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Early Years Teacher Status- School Direct

EYTS Programme Handbook 2015-2016

Guidance for Trainee Teachers

Joe Sonnenfeld September 2015 Version Contents Items 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

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

University Mentor Name:

Tel Number:

Email Address:

2 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]

Key Contacts

Key Contacts Lesley Castling- Paisley- Senior Lecturer [email protected] and Joint Programme Lead Northumbria University John Abbott- Joint Programme Lead [email protected] Northumbria University Leslie Patterson- Etherley Lane Nursery [email protected] School, Headteacher and Professional Tutor Durham Teaching School Alliance Lynn George- Prince Bishops Primary [email protected]

3 School, Headteacher Durham Teaching School Alliance Joe Sonnenfeld- Durham Teaching Schools [email protected] Alliance Manager

Professional Tutors and School Based Mentors Kelly- Ann Lee- SLE ITT [email protected] Durham Teaching School Alliance Jo Madgwick- Etherley Lane Nursery [email protected] School, Hazel Grove, Bishop Auckland, DL14 7RF Stephanie Collings- Tudhoe Moor Nursery [email protected] School, Tudhoe Moor, Spennymoor, DL166EX Catherine Hughes-Oxhill Nursery School, [email protected] Oxhill, Stanley, DH9 7LR Sarah Meronuik-Prince Bishops Primary [email protected] School, Gibson Street, Coundon Grange, Bishop Auckland, DL14 8DY

4 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 Placements PGCert 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 Form of be Assessment and Submitted return date for Marking Induction Day Monday Northumbria Introduction to the Programme 1 7th CLC East and PGCert September Room Modules. Getting to know each other and preparing to work together. Preparing for Study and Reflective Learning at Level 7 Using the Library and Resources available to support study skills. Identifying areas of interest to research Reflective Diaries 2 Tuesday CLC Preparation for Placements 8th Room Equal Opportunities, Anti September Discrimination and the EYFS

3 Wednesday CLC . Preparation for Placements 9th Room Safeguarding, Health and Safety September and the EYFS .

4 Thursday CLC Preparation for Placements 10th Room How Children Learn and the September EYFS

. 5 Friday Durham School Alliance Introduction to Mentoring and 11th Placements:- September Processes and Procedures What to expect – Observations and Mentor support. Introduction to Documents and Reflective Diaries 6 Wednesday CLC -Module 1 Session 1 16th Sept Room Introduction to the Module ‘Meeting the EYT Standards’ Preparation for Placement S1 Placement 1 Begins - 14th September for 10 weeks 7 Wednesday CLC Meeting the Teaching 23rd Room Standards (Early Years) September S1

8 Wednesday CLC Module 1 Session 2 30th Room S2 and 3 September 9 Wednesday CLC Meeting the Teaching 7th October Room Standards (Early Years) S1

10 Wednesday CLC Module 1 Session 3 14th Room S4 and 5 October

11 Wednesday CLC Meeting the Teaching 21st October Room Standards (Early Years) S2 12 Wednesday CLC Module 1 Session 4 Individual Feedback from 4th Room S6 and 7 Presentati Tutors and Peers on November ons same day (Formativ e Assessm ent) Placement Visit and Moderation Observation 1- 2nd to 13th November 13 Wednesday CLC Meeting the Teaching 11th Room Standards (Early Years) November S3 – Introduction to Child Development 14 Monday CLC Module 1 Session 5 18th Room S8 November 15 Wednesday CLC Module 1 Session 6 25th Room Review of S1 – 8 November Module evaluation Progress Review

Placement 2 Begins 7th December for 10 weeks

16 Wednesday CLC Module 2 – Session 1 Submissi 2nd Room Overview of the module content on of December and requirements. 3000 word Introduction to Early Years Task, Teacher Status Assessment Literature Timeline, Resources and and Paperwork. Methodol Witness Statements ogy Framewor k for Module 1 17 Wednesday CLC Meeting the Teaching 9th Room Standards (Early Years) December S4

