs: ∙ demonstrate a clear and deep understanding of how to plan for progression – stages in learning, different rates of progress, identifying clear ‘strands of progression’ and the use of these to plan ‘steps in learning’, their teaching, dealing with barriers to learning, and through this demonstrate depth of subject knowledge and subject pedagogy

∙ provide evidence of monitoring and recording learners’ progress and how this the outcomes are used in subsequent planning, with a clear focus on groups and individual learners

∙ demonstrate the clarity of links between learning objectives, teaching approaches and assessment strategies – ‘what I want learners to learn, how they will learn, and how I know that they have, what I will do next’

∙ show innovation within the constraints of a scheme of work/curriculum

∙ maintain files as working documents – annotated as part of self-evaluation

∙ show high-quality self-evaluation with clear focus on learners and setting challenging targets for their own professional development – including, for example, future career progression with evidence of implementation and further review, and critical analysis and reflection, taking full account of feedback from trainers and other professionals they work with

∙ innovative approaches to the integration of Every Child Matters, and social and cultural diversity. Grading Area 3 : AOs’ Explanations Satisfactory AOs: ∙ can explain how the training has enabled them to improve their teaching

∙ can explain how their lesson planning fits into a sequence that will enable learners to make progress

∙ can explain how they monitor and assess learners’ achievements, and how this indicates that they are making progress

∙ show awareness of barriers to learning, such as levels of literacy or numeracy, and the likely impact on their subject, with some ideas for dealing with this

∙ know who they should turn to for expert advice on particular aspects of learners’ overall development, specifically including child protection and safeguarding issues

∙ demonstrate a secure understanding of Every Child Matters and of social and cultural diversity. Good AOs: ∙ can give examples of how they have secured progression for groups of learners through a sequence of lessons, including how they know that learners have made progress

∙ are able to explain why they use particular teaching and learning approaches and why these work in their subject ∙ demonstrate their understanding of barriers to learning and how these can be overcome in their subject

∙ can give examples of working with a wider range of professionals to secure the overall development of learners

∙ demonstrate a secure understanding of the implications of Every Child Matters, and social and cultural diversity, and can apply this to their own teaching. Outstanding AOs: ∙ describe the stages in progress through a topic/set of ideas and

∙ concepts/sequence of teaching – explaining what they would look for in learners

∙ can give examples of lessons, and individual/groups of learners, to illustrate this – including the identification of barriers to learning and how these were/can be overcome

∙ are able to discuss in detail individual learners’ progress as well as attainment/achievement

∙ are able to use their depth of subject-specific pedagogical understanding to explain in detail why they use particular teaching approaches and why these are likely to be more successful than others

∙ demonstrate an understanding of the range of professionals that contribute to learners’ overall development and their place in the ‘bigger picture’ – well-informed discussion about individual/groups of learners and particular needs

∙ show a depth of understanding of the implications of Every Child Matters across a wide range of work and how to promote learners’ understanding and exploit the potential provided by social and cultural diversity.

Grading Area 4: Noticeable characteristics Satisfactory AOs: ∙ have an adequate, if limited, range of teaching and assessment strategies, and use these competently and with confidence

∙ evaluate their own practice, including through its impact on learners, and take appropriate action

∙ recognise that they need help with some aspects of teaching, and are willing to seek out and act on advice and guidance

∙ show clear capacity to become competent, and in some aspects, good teachers. Good AOs: ∙ show a willingness to try out range of approaches to teaching and learning, know how to learn from both success and ‘failure’, and know when/who to ask for support both in trying out new approaches and in evaluating how well they work

∙ clearly understand their own role as ‘learners’ and how to ensure they achieve their own learning goals

∙ systematically evaluate their own practice, including through its impact on learners, and take appropriate action

∙ have the clear capacity to become good, and possibly outstanding, teachers. Outstanding AOs: ∙ take risks when trying to make teaching interesting, are able to deal with the unexpected and ‘grab the moment’

∙ inspire and communicate their enthusiasm to learners

∙ have an intrinsic passion for learning ∙ show innovative and creative thinking – lateral thinkers

∙ have the ability to reflect critically and rigorously on their own practice to inform their professional development, and to take and evaluate appropriate actions – they are able to learn from their mistakes

∙ take full responsibility for their own professional development

∙ are highly respected by learners and colleagues and, where appropriate, parents/carers and employers

∙ have the clear capacity to become outstanding teachers

∙ demonstrate, or show the capacity to develop, leadership and management skills

Appendix Seven

AO Portfolio Evidence Table The portfolio evidence table is currently undergoing revision and will be supplied to AOs at the Initial Visit.

Links to Relevant Documentation Checklist to Accompany Application Form Application Form Partnership Agreement - Reply Slip Lesson Observation form FAQs Portfolio Evidence Table (when available)