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Early Years Teacher Status- School Direct

EYTS Programme Handbook 2015-2016

Guidance for Trainee Teachers

Joe Sonnenfeld September 2015 Version

ContentsItems Page

Contact Information 3

Key Contacts 4

Course Calendar 5

Requirements for each placement 11

Meeting the Early Years Teacher’s Standards 13

Requirements of the Placement 14

Assessment of the Placement 15

Trainee not making satisfactory progress 16

Professional Conduct 17

Preparation days 18

Materials to support school placements 19

Evaluation of teaching 20

Appendices: Templates

Individual Training Plan 21

Reflection on Mentor meeting 23

Placement Attendance Form 24

Early Years Teacher Status Trainee Performance Criteria 25

2

Calendar of Significant dates/ Contact Information:To be completed by the Trainee

University Mentor Name:

Tel Number:

Email Address:

Placement School:

Contact telephone:

Professional Tutor Name:

Tel Number:

Email Address:

School Base Mentor Name:

Tel Number:

Email Address:

Placement Preparation Meeting:

Professional Tutor observation/s:

School Based Mentor observation/s:

Submission of File of Evidence

Trainees should complete a contact information sheet for each placement and send a copy of the form to:

Joe Sonnenfeld [email protected]

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mailto:[email protected]

Key Contacts

Key ContactsLesley Castling- Paisley- Senior Lecturer and Joint Programme LeadNorthumbria University

[email protected]

John Abbott- Joint Programme LeadNorthumbria University

[email protected]

Leslie Patterson- Etherley Lane Nursery School, Headteacher and Professional TutorDurham Teaching School Alliance

[email protected]

Lynn George- Prince Bishops Primary School, HeadteacherDurham Teaching School Alliance

[email protected]

Joe Sonnenfeld- Durham Teaching Schools Alliance Manager

[email protected]

Professional Tutors and School Based MentorsKelly- Ann Lee- SLE ITTDurham Teaching School Alliance

[email protected]

Jo Madgwick- Etherley Lane Nursery School, Hazel Grove, Bishop Auckland, DL14 7RF

[email protected]

Stephanie Collings- Tudhoe Moor Nursery School, Tudhoe Moor, Spennymoor, DL166EX

[email protected]

Catherine Hughes-Oxhill Nursery School, Oxhill, Stanley, DH9 7LR

[email protected]

Sarah Meronuik-Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, DL14 8DY

[email protected]

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Northumbria University:- School Direct, Early Years Teacher ITT Programme –September 2015 Start (Version 1 Feb 15)

Programme is delivered at Coach Lane Campus East from 9.30am till 3pm comprising of:- Induction Week Including Preparation for PlacementsPGCert Modules (3 x 20 credit modules at Level 7):

Module 1 – TE0794 ‘Meeting the Early Years Teacher Standards’ Module 2 –TE07011‘Working Together Project 1’ Module 3 – TE07012 ‘Working Together Project 2’ 3 Study Days – 1 per module to be negotiated with setting. Placements x 4 within the Durham School Alliance (A minimum of 120 days in total with babies, toddlers, pre-school age and 2 weeks in

Key stage 1 and 2) Weekly Observations of Practice, (with babies, toddlers and pre-school children) including 4 ‘joint’ observations for moderation

purposes Individual Tutor/Mentor support sessions to be arranged weekly within placements over the duration of the programme.

Session Date Venue Title/content Work to be Submittedfor Marking

Form of Assessment and return

dateInduction Day

1Monday

7th September

NorthumbriaCLC EastRoom

Introduction to the Programme and PGCertModules. Getting to know each other and preparing to work together.Preparing for Study and Reflective Learning at Level 7Using the Library and Resources available to support study skills.Identifying areas of interest to researchReflective Diaries

2 Tuesday8th

September

CLCRoom

Preparation for PlacementsEqual Opportunities, Anti Discrimination and the EYFS

3 Wednesday 9th

September

CLCRoom

. Preparation for PlacementsSafeguarding, Health and Safety and the EYFS.

4 Thursday10th

September

CLCRoom

Preparation for PlacementsHow Children Learn and the EYFS

.

5 Friday11th

September

Durham School Alliance

Introduction to Mentoring and Placements:-Processes and ProceduresWhat to expect – Observations and Mentor support.Introduction to Documents and Reflective Diaries

6 Wednesday 16th Sept

CLCRoom

-Module 1 Session 1Introduction to the Module ‘Meeting the EYT Standards’Preparation for PlacementS1

Placement 1 Begins - 14th September for 10 weeks7 Wednesday

23rd

September

CLCRoom

Meeting the Teaching Standards (Early Years)S1

8 Wednesday 30th

September

CLCRoom

Module 1 Session 2S2 and 3

9 Wednesday7th October

CLCRoom


10 Wednesday CLC Module 1 Session 3

6

14th October

Room S4 and 5

11 Wednesday21st October

CLCRoom


12 Wednesday4th

November

CLCRoom

Module 1 Session 4S6 and 7

Individual Presentations(Formative Assessment)

Feedback from Tutors and Peers

on same dayPlacement Visit and Moderation Observation 1- 2nd to 13th November

13 Wednesday11th

November

CLCRoom

Meeting the Teaching Standards (Early Years)S3 – Introduction to Child Development

14 Monday18th

November

CLCRoom

Module 1 Session 5S8

15 Wednesday25th

November

CLCRoom

Module 1 Session 6Review of S1 – 8Module evaluationProgress Review

Placement 2 Begins 7th December for 10 weeks

16 Wednesday2nd

December

CLCRoom

Module 2 – Session 1Overview of the module content and requirements.Introduction to Early Years Teacher Status Assessment Timeline, Resources and Paperwork.Witness Statements

Submission of 3000 word Task, Literature and Methodology Framework for Module 1

17 Wednesday 9th

CLCRoom


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December

18 Wednesday16th

December

CLCRoom

Module 2 – Day 2Feedback from Assignment/TaskIntroduction to candidate Assessment Map.Preparation for Progress ReviewsPreparing for Early Years Teacher Status Assessment

Summative Feedback of Module 1 Assignment

19 Wednesday6th January

CLCRoom



CLCRoom

Module 2 – Day 3S6


CLCRoom


22 Wednesday 27th

January

CLCRoom

Module 2 Day 4S5

23 Wednesday3rd Feb

CLCRoom G104

Meeting the Teaching Standards (Early Years)S3 10 – 11am Early Maths (Sophie Meller, PGCE Primary)

24 Wednesday10th Feb

CLCRoom H115

Module 2 Day 5S7

Placement 2 Visits and Moderation Observation 1st to 12th February25 Wednesday

24th Feb.CLCRoom H214

Module 2 Day 6S8 and Preparation for Progress Reviews

Formative Assessment Exercise

Placement 3 Begins 29th February (KS1/KS2 2 weeks)26 Wednesday

16th March.CLCRoom H115

Progress Review 2 and Module Evaluations

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27 Wednesday23rd March

CLCH115 – a.m.H213 – p.m.

Module 3 Day 1Introduction to the moduleThe e portfolioIdentifying gaps in knowledge and understanding.S112.30 – 2.30pm – Anxiety in Young Children (Craig Thompson, Senior Lecturer in Psychological Therapies)

Submission by e mail of Assignment for Summative Assessment by midnight.

Summative feedback to be received by e mail by 23rd March

28 Wednesday

13th April

CLC Meeting the Teaching Standards (Early Years)S2

Placement 4 Begins 14th March for 2 weeks (with tutor) and Placement 5 (8 weeks) begins 11th April29 Wednesday

20th AprilCLC Module 3 Day 2

Review of Assignment feedback.S3

30 Wednesday27th April

CLC Module 3 Day 3S4

31 Wednesday4th May

CLC Meeting the Teaching Standards (Early Years)S5

32 Wednesday11th May

CLC Module 3 Day 4Formative Assessment Activity.S6

Formative Assessment Activity

Formative Tutor and Peer Feedback on same day.