18 Wednesday CLC Module 2 – Day 2 Summative 16th Room Feedback from Assignment/Task Feedback of Module December Introduction to candidate 1 Assignment Assessment Map. Preparation for Progress Reviews Preparing for Early Years Teacher Status Assessment 19 Wednesday CLC Meeting the Teaching 6th January Room Standards (Early Years) S5

20 Wednesday CLC Module 2 – Day 3 13th Room S6 January 21 Wednesday CLC Meeting the Teaching 20th January Room Standards (Early Years) S4

22 Wednesday CLC Module 2 Day 4 27th Room S5 January 23 Wednesday CLC Meeting the Teaching 3rd Feb Room G104 Standards (Early Years) S3 10 – 11am Early Maths (Sophie Meller, PGCE Primary)

24 Wednesday CLC Module 2 Day 5 10th Feb Room H115 S7 Placement 2 Visits and Moderation Observation 1st to 12th February 25 Wednesday CLC Module 2 Day 6 Formative 24th Feb. Room H214 S8 and Preparation for Assessm Progress Reviews ent Exercise Placement 3 Begins 29th February (KS1/KS2 2 weeks) 26 Wednesday CLC Progress Review 2 and Module 16th March. Room H115 Evaluations 27 Wednesday CLC Module 3 Day 1 Submissi Summative 23rd March H115 – a.m. Introduction to the module on by e feedback to be H213 – p.m. The e portfolio mail of received by e mail Identifying gaps in knowledge Assignme by 23rd March and understanding. nt for S1 Summativ 12.30 – 2.30pm – Anxiety in e Young Children (Craig Assessm Thompson, Senior Lecturer in ent by Psychological Therapies) midnight.

28 CLC Meeting the Teaching Wednesday Standards (Early Years) 13th April S2 Placement 4 Begins 14th March for 2 weeks (with tutor) and Placement 5 (8 weeks) begins 11th April 29 Wednesday CLC Module 3 Day 2 20th April Review of Assignment feedback. S3 30 Wednesday CLC Module 3 Day 3 27th April S4 31 Wednesday CLC Meeting the Teaching 4th May Standards (Early Years) S5 32 Wednesday CLC Module 3 Day 4 Formative Formative Tutor and 11th May Formative Assessment Activity. Assessm Peer Feedback on S6 ent same day. Activity 33 Wednesday CLC Module 3 Day 5 18th May S7 and S8 Placement Visits and Observation 9th to 20th May 34 Monday 25th CLC Module 3 Day 6 May Progress Review 3 Friday 3rd Submissi Summative June on by e feedback of mail of Assignment 3 to be Assignme received by e mail nt 3, by June 8th academic framewor ks and e Portfio of Document ary Evidence for Summativ e Assessm ent by Midnight.

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 Requirements of each school placement- An overview Placement 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 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

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.

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'. (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 portfolio The 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

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 routines o Observe strategies for assessing learning o Show consideration for all ability groups including special needs o Use appropriate resources to support learning o 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

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  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.

Individual Training Plan

Trainee Teacher Placement Tutor Mentor Phase 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 strengths Document a minimum of 2 strengths, reference to standard or part of a standard, provide evidence to support Standard Strength and evidence/impact on learning reference: 1.1 1.2 1.3

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

Targets/Professional Objectives Agree a minimum of 2 professional objectives Standard Professional Performance criteria Actions reference objective/target

Trainee teacher Date Progress Review 1 signature Mentor signature Date Progress Review 1 Trainee teacher Date Progress Review 2 signature Mentor signature Date Progress Review 2 Trainee teacher Date Progress Review 3 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. Reflection of Weekly Mentor Meeting Focus of mentor meeting

Reflection of discussion Standards addressed Record thoughts and learning as a result of professional dialogue, link to theory and practice in school/setting

Next steps/ Target set:

Trainee Date signed SBM Date signed

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 Time of Date Time of Date Time of Attended attendance Attended attendance Attended 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 University Faculty 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

Early Years Teacher Status Trainee Performance Criteria Pen Portraits for the Teachers’ Standards (Early Years)

Assessment of Trainee Early Years Teachers – Pen Portraits The 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.