33 Wednesday 18th May

CLC Module 3 Day 5S7 and S8Placement Visits and Observation 9th to 20th May

34 Monday 25th

MayCLC Module 3 Day 6

Progress Review 3Friday 3rd

JuneSubmission by e mail of Assignment 3,

Summative feedback of Assignment

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academic frameworks and e Portfio of Documentary Evidence for Summative Assessment by Midnight.

3 to be received by e mail by June 8th

Timescale of events leading to the award of Early Years Teacher Status: PGCert and EYTS Internal Moderation at Northumbria – week beginning 8th June PGCert. Exam Board 18th June (estimated), Progresssion Board 25th June NCTL Informed of outcomes end June 15 PGCert Award Ceremony at Northumbria – June 15 PGCert Certificates issued July 15 EYTS Outcome Letter Issued to Trainee by NCTL August 15 Trainee Completes and Returns ‘Completion of Exit Questionnaire’ Early Years Teacher Status Certificate Issued

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Requirements of each school placement- An overviewPlacement 1 Begins Monday 14th September 2015 (10weeks)

All Trainees will be placed in three different schools/settings during the course of the programme to experience teaching and learning with children: Birth to two Two – Four Year Olds Year R

The Professional Tutor meets the trainee to have a discussion about trainee knowledge and experience. Targets and actions are agreed and recorded on the Individual Training Plan. Dates for observations are agreed. The Professional Tutor meets the trainee again towards the end of the placement to review the training plan and agree a grade which is recorded on the Teacher Status Trainee Performance Criteria. The School Based Mentor will be consulted about the grade awarded. A new training plan is created containing targets for the following Placement. Further observation dates are agreed at this meeting.

The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The School Based Mentor organizes the timetable for the trainee. The SBM holds a weekly tutorial with the trainee. The discussion from this meeting is recorded on the Mentor Meeting Form. The SBM looks at the trainees evidence file and monitors tasks. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. Observations are recorded on the Observation Proforma. (observations could focus on: key group activities, child initiated activities, working in the baby room observing interactions..) The School Based Mentor completes Early Years Teacher Status Trainee Performance Criteria.

The Trainee will be based at Coach Lane Campus one day per week for face to face training. Trainees are entitled to half a day per week non- contact time. The remaining 3 ½ days will be spent in the placement school. Over the course of the placement the trainee will increase their teaching responsibility, liaising with the class teacher/room leader and SBM. The Trainee will use planning proformas/assessment materials supplied by the placement school (examples of templates are contained in the trainee handbook). The Trainee should use their non -contact time, (½ day), to arrange to visit the new placement school prior to beginning their next placement. The trainee keeps the Early Years Teacher Status Trainee Performance Criteria. The Trainee records progress on the document. The SBM highlights the document not the Trainee

The Lead Professional Tutor (Leslie) will organize a meeting for Professional Tutors for the purposes of moderation.The Lead School Based Mentor (Jo) will organize a meeting for School Based Mentors for the purposes of moderation.

Placement 2 Begins Monday 7th December 2015 (10 weeks) The Professional Tutor meets the trainee towards the end of the Placement 2 to review the

Individual Training Plan and agree a grade for Placement 2. Dates for observations are agreed at this meeting and Individual Training Plan 3 is completed.

The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The school Based Mentor organizes the timetable for the

trainee. At the end of the placement the SBM writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence file. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. The School Based Mentor completes the Evidence of Progress towards the Teacher’s Standards on a weekly basis.

The Trainee as above

Placement 3 Monday 29th February 2016 (2 weeks)Key Stage 1 and 2 Experience Placement in Key Stage 1 and Key Stage 2 will be negotiated with Durham Alliance schools involved in the Primary ITT Programme. KS1/2 placements should involve contact with children under the direction of the class teacher with opportunities for small group observation. These placements are not assessed.

Placement 4 Begins Monday 14th March 2016 (2 weeks)This placement is designed to provide an opportunity for the Trainee to work intensively on identified targets with the Professional Tutor. The placement takes place in the school of the Professional Tutor. The Professional Tutor and Trainee agree targets for the ITP for Placement 5

Placement 5 Begins Monday 11th April 2016 (8 weeks) The Professional Tutor meets the trainee towards the end of the placement. Training Plan 4 is

reviewed and a grade agreed.

The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The School Based Mentor organizes the timetable for the trainee. At the end of the placement the SBM writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence file. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. The School Based Mentor completes the Record of Progress against the Teacher’s Standards on a weekly basis.

The Trainee as per placement 1 &2

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Overview of placement

The trainee will be assigned to a year group/ room/ within the school/setting for the placement. During the placement the trainee teacher will work as the class teacher as part of the teaching team. The placement should allow for the trainee teacher to observe teachers,TAs and children and to plan for and teach whole sessions.

Discussion between the trainee and class teacher about the induction into a teaching role, together with daily experience in the classroom environment should allow for professional development of the trainee teacher into the role of a teacher.

Working alongside the class teacher is designed to encourage the trainee teacher to discuss the teaching situations encountered, to reflect on the learning opportunities provided and to begin to learn to evaluate their professional development effectively in terms of impact on children’s learning.

The trainee teacher needs to get fully involved to try out strategies agreed by the teacher and to reflect on outcomes. If the teaching and learning does not proceed exactly as hoped, ways forward should be discussed and new approaches adopted.

It is essential that the trainee teacher takes responsibility for the agreed aspects of planning, preparation, teaching, resourcing and classroom management to ensure assessments of the trainee teacher’s ability are accurate and fair. To support this process it is vital that from the outset of the placement the trainee is the class teacher taking responsibility for the whole class and the general class routines.

Outcomes of placement

The trainee teacher will have: Demonstrated a consistent ability to meet the Early Years Teachers’ Standards. Collated school based evidence against each of the Early Years Teachers’ Standards. Completed a high quality placement which provided helpful feedback and clear targets to help

improve teaching Promoted good behaviour through teaching and implemented a range of behaviour management

strategies Demonstrated competence in teaching phonological awareness and early mathematics Demonstrated an understanding of how to cater for different children’s needs within whole class

teaching and on an individual basis

Meeting the Early Years Teachers’ Standards

The trainee teacher is expected to meet the Early Years Teachers’ Standards in the following ways:

Establish good rapport and positive relationships with children, individually, in small groups and as a whole class, encouraging children to participate in learning

Demonstrate enthusiasm for working with children and positive attitudes, values and behaviours expected of the children

Set targets and goals for individuals which challenge them Engage children in learning Ensure planning shows consideration for progression taking into account prior achievement and

provides opportunities within teaching for children to evaluate and improve their performance Teach using a range of different strategies to incorporate all learners and encourage independent

learning Demonstrate accountability for childrens’ attainment, progress and outcomes Have a secure subject knowledge which inspires, engages and challenges children in learning Plan and teach out of classroom activities Employ a range of teaching strategies and resources which engage children Plan for the different needs and strengths of the children, track their progress and make

recommendations for next steps Differentiate teaching to meet the needs of all children

Identify and remove barriers to learning for children through personalisation of teaching, incorporate strategies into planning

Deploy assessment strategies during learning to evaluate impact of teaching on progress of children

Modify planning and teaching as a result of assessments Maintain accurate assessment records which evidence progress of children’s learning and set

targets for individuals and groups Evaluate own practice at the end of every session and after tutorial discussions Respond to advice from the class teacher and lesson observation and implement into following

learning experiences Work within the teaching team as a teacher and work cooperatively with a TA Communicate effectively with parents on children’s achievement and well-being

In meeting the Early Years Teachers’ Standards the trainee teacher will:

Personalise any pre-made resources used to meet the differing needs of the class Take responsibility for all of the children and carry out the general daily duties of the class teacher Evaluate teaching and learning Assess progress and impact on future learning against the success criteria for each lesson Maintain assessment records Track the progress of an SEN pupil Communicate effectively with parents Participate in an activity in the wider life of the school

Requirements of the placement

When organising the timetable in order to meet the expectations of the placement the school, SBM and trainee should ensure that the following requirements are met:

The Trainee is the class teacher taking responsibility for the whole class and the general class routines as agreed with the class teacher and SBM .