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. Teachers’ Standards Much of trainee’s practice is Much of trainee’s practice is good, with Trainee’s practice meets the minimum (Early Years) outstanding and never less than examples of outstanding practice: requirements to be awarded EYTS but is not consistently good: yet consistently good: 1. Set high expectations which inspire, They constantly encourage They are reliable in encouraging children to They are able to encourage children to motivate and challenge all children. children to participate and participate and contribute in an atmosphere participate and contribute in an atmosphere contribute in an atmosphere conducive to learning. conducive to learning. * Establish and sustain a safe and highly conducive to learning and stimulating environment where children promote the characteristics of an They consistently set high expectations of They are able to provide stimulating activities feel confident and are able to learn and effective learning environment. children in their different training contexts and learning experiences across the indoor develop. across age ranges – babies, toddlers and young and outdoor environment. They consistently set high children. * Set goals that stretch and challenge expectations of children in In the course of differing setting/school children of all backgrounds, abilities and different training contexts across experiences they have shown that they have dispositions. age ranges – babies, toddlers set appropriately high expectations, believing and young children. They are well respected by learners and that all children have the potential to make * Demonstrate and model the positive effectively promote children’ resilience, progress. values, attitudes and behaviours expected confidence and independence when tackling of children. They constantly provide challenging activities. As a result of this most They are able to develop a rapport with a stimulating activities and learners are enthused and motivated to range of individuals and groups. As a learning experiences for indoor participate. consequence of this children are engaged in and outdoor provision across the their learning. age ranges – babies, toddlers and young children. They consistently demonstrate professional behaviour, respect for children, colleagues, There are high levels of mutual parents and carers and support the ethos of respect between the trainee and the setting/school. children. They are very effective in promoting learners’ resilience, They demonstrate enthusiasm for working confidence and independence with children and young people and for when tackling challenging teaching and learning. activities.

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

They have introduced innovative ideas/approaches for the provision of play. 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. Keep accurate and timely records. Establish a safe environment in which children treat each other with respect Examples of Evidence Planning 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)  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 Teachers’ Standards Much of trainee’s practice is Much of trainee’s practice is good, with examples Trainee’s practice meets the minimum (Early Years) outstanding and never less than of outstanding practice: requirements to be awarded EYTS but is not yet consistently good: consistently good: 2. Promote good progress and outcomes by They assume a high level of They assume responsibility for the attainment, They understand how practitioners are children responsibility for the attainment progress and outcomes of the children they teach. accountable for the attainment, progress and progress and outcomes of the outcomes of children and have taken some * Be accountable for children’s progress, children they teach. They demonstrate a sound understanding of child responsibility for this with guidance from the attainment and outcomes. development and how to develop child learning over practitioners, Early Years Professional (EYP) or They demonstrate confident time. other professional. * Demonstrate knowledge and understanding judgement based on their of how babies and children learn and develop. knowledge of child development in Their short and medium term planning consistently Their short and medium term planning and planning for child progression both takes into account the prior learning of the children. teaching demonstrate some understanding of, and * Know and understand attachment theories, with individual sessions and over provision for, child progression taking into account their significance and how effectively to time and are able to articulate a They are skilled in tuning into children and model prior achievement. promote secure attachments. clear and well-justified rationale as warm and responsive relationship promoting good to how they are building on prior attachments. They can support warm interactions with children, * Lead and model effective strategies to achievement. modelling this to others. develop and extend children’s learning and They regularly provide children with the opportunity thinking, including sustained shared thinking. They are skilled in tuning into to reflect on their own learning and use this, along They support children in reflecting on their children and model warm and with other forms of assessment, to inform their learning and identifying their progress and * Communicate effectively with children from responsive relationships promoting future planning and teaching. emerging learning needs. They engage in sustained birth to age five, listening and responding good attachments. They have a shared thinking with children and promote quality sensitively. strong understanding of the benefits They use their knowledge of effective teaching interactions. of positive attachments based on a strategies to encourage independent learning and * Develop children’s confidence, social and theoretical grounding. they set appropriately challenging