The Trainee creates their own medium term plan of lesson objectives to show progression in the subject over the weeks

The Trainee designs their own activities The Trainee is responsible for formative tracking and summative assessment of children following

the school tracking and assessment policy. Some trainees may wish to implement their own system.

All planning and key resources to be checked by the class teacher The class teacher to be present in the classroom as an observer to provide advice, support and

constructive feedback for allocated times each week. The class teacher should not be used as classroom support or to withdraw pupils.

Requirements of the Professional Tutor during the placement

The Professional Tutor is expected to: Engage in professional dialogue with the trainee related to their specific tasks. Carry out a joint observation with the SBM of the trainee teaching Ensure the SBM and class teacher carry out their role and meet the requirements of the

placement in supporting the trainee teacher Register any given cause of concern to the ITT Provider as early as possible As part of a visit to the placement school, check the progress of the trainee in collating an

evidence file and arrange to discuss the progress of the trainee’s teaching with the SBM Support the SBM in implementing intervention where the trainee teacher is causing a concern

Requirements of the school providing the placement

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The Headteacher is expected to: Provide a supportive environment for the trainee Give the trainee the opportunity to enter into the full life of the school/setting during the

placement, including where appropriate, inviting the trainee to attend staff meetings and assemblies

Allow the SBM time to complete the shared observations and carry out observations on the trainee teaching

Engage in professional dialogue with the trainee related to their specific tasks Allow the SBM time out of class to feedback to the Professional Tutor after joint observations. Carry out a joint observation of the trainee teaching Ensure the SBM and class teacher fully carry out their role and meet the requirements of the

placement in supporting the trainee teacher

The School Based Mentor is expected to: Meet the trainee on arrival at the placement on the 1st day and carry out general induction tasks Liaise with the class teacher to ensure they are fully aware of their role in supporting the trainee Timetable the trainee so he/she has the opportunity to observe good practice in other parts of the

school/setting in addition to that of the class teacher Timetable and carry out lesson observations of the trainee. Lead each observation, completing a lesson observation form, highlighting the key strategies

used by the trainee and the impact on children’s learning Facilitate a discussion as soon as possible after the observation to evaluate the teaching and

feedback on the trainee’s performance Complete written feedback for each observation, share and agree the outcomes with the trainee Arrange a time within or after school for a weekly focused discussion with the trainee (1 hour per

week). Facilitate the discussion around the focused tasks. It is essential that the SBM checks lesson evaluations as part of the tutorial.

Register any given cause of concern to the ITT Provider as early as possible but no later than week 4

The Class Teacher is expected to: Organise the class timetable to allow the trainee to meet the teaching commitment. Identify a suitable SEN pupil for the trainee to track Allow the trainee to take full responsibility for the whole class and the general daily duties of a

class teacher Provide the trainee with the lesson objectives they will teach at least 2 weeks in advance. Provide the trainee with access to any bought resources which could be used to support the

lesson Check and sign all planning on a weekly basis, feedback to the trainee any concerns regarding

pace, appropriateness of task or differentiation.

Assessment of the placement

This is an assessed teaching placement and therefore at the end of the placement the trainee teacher will be informed as to whether they have passed or failed the placement against the Early Years Teachers’ Standards.

By the end of the placement, it is expected that the trainee teacher will have demonstrated that they are meeting the Early Years Teachers’ Standards at the required (satisfactory) level. Most trainee teachers should be meeting the Teachers’ Standards at a higher good level with some trainee teachers meeting the Teachers ’Standards at a higher outstanding level.

At the end of the placement the trainee teacher will submit a placement file of evidence, this along with the evidence gathered from teaching. The trainee teacher will receive a summative grade for the placement after a review meeting.

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The School Based Mentor will be required to complete a:

Lesson Observation form for each observation Early Years Teacher Status Trainee Performance Criteria

The Professional Tutor will be required to complete a:

Lesson Observation form Individual Training Plan Trainee summative grade - end of the placement

Carrying out observations of the trainee teacher

The SBM will observe one taught session per week and give oral and written feedback as well as setting targets for future improvement. The class teacher should generally offer more informal support and advice on a regular and daily basis.

Observations must be pre – arranged and the trainee teacher must be given 24 hours notice before an observation takes place. The trainee must receive written and verbal feedback as soon as possible after each observation. This is the responsibility of the SBM except for the week of the Professional Tutor observation, where the responsibility for documentation and feedback lies with the Professional Tutor. The trainee must sign and keep a copy of the written feedback

Each observation must focus on the Early Years Teachers’ Standards. Comments made on the observation form must be based on impact and evidence the standard observed. Two targets must be set and agreed. These targets must be specific and based on a standard, one target must be subject specific.

Trainee not making satisfactory progress on an assessed practice

If at any point throughout the placement there is any doubt that the trainee is not on course to reach the expected standard by the end of the placement then the slow mover or at risk procedures must be followed. A trainee’s progress can be highlighted as causing a concern in any of the Early Years Teachers’ Standards. It may be in one particular standard or in one of the parts of the standards (part one teaching or part two personal and professional conduct).

It is important to identify clearly the circumstances that might arise as part of the slow progress and to clarify the procedures to be followed.

Slow mover procedure needs to be in place as soon as it becomes evident that:

a. There is a 'cause for concern' where the trainee is not making the expected progress for the phase of training however, at this stage they are not considered to be 'at risk of failing' but would benefit from a clearly constructed development plan that will enable them to make the expected progress by the end of the placement.

An at risk of failing trainee is a trainee who is not meeting the expected standard or has not addressed the targets identified in a slow mover development plan. It is important to identify clearly the circumstances that might arise as part of the continued poor progress and to clarify the procedures to be followed.

At risk of failing procedure needs to be in place as soon as it becomes evident that:

a. The trainee starts the placement as a slow mover with targets outstanding from the previous placement.

b. The trainee is identified as being 'at risk of failing’ the placement due to one of the following i) There are issues such as professional code of conduct, health and safety of children, or very weak subject knowledge that are more than a 'cause for concern'.

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(ii) The trainee having been identified as a 'cause for concern' has not made any progress with the identified targets.

Withdrawal from a teaching practice

A trainee may not complete an assessed teaching placement for a number of reasons including: illness withdrawn following a request from the school

Grounds for withdrawal from an assessed teaching placement include:

concern for the safety and welfare of the children a trainee being unable to take responsibility for children’s learning any inappropriate behaviour professional misconduct not meeting targets set in a development plan from slow mover intervention or at risk of failing

intervention

If a trainee is to be withdrawn from a teaching practice, a “Cause for Concern” form must be completed including written evidence of the reasons for withdrawal. If the length of absence on an assessed teaching placement deters the achievement of necessary standards, then the ATP will have to be repeated.

Completion and maintenance of a placement File of Evidence

It is crucial that trainees understand the importance of the files as an evidence base towards achievement of the standards. The evidence within the file will contribute to the final grade the trainee will receive for the placement. Trainees will be given support and guidance by The School Based Mentor and Professional Tutor to enable them to create a purposeful working file that fulfils the requirements. The files are public documents and must be in school and be available to the mentor and tutor at all times.

Completion and maintenance of a Reflective Journal

The trainee teacher must maintain a reflective journal. This journal documents the professional development of the trainee on a week to week basis. It is suggested that the trainee makes a daily entry into the journal and certainly at least a weekly entry to reflect the learning which has taken place in terms of personal and professional development and understanding.

Completion of an e portfolioThe e portfolio will contain information from the File of Evidence and the Reflective Journal. The content and format of the e portfolio will be explained during the induction period.

Professional conduct of a trainee teacher

A trainee teacher is expected to demonstrate full professional commitment throughout the placement.

In particular a trainee should:

Arrive at the placement in good time on a daily basis Act as a responsible member of the school community, working co-operatively with fellow

teachers and other adults in the school Be adequately prepared for their work in learning they are involved in Work as a member of the team led by the class teacher Demonstrate consistent high standards of professional and personal conduct Familiarise themselves with and follow the appropriate school policies for child protection, health

and safety, marking, assessing and behaviour management.

Trainee teacher absences whilst on the placement

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A trainee teacher who needs to be absent from school for any reason is responsible for:

Ensuring that the Headteacher of the placement school is informed by 8.30am each day of absence

Informing the Professional Tutor

A doctor’s certificate will be required for any single absence that exceeds 7 consecutive days (including Saturday and Sunday).

All absences will be monitored and the trainee will be consulted about possible implications regarding successful completion of the placement.

Non – pupil days

A trainee teacher is required to attend the school on non pupil days to take part in staff development activities or, if the Headteacher feels it appropriate to do other essential planning or resource preparation.

Placement Preparation Days

Prior to the placement commencing, the trainee teacher will spend time in the placement school shadowing the class teacher as preparation.

The purpose of the preparation is to enable the trainee teacher to begin to get to know the school, the class and the needs of the individual children in the class. This may be partly achievable through discussions with the class teacher.

The trainee teacher’s participation in individual, group and whole class work is also important. Working alongside the class teacher can establish the trainee teacher as a member of the teaching team rather than an observer. Early involvement in daily routine is invaluable.

The trainee teacher must ensure that they are aware of the school’s system for safeguarding and that they know who the named person for Child Protection is and the procedures to follow. They must also respect the school’s approach to the use of resources including photocopying and ICT.

During preparation days, with the support of the class teacher, the trainee teacher must:

o Observe and analyse classroom interaction, rules and routineso Observe strategies for assessing learningo Show consideration for all ability groups including special needso Use appropriate resources to support learningo Observe the wider role of the class teacher Acquaint themselves with school and class routines Collate childrens’ information including class lists, SEN information, medical needs, social,

emotional difficulties.

With the support of the School Based Mentor/Class Teacher, the trainee teacher must:

Organise a timetable for each week indicating the sequence of learning to be taught. Gain an understanding of and summarise the relevant school policies to be followed throughout

the placement, including: teaching and learning, behaviour, assessment, safeguarding and health and safety.

Materials to support the school placement

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There is an expectation that all trainees will observe, teach and be given feedback on their teaching as part of the school based training programme through this placement. It is also expected that all trainees will receive support from the SBM and class teacher in relation to planning and evaluating teaching.

To support school colleagues in meeting this expectation the following materials have been provided:

1. Leadership and Management Handbook: This document should be used by the class teacher and SBM to support them in their role when providing feedback to the trainee teacher on planning, reflecting and evaluating.

2. Reflection of weekly mentor meeting: This optional template may be used by the trainee to record their reflection of the mentor meeting. The reflection in which ever format the trainee chooses to use must be signed by the SBM and trainee each week.

3. Teaching assistant activity plan: This template is for the trainee teacher to use to plan a specific intervention activity for a teaching assistant to lead and for the trainee teacher to complete when planning intervention activities for the focus group in numeracy and literacy.

4. Lesson observation template: This document is to be used by the SBM and PT for carrying out observations of the trainee’s teaching.

5. Early Years Teacher Status Trainee Performance Criteria: This document is for the SBM to complete on a weekly basis after each lesson observation to highlight against the standards the trainee achievement – the trainee teacher will bring their booklet with them.

Guidance Notes

Reflection of weekly mentor meeting:

The weekly mentor meetings are a mechanism for focusing trainees, week by week, on developing specific areas of their teaching whilst on school placement. They should be planned to ensure they meet the needs of the trainee. They are structured so that the trainee and mentor can review and evaluate progress made and provide focused, specific subject support against targeted standards. This developmental cycle enhances the trainees’ knowledge and allows for progression of learning.

Trainees are required to record each mentor meeting and submit it as part of their standards of evidence file. This document should be a concise reflection of the discussion and highlight the trainees learning from the professional dialogue, it should not be a transcript. The trainee may set targets from the discussion; a reflection of the targets should therefore be incorporated and documented in the following weeks meeting.

Planning:Trainee teachers will be provided with a range of planning templates which must be used to plan each activity (depending on the setting).

Class teachers must ensure they check plans before the trainee is allowed to teach.

To support the class teacher in checking suitability of a plan the following points should be considered.

Does the trainee: Have clear learning goals Take account of what children already know Consider the full ability range of children Model expectations, skills, tasks Clearly identify their role Deploy support staff effectively Have clearly stated strategies for how the learning is to be assessed Consider appropriate timings

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Make provision for any SEND, EAL or pupils with ILPs etc Consider risk assessment for practical activities.

Evaluation of teaching:

The purpose of reflecting on teaching is to improve as a teacher and to create a positive environment for learning that benefits all children.

For every lesson/activity taught the trainee teacher must complete an evaluation. Although it may seem time consuming, honest and reflective evaluations are essential for high quality learning and teaching. It is important the trainee teacher is encouraged to establish a routine of completing each evaluation immediately after the lesson.

In evaluating teaching a trainee should try to move away from reflecting on themselves as the teacher and their teaching to focus on the children and the children’s learning. Evaluations should be purposeful, specific to groups of children and individuals and have impact on future lessons. Impact of a previous lesson evaluation should be clearly evidenced through annotations and changes on the following plans.

It is important for a trainee to realise that their ability to look at their own teaching in a self-critical, analytical and objective way is essential to their own professional growth.

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Individual Training Plan

Trainee TeacherPlacement TutorMentorPhase of Programme (age group of focus)

Document to be completed by the Mentor to record trainee teacher progress at each phase of the programme. This form should be used as part of the professional dialogue within Progress Review meetings.

Identified strengthsDocument a minimum of 2 strengths, reference to standard or part of a standard, provide evidence to supportStandard reference:

Strength and evidence/impact on learning

1.11.21.3

Current target review:Document whether current targets have been achieved, on-going adjusted or not met. Provide evidence to support)Standard Reference

Previous target review and evidence

Targets/Professional ObjectivesAgree a minimum of 2 professional objectivesStandard reference

Professional objective/target

Performance criteria Actions

Trainee teacher signature

Date Progress Review 1

Mentor signature Date Progress Review 1Trainee teacher signature


Mentor signature Date Progress Review 2Trainee teacher signature


Mentor signature Date Progress Review 3

A copy of the document should be emailed to John Abbott following each mentor meeting. The trainee teacher should retain a copy within their portfolio as part of their evidence towards meeting the EYTS Teachers’ Standards.

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Reflection of Weekly Mentor MeetingFocus of mentor meeting

Reflection of discussionRecord thoughts and learning as a result of professional dialogue, link to theory and practice in school/setting

Standards addressed

Next steps/Target set:

Traineesigned

Date

SBMsigned

Date

Early Years Teacher Status 2014/15

KS1 and KS2 Attendance Form

Your host school MUST complete this form to confirm your attendance.

It is important that ALL details are completed

Student Name: Route:

Host School/Setting:

Host Address:

Host Telephone Number:

Name of School Mentor

Position

Email

Direct Telephone

Date Attended

Time of attendance

Date Attended

Time of attendance

Date Attended

Time of attendance

I confirm that the trainee named above has completed a minimum of two weeks placement at the above named setting.

Signed: Date:

Please complete and return a scanned copy to:[email protected] or post to

Justine Gallagher, Northumbria UniversityFaculty Health and Life Sciences

Room G210, Coach Lane Campus West Newcastle upon Tyne, NE99 7XJ

Please also return a copy to Joe Sonnenfeld- [email protected] or post to Durham Teaching School Alliance c/o Prince Bishops Primary School, Gibson Street, Coundon

Grange, Bishop Auckland, Co Durham, DL14 8DY

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Early Years Teacher Status Trainee Performance Criteria

Pen Portraits for the Teachers’ Standards (Early Years)

Assessment of Trainee Early Years Teachers – Pen PortraitsThe pen portraits for the Teachers’ Standards (Early Years) on the following pages draw upon the national UCET/NASBTT guidance for all ITE provision and the rubric of the Teacher Standards (Early Years). These descriptors are to be applied at all stages of the programme. They are developmental as well as summative.

Link tutors and mentors - This guidance should be used throughout the placement to set formative targets and at the end of the placement to grade the trainee’s performance and set future targets.

Trainees - This guidance should be used throughout your programme for self -assessment and target setting.

Guidance for using the pen portraits:In accordance with the requirements of the Teachers’ Standards (Early Years), providers of initial teacher training are required to assess trainee teachers against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of EYTS. Therefore a judgement is relative to this stage in a teacher’s professional development.

Each judgement is an overall judgement. In a best fit model, the statements describe features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. A trainee graded as achieving the standards at a Good or High level should be working within the level of mentor support as expected by the programme. A student achieving the standards at a minimum level at all points, except final assessment, will be working with a higher level of support.

Trainees to be awarded EYTS demonstrate at least satisfactory practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as ‘Much of trainee’s practice is good, with examples of outstanding practice’ show good practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as ‘Much of trainee’s practice is outstanding and never less than consistently good’ show consistently good practice that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

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It is important that each standard is assessed holistically and that mentors/tutors do not assess each individual standards indicator. Trainees are likely to have evidence of working with babies, toddlers and young children across the Teachers’ Standards (Early Years) however when assessing the birth to five age requirement you should expect evidence of this in standard 1, 2 and 5 as a minimum.

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Teachers’ Standards(Early Years)

1. Set high expectations which inspire, motivate and challenge all children.

* Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.

* Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.

* Demonstrate and model the positive values, attitudes and behaviours expected of children.

Much of trainee’s practice is outstanding and never less than consistently good:

Much of trainee’s practice is good, with examples of outstanding practice:

Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:

They constantly encourage children to participate and contribute in an atmosphere highly conducive to learning and promote the characteristics of an effective learning environment.

They consistently set high expectations of children in different training contexts across age ranges – babies, toddlers and young children.

They constantly provide stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children.

There are high levels of mutual respect between the trainee and children. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

They generate high levels of enthusiasm, participation and commitment to learning.

They have introduced innovative ideas/approaches for the provision of play.

They are reliable in encouraging children to participate and contribute in an atmosphere conducive to learning.

They consistently set high expectations of children in their different training contexts across age ranges – babies, toddlers and young children.

They are well respected by learners and effectively promote children’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

They are able to encourage children to participate and contribute in an atmosphere conducive to learning.

They are able to provide stimulating activities and learning experiences across the indoor and outdoor environment.

In the course of differing setting/school experiences they have shown that they have set appropriately high expectations, believing that all children have the potential to make progress.

They are able to develop a rapport with a range of individuals and groups. As a consequence of this children are engaged in their learning.

They consistently demonstrate professional behaviour, respect for children, colleagues, parents and carers and support the ethos of the setting/school.

They demonstrate enthusiasm for working with children and young people and for teaching and learning.

Expectation – for example by the end of the programme a trainee should be able to:Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others.Treat children with respect (e.g. know their names, give timely feedback).Model the use of appropriate language.Plan and teach sessions which challenge, motivate and inspire.

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Keep accurate and timely records.Establish a safe environment in which children treat each other with respect

Examples of EvidencePlanning documents:

Where appropriate planning includes risk assessment, checklists Resources planned to engage and stimulate Activities are planned and are relevant to the children Planning that demonstrates differentiation for the children’s needs, setting goals and challenging their development and learning

Reflective Documents: Activity observations reflecting on learning environment Trainee evaluations of group management and behaviour strategies Evaluations differentiate between children

Observations: Health and safety risks communicated to the children Children aware of purpose of the activity/learning opportunity Communicate high expectations as appropriate to groups of children and individual children Professional behaviour and role modelling Demonstrate enthusiasm for a range of creative learning opportunities Challenge inappropriate behaviour and comments demonstrating anti-biased and anti-discriminatory practice Peer observations or mentor or practitioner observations of your practice

Audits: Evidence of carrying out audits, such as, environmental and inclusive audits, ECERS, ITERS with action plans and evidence of creating change or developing practice Action plans of input to the physical environment e.g. displays, resourced areas

Children’s assessment records: Evidence of progress over time for individuals Set goals and next steps from children’s Early Years Development Journals

Other sources Observations of practice across the age ranges – babies, toddlers and young children Carry out a visit or visits in the surrounding community to extend the children’s learning Evidence of engagement with specialist staff (e.g. SENCO, LSA, EAL teachers)

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Development of resources to support the indicators, such as, welcome posters, different languages on signs, visual clues, self-registration Comments / verification statements from form tutor/ class teacher/mentor/LSAs/ professional tutor/ link tutor Assignments Mentor Meetings


2. Promote good progress and outcomes by children

* Be accountable for children’s progress, attainment and outcomes.

* Demonstrate knowledge and understanding of how babies and children learn and develop.

* Know and understand attachment theories, their significance and how effectively to promote secure attachments.

* Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

* Communicate effectively with children from birth to age five, listening and responding sensitively.

* Develop children’s confidence, social and communication skills through group learning.

* Understand the important




They assume a high level of responsibility for the attainment progress and outcomes of the children they teach.

They demonstrate confident judgement based on their knowledge of child development in planning for child progression both with individual sessions and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.

They are skilled in tuning into children and model warm and responsive relationships promoting good attachments. They have a strong understanding of the benefits of positive attachments based on a theoretical grounding.

They actively promote engaging and effective methods that support children in reflecting on their learning. They engage in sustained shared thinking with children and high quality interactions.

They are able to set appropriately challenging tasks, drawing on a sound knowledge of the children’ prior attainment which has been obtained through systematic and accurate assessment.

They systematically create opportunities for independent and autonomous learning.As a result, the majority of children make very

They assume responsibility for the attainment, progress and outcomes of the children they teach.

They demonstrate a sound understanding of child development and how to develop child learning over time.

Their short and medium term planning consistently takes into account the prior learning of the children.

They are skilled in tuning into children and model warm and responsive relationship promoting good attachments.

They regularly provide children with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.

They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable learners to make progress.As a result, the majority of children make good progress.

They regularly create opportunities for independent and autonomous learning.As a result, the majority of children make very good progress.

They consider how to communicate and support all

They understand how practitioners are accountable for the attainment, progress and outcomes of children and have taken some responsibility for this with guidance from the practitioners, Early Years Professional (EYP) or other professional.

Their short and medium term planning and teaching demonstrate some understanding of, and provision for, child progression taking into account prior achievement.

They can support warm interactions with children, modelling this to others.

They support children in reflecting on their learning and identifying their progress and emerging learning needs. They engage in sustained shared thinking with children and promote quality interactions.

When planning they devise suitable opportunities for learners to evaluate and improve their performance.

They are able to explain how effective teaching strategies are informed by an understanding of how children learn and offer a rationale for choices made in the context of practice.

They plan teaching and learning activities which encourage independent learning. As a result, all

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influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development.

good progress from their ‘starting point’.

They are sensitive to all children’s needs and consider how to communicate and support all children, valuing their input and using active listening skills. They show high levels of interpersonal skills and emotional intelligence.

They work in collaboration with parents to promote the best possible outcomes for children. Parents are seen as equal partners.

children, valuing their input and using active listening skills.

They work in collaboration with parents to promote the best possible outcomes for children.

groups of children make at least satisfactory progress.

They are able to use active listening and emotional intelligence to create positive bonds with children and understand attachment theory.

They work in collaboration with parents to promote the best outcomes for children.

Expectation – for example by the end of the programme a trainee should be able to:Demonstrate, in planning and teaching, knowledge of individuals’ attainmentIdentify and plan for all to include high attainers, children with SEN, those for whom English is an additional languageAcquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by childrenProvide feedback to children and opportunities for them to reflect on their attainment and how to make progress.Identify and follow – up issues of under-attainment by children e.g. discuss with EYP, parents and wider professionalsCan demonstrate their knowledge of attachment theory and the benefits this brings.Show their excellent communication skills with children of all ages, listening actively using emotional intelligence. Is clear on how to respond to non-verbal/pre-verbal children and to support their developing language.Demonstrate quality interactions with children using sustained shared thinking.Work with parents to promote better outcome for children.

Examples of EvidencePlanning documents

Assessment and observational data used to inform subsequent planning Planning shows clear introduction and development of ideas Link learning sequences to scaffold early years’ development journals within sessions and sequence of sessions incorporating EYFS, parental involvement, next steps. Session planning takes account of wider objectives, e.g. social and personal skills Session plans promote independent and collaborative working Lead session plans that demonstrate the use of open questions to support sustained shared thinking

Reflective Documents Evaluations build on assessment data Awareness of social and emotional factors and cultural and linguistic factors Observation notes Session observations demonstrating clear introduction and development of ideas Questioning builds on answers given and children are asked to explain their thinking and reflect on their learning Effective use of plenary activities to reflect on learning Understanding of policies, such as the Key Person approach and how attachment theories underpin the settling-in policies and procedures

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Observations Observations of children, planning for their next steps in development and learning Peer observations or mentor or practitioner observations of your practice, such as, sensitive communication and ‘tuning into’ babies, toddlers and young children or demonstrate sustained

shared thinking

Children’s assessment records Monitoring and assessment records of children’s progress Assessment is undertaken regularly Record-keeping is up to date Contributing to children’s Early Years Development Journals Feedback given to children, transcript of conversations with child/group of children

Other sources Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD Carry out a case study on a child on the role of Key Person or how you build relationships/partnerships with parents Reports from SENCO Assignments Reflective Log


3. Demonstrate good knowledge of early learning and EYFS.

* Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.

* Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.

* Demonstrate a critical understanding of the EYFS areas of learning and development




They draw on their in-depth subject and early childhood development knowledge to plan confidently for progression and to stimulate and capture children’ interest across the EYFS using their secure knowledge and understanding of Key Stages 1 and 2.

They demonstrate very well developed pedagogical subject knowledge, using this to provide new and challenging experiences for all children.

They are astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written and

They have well developed knowledge and understanding of early child development and use this effectively to maintain and develop children’ interest.

They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding across the EYFS framework and know this can have a positive feedback impact on learning at school.

They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge both within the EYFS and across Key Stages 1 and 2.

They lead and motivate other staff to provide a wide range of learning experiences for the children in

They have sufficiently secure subject knowledge and understanding of early child development and the EYFS framework.

They know how learning progresses within and across the age ranges they are training to teach, in terms of the development of key concepts and are able to make links to the national curriculum for Key Stages 1 and 2.

They are able to respond appropriately to subject specific questions which learners ask in order to help learners to develop knowledge, understanding and skills across areas of learning with EYFS framework.

They recognise the need to update their subject and pedagogical knowledge and have shown the

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and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

*Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.

Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

spoken communication in all professional activities.

They successfully identify and exploit opportunities to develop learners’ skills, ensuring all children are supported and appropriately challenged.

In relation to early reading: early years teacher trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age phases they are training to teach.

In relation to early mathematics: early years teacher trainees draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics and to select and employ highly effective teaching strategies across the age ranges they are training to teach.

their setting.

They demonstrate effective strategies that both challenge and motivate children across all areas of learning.

In relation to early reading: early years teacher trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach.

In relation to early mathematics: early years teacher trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age ranges they are training to teach.

ability and readiness to do so.

They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into their practice.

They provide new experiences and opportunities for children from birth to five and can demonstrate how they challenge children appropriately.

In relation to early reading : All early years teacher trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach.In relation to early mathematics: all early years teacher trainees will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach.

Expectation – for example by the end of the programme a trainee should be able to:Know relevant external assessment specifications (e.g. National Curriculum, EYFS) and demonstrate sufficient knowledge to teach the required content for the relevant age phase.Be able to demonstrate competence in presentation of subject e.g. coursework, assignments.Demonstrate adequate numeracy and literacy skillsDemonstrate willingness and ability to research areas of weakness in knowledge of subject or curriculumShow a clear understanding of early child development and how this relates to learning in later life.Demonstrate a clear understanding of maths and phonics applicable to their work with birth to fives.


The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning and development identifying how the skills achieved link to next steps and school readiness

Session plans, schemes of work and resources provide examples of a trainee’s ability to design opportunities for learners to develop the key aspects of learning and development both Prime and Specific Areas and Aspects particularly demonstrating appropriate strategies in the teaching of early mathematics and strategies used to support the development of systematic synthetic phonics in the teaching of early reading

Planning demonstrates taking into account children’s needs and interests

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Reflective Documents Actively seeks ways of improving their practice including through wider reading and application Make links between the EYFS, National Curriculum and the educational continuum (use Key Stage 1 experience to support this). For example how early literacy activities, such as activities

found in phase 1 of ‘Letters and Sounds’ can support the development of systematic synthetic phonics and how this is then developed within schools. Reflection on how to raise children’s expectations and widen children’s experiences Reflection on the Statutory and Non-Statutory EYFS guidance

Observations The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning and

development identifying how the skills achieved link to next steps and school readiness Using Prime and Specific areas of development

Children’s assessment records Assessment incorporates language & literacy learning Contributing to children’s Early Years Development Journals Complete a Two year progress check Early Years Foundation Stage Profile

Other sources Assignments and tasks demonstrate critical evaluation of aspects of the EYFS and children’s learning as well as deep evaluation of their own work Plan an educational visit for a group of children that links to the EYFS Audit on the EYFS Statutory guidance Research Observation of colleagues demonstrating good subject and pedagogical knowledge across the age groups Children’ work demonstrating secure subject knowledge Session/practice evaluations Mentor Meeting logs Assignments Reflective Log


4. Plan education and care taking account of the needs of all children

*Observe and assess




They are keen observers, able to make sense of what they see. By using their strong observation skills trainees can assess children’s development and plan stimulating activities to support next steps which meet

They are able to observe and assess children’s learning and plan activities to support next steps based on the child’s interests and needs.

They show a willingness to try out a range of

They are able to make meaningful observations and link these to their knowledge of the child and child development. This allows appropriate planning for next steps to take place.

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children’s development and learning, using this to plan next steps.

*Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

*Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.

*Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.

*Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.

the child’s interests and needs.

They plan innovative sessions using well-chosen imaginative and creative strategies and that match individuals’ needs and interests.

They are highly reflective in critically evaluating their practice.

They understand the key role parents play in supporting children outside of the setting/school. By deliberately forming strong relationships with parents they can encourage and develop the home learning partnership.

They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning.

They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placements.

approaches to teaching and learning.

They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes.

They know that parent partnerships are important in supporting the home learning environment and engage with parents appropriately.

They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners.

They make a positive contribution to the development of curriculum and resources in their placement settings.

They employ a range of teaching strategies and resources.

They plan individual activities that are appropriately structured to support children in developing their knowledge, skills, understanding, interest and positive attitudes.

They maintain the pace of the learning appropriate for babies, toddlers and young children, are able to respond flexibly to what is happening and have the confidence to adapt their practice in order to respond to the needs of the learners.

They can create an environment in which the learners are usually engaged.

They work with parents to support their children’s learning and development.

They review and reflect on their own planning and implementation of learning experiences/opportunities and use their evaluations to meet the needs of the children more closely so that they build on and sustain progression in children’ learning.

They work collaboratively with more experienced colleagues, where appropriate to adapt and/or develop the setting/school’s plans, curriculum frameworks, etc.

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Expectation – for example by the end of the programme a trainee should be able to:Plan in detail for all sessionsIndicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of learnersIntegrate assessment into planning and include evaluation and next stepsPlan activities which form a coherent programme and show how evaluation has informed planningBuild relationships with parents to support their child engagement in home learning.Demonstrate that their presence is emerging/developing/evidentBe able to follow plans and contribute to planning


Set challenging objectives based on prior evaluations, observations and next steps Session plans show increasingly varied approach to assessment, differentiation and group work Design sessions that build on children’s interests Take account of the role of parents and carers in supporting children’s continued learning Session planning demonstrates secure knowledge and understanding of teaching requirements from the EYFS Demonstrate how your planning provides for a balanced and flexible provision Annotation of activity plans / use planning to demonstrate different approaches to teaching, such as, adult-led, child initiated, child-led, spontaneous and group learning

Reflective Documents Evaluate practice based on guidance from others Evaluate sessions consistently with colleagues’ judgments Reflect upon the use of an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD Actively seek ways of improving practice Demonstrate that evaluation leads to improvements in session planning and classroom practice Demonstrate how a balanced and flexible activities and education support children’s needs Demonstrate how you can promote a love of learning and stimulate children’s intellectual curiosity Demonstrate how Early Years Teachers can lead and support other practitioners in the development of different observational techniques

Observations Demonstrate a range of appropriate observational techniques to inform and assess the children’s development and learning Demonstrate enthusiasm for a range of creative learning opportunities

Children’s assessment records Demonstrate how observation and planning informs the assessment process Contributing to children’s Early Years Development Journals Give appropriate feedback to the children of what they have achieved (We Are Learning To and What I’m Looking For)

Other sources

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Demonstrate how you work in partnership with parents in giving and receiving feedback to support children’s development and interests Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD Resources prepared and used as planned Observations from class teacher, mentor, link tutor Weekly mentor meeting logs Notes of parent meetings Reflective Log

Teachers’ Standards (Early Years)

5. Adapt education and care to respond to the strengths and needs of all children.

*Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

* Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.

*Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive




They use their strong knowledge and understanding of child development to work sensitively with all children. They show ethical practice at all times and treat all children and families with equity.

They use emotional intelligence and relational pedagogy to promote enhanced children’s well-being. They are acutely aware of how to support babies, toddlers and young children. They actively promote inclusive practice and can respond and support children at a high level, differentiating and stretching according to their needs.

They are sensitive to children who may be undergoing a transition. They used their heightened awareness to reflect on the wide range of transitions and their role within this, working with families and others as appropriate.

They quickly and accurately discern their children’s strengths and needs and are proactive in differentiating and employing a range of effective strategies to secure

They are able to use their underpinning knowledge of child development to ensure all children can achieve, regardless of their circumstances.

They are aware of how important children’s wellbeing is and employ appropriate strategies to support this. They are aware of inclusion and adapt provision accordingly to engage and support children.

They are able to articulate a range of transitions and can work with families to minimize the impact of children.

They understand the needs of the children they look after and are able to support them to fulfil their potential.

They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their children.

They clearly recognise how to deal with any potential barriers to development through their application of well-targeted interventions.

They know their children well enough to recognise their different needs and strengths provide a supportive environment for them.

They are aware of a range of factors that are potential barriers to wellbeing and understand how to use a range of strategies to reduce these barriers.

They begin to deploy these strategies working alongside experienced practitioners as appropriate.

They show awareness of how young children develop and take account of this in their practice. They have some understanding of the challenges and opportunities of working in a diverse society.

They have a developing understanding of the needs of all children and are able to articulate distinctive practice approaches and strategies to promote inclusion.

They support children and families through transitions and are aware of their actions in promoting the holistic wellbeing of all

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approaches to engage and support them.

*Support children through a range of transitions.

*Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.

progression them. This is done in partnership with both parents and other professionals as needed.

They have an astute understanding of and actively promote effective inclusive strategies to ensure holistic wellbeing, development and learning of children.

children. They employ strategies such as emotional intelligence and relational pedagogy to do this.

Expectation - for example by the end of the programme a trainee should be able to:Demonstrate in lessons, different approaches to different children, e.g. in questioning, in discussionUse different tasks for different children within a settingGive appropriate feedback to individuals according to their strengths and needsUse different resources to support learning of individuals within a settingPromote holistic wellbeing for all children and support families equitablyAre aware of the wide range of transitions and how they can promote and help children in these situationsIdentify children’ strengths and needs (see Standard 2)Able to securely discuss children’s progress with parents and wider professionals accessing support where appropriate


Identify children’s needs including SEN, academically able, EAL, average and spread of prior attainment differentiated objectives Planning sets challenging learning objectives based on assessment of learning from observations, Education, Health and Care (EHC) plans and from previous sessions Select, prepare and use differentiated resources Select resources, examples, analogies which promote inclusion e.g. cultures/gender

Reflective Documents Evaluations of strategies used and targets for progress and developing learning Reflect upon the factors that might inhibit children’s development and develop strategies as how to best address them, for example, divorce, bereavement, disability,

parental addiction, abuse and birth of a sibling

Observations Engaging and retaining the active participation of children Managing children’s groups to support inclusion

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Support individuals who are struggling and need support Extend and challenge high attaining children

Children’s assessment records References to children’s individual learning plans, targets and records of progress Contributing to children’s EHC plans, Early Years Development Journals, IEP,

Other sources Demonstrate how you can support children through both vertical and horizontal transitions. You could link vertical transitions to settling in process, changing rooms or

moving to a new setting or home Evidence of carrying out audits, such as, environmental and inclusive audits, to demonstrate how you can develop and improve the environment to be more inclusive

and meet the needs of all children Demonstrate working with the setting’s SENCO, Key Person and/or other professionals to provide additional support to children and their families. Demonstrate a clear

understanding of making provision and strategies to meet children’s needs Engage in a range of effective communication that builds relationships with parents, e.g.parent meetings Written assignments Discussions with mentor in weekly meeting Reflective Log


6. Make accurate and productive use of assessment.

*Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).

*Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.




They can confidently and accurately assess children’ attainment against statutory framework (See Annex 1 Teachers’ Standards Early Years).

They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning.

They assess children’s progress regularly and work with them to accurately target further improvement and secure progress.

They passionately engage and work closely

They are able to assess children’ attainment accurately against statutory frameworks (See Annex 1 Teachers’ Standards Early Years).

They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of children’ responses.

They assess children’s progress regularly and accurately and discuss assessments with them so that children know how well they have done and what they need to do to improve.

They ensure that parents form part of the

They have a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks.

Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support children in making progress.

They deploy these strategies effectively in practice, both to evaluate the impact of teaching on the progress of children and as a

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*Give regular feedback to children and parents and/or carers to help children progress towards their goals.

with parents and/or other professionals to ensure that they are an intrinsic part of the child’s assessment.

By building strong parent partnerships they can ensure holistic support for children to progress and achieve their goals. This is down to using regular constructive feedback and dialogue with both children and parents.

assessment process and will engage with other professionals as and when needed.

They are aware of the importance of parents within the feedback loop. Feedback is also given to children to help and support their progress.

basis for modifying their teaching and practice where necessary.

With guidance from experienced practitioners, they monitor children’s progress and maintain accurate records setting new targets for individuals and groups.

They work with children and families constructively and provide appropriate feedback to children to help them to make progress.

Expectation – for example by the end of the programme a trainee should be able to:Acquire knowledge of assessment criteria for all stages and ages taught e.g. EYFS, NC levelsApply this knowledge in practice in marking summative assessmentsRoutinely demonstrate use of formative assessmentUse assessment data to inform planningDevelop children’ understanding of their assessment targetsWork holistically with children, families and other professionals to assess and support children’s learning.


Demonstrate how the assessment process is used within the planning process, for example WALT and WILF, (We Are Learning To links to the planning’s Objectives and What I’m Looking For links to the Assessment of these Objectives)

Assess prior knowledge to inform planning of a new topic Plans for use of summative assessment e.g. written assessment, use of past Two Year Progress Check and Early Years Foundation Stage Profile (EYFSP) Plans to use appropriate Assessment for Learning (AfL) strategies e.g. traffic lights, whiteboards, open and closed questions, peer and self-assessment, concept maps Demonstrate group tracking and how this is used to plan the environment to meet the children’s needs and next steps

Reflective Documents Data is critically evaluated and informs reflections, use of data/assessment discussions with assessment coordinator Awareness of how the school/setting uses statistical information and how this relates to the national picture Reflect upon the Statutory Assessment process of Two Year Progress Check and Early Years Foundation Stage Profile and SATS in informing government initiatives and

agendas through the Standards Testing Agency (STA) Reflect upon how the on-going cycle of observation, assessment, planning and next steps helps inform practice and support the child

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Reflect upon the layout and structure of the two year progress check, consider how informed and varied observational techniques need to be part of the continual process to be able to collate into a format for summative assessment.

How can Early Years Teachers lead and support other practitioners in their knowledge, understanding and completion of assessment, the two year progress check and the Early Years Foundation Stage Profile? What value is there in using different assessment to inform practice? How can the children be part of the assessment process? How do the viewpoints of other stakeholders vary in regards to their experiences and perspectives of the assessment process?

Observations Use a range of observational techniques to support the assessment process Teach skills and terminology required for formal, formative and summative assessment Uses question and answer techniques to gauge learning

Children’s assessment records Contributing to children’s Statutory assessment, such as, Two Year Progress Check and Early Years Foundation Stage Profile and how you can work with parents to achieve

this Contribute to the formative assessment process of the children’s Early Years Development Journals Involvement in ECH, IEPs

Other sources Identify the different ways and techniques used by settings to assess children Trainee has knowledge and copies of criteria Session plans – specific reference to assessment Session observations by class teacher, mentor, link tutor Session evaluations Inset / staff training Parent meetings Meeting with other professionals Reflective Log


7. Safeguard and promote the welfare of children, and provide a safe learning environment.

*Know and act upon the




They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They are acutely aware of the legal

They have an understanding of the legal requirements of working with the under 5’s. They employ practices which demonstrate this understanding.

Using their understanding of policy and

They work within the legal framework in respect of health and safety, safeguarding and the promotion of children’s health and welfare.

They are aware of the age ranges they work

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legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

*Establish and sustain a safe environment and employ practices that promote children’s health and safety.

* Know and understand child protection policies and procedures, recognize when a child is in danger or at risk of abuse, and know how to act to protect them.

requirements when working with the under 5’s.

They consistently have high expectations and understand a range of strategies that experienced teachers use to promote a safe environment and they employ appropriate practice in order to create an environment highly supportive of learning.

They have a strong understanding of safeguarding and the underlying policy frameworks. They are clear on how to recognise when a child may be in danger and take a lead role being proactively alert. They follow and may be the lead for safeguarding within a setting working with all staff to ensure children are protected.

practice, they are able to ensure that the environments and safe and support. This will be adapted depending on the age range of the children they work with.

Using their underpinning knowledge, demonstrate that have a strong grasp on child protection issues. They are aware of how to recognize when a child is in danger and can follow the step needed s to protect the child. They lead others to provide a consistent approach to safeguarding.

with and can ensure that they promote an environment where children’s health and safety and welfare are paramount.

They are familiar with the setting’s child protection polices and their responsibility within them. They take a proactive lead to ensure all children in the setting are protected to the best of the trainee’s ability.

Expectation – for example by the end of the programme a trainee should be able to:Demonstrate they are aware of local and national policy and legal frameworks on safeguarding, health and safety, health and children’s wellbeing.They can employ exemplary practice to ensure children's wellbeing and health and safety is considered at all times.They have a strong knowledge of safeguarding and can take a lead role in protecting children.

Examples of EvidencePolicy reviews and amendments.Training attendedExamples of risk assessmentExamples of case files where appropriateReflective LogEthical 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

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Planning documents That demonstrate evidence of statutory legislation and welfare requirements being addressed That demonstrates how health and safety is being checked and monitored

Reflective Documents Reflect and review setting policies and procedures relating to child protection, safeguarding and health and safety and how these adhere to specific legislation Consultation with colleagues e.g. SENCO, Child Protection Officer, Social Worker, LADO Reflection on roles and responsibilities as polices and procedure are owned

Observations How the observational, record and reporting process works

Children’s assessment records Keep records of any concerns or issues Identify lines of referral within and beyond the setting

Other sources Maintaining a safe environment through risk assessments, checklist etc. Carrying out a health and safety audit, consider allergies, medication policy/procedure, sun cream/hats, hand washing, environment and resources, plug guards,

accessible drinking water, gates, safe storage, effects of transition, emotional well-being, healthy eating. Training, quizzes, flow charts, notice boards, posters to support practitioners’ knowledge and understanding of safeguarding and child protection Intervention and support, such as, CAF Types and signs of abuse


8. Full wider professional responsibilities

*Promote equality of opportunity and anti-discriminatory practice.

*Make a positive contribution to the wider life and ethos of the




They are aware of social justice and use this understanding to promote equity. They value children and families as individuals and welcome them to the setting. They promote their equality of opportunities policies and challenge appropriately those who do not do the same.

They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and

They ensure all children and families are treated fairly and with equity. They are aware of equality of opportunity and ensure they and their colleagues follow this principal.

They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the setting/school.

They understand on social justice and promote equality of opportunity for all.

They understand and are able to support the ethos of the setting/school and show an inclination to contribute to the wider life of the setting/school in appropriate ways.

They can build effective professional relationships

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setting.

*Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

*Take responsibility for leading practice through appropriate professional development for self and colleagues.

*Reflect on and evaluate the effectiveness of provision, and shape and support good practice.

*Understand the importance of and contribute to multi-agency team working.

ethos of the setting/school.

They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis.

They are proactive when seeking advice from relevant professionals in relation to children with individual needs.

They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. This is then cascaded to the team; they take a proactive stance in providing feedback to staff about changes and developments in the sector.

They communicate very effectively, both verbally and in writing, with parents and carers in relation to children’s achievements and well-being, both when required to do so formally and informally. They are pro-active in communicating in relation to individual child emergent needs.

They use enhanced reflective practice and engage others to reflect on the quality and effectiveness of the provision, this then leads to action planning and implementation.

They use their holistic awareness of children and families and are able to take a lead role when working in a multi-agency team.

They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so.

They take responsibility for developing staff. They seek advice from relevant professionals in relation to children with individual needs.

They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own practice further. This is cascaded to other staff in the setting/school where appropriate.

They communicate effectively, both verballyand in writing, with parents and carers inrelation to children’ achievements and well-being.

They can reflect on enhancements and opportunities in the setting and can take a lead in action planning and implementation.

They are aware of the important role of multi-agency working and can contribute to a team, employing practices to support children outcomes.

with various colleagues and demonstrate the skills to work collaboratively.

They communicate with and direct staff to assist in supporting the progress and achievement of individual and groups of children.

They understand when to ask for information and advice from specialist staff about individual children with specific needs.

They seek out and are responsive to advice from more experienced colleagues.

In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets.

They recognise the importance of communicating with parents and carers in supporting children’s achievement and monitoring children’ s well-being.

They can evaluate practice and take a lead role in the development of the setting/school to promote children outcomes.

They recognise the benefits and challenges of working in a multi-agency team and can contribute fully in order to support children’s outcomes.

Expectation – for example by the end of the programme a trainee should be able to:Show how they promote equality of opportunity and model this to othersAppropriately challenge practice as and when needed to ensure all children and families are respected.Engage with the setting to widen and support the ethosAssisting with extra-curricular activities

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Communicate with parents (letters, parents evenings, etc.)Work effectively with staffContribute to feedback on quality improvement and develop action plans to support this.Establish good working relationships with colleaguesContribute to a multi-agency team


Plan opportunities for child-led, child initiated, adult-led, free-flow and spontaneous play Develop and share resources Plan collaboratively to work with other practitioners

Reflective Documents Reflection of provision, audits and changes made Evaluate and act upon advice and suggestions Linked to current and relevant legislation, for example, Equality Act 2010

Observations Know the needs of the children in the setting and work with the practitioners collaboratively Peer, mentor or practitioner observations of your practice, such as, working with parents or other practitioners, for example, supervision

Children’s assessment records Work with children’s Key Person, parents and other professionals in the completion of the statutory assessment process or Early Years Development Journals

Other sources Take the lead in carrying out an audit, such as, environmental and inclusive audits, ECERS, ITERS lead in developing an action plan with colleagues and take the lead in

creating change or developing practice and show how you have considered or developed anti-bias and anti-discriminatory practice Take the lead in developing aspects of the setting, such as, policies and procedure, aspects of the environment, resources, events, experiences, outings and trips,

activities, paperwork etc. Model practice, support, guide and mentor other practitioners and teacher trainees in implementing effective care and education by working alongside them, delivering

training, modelling practice Demonstrate an understanding of the importance of and contribute to working with other professionals and agencies, such as, SALT, Health Visitor, Police, Fire Brigade,

Social Worker etc. Feedback / verification statements from relevant staff Minutes of meetings which show trainee’s contribution Amendments and applications of policy Action plans Details of multi-agency working e.g. IEP

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Reflective Log

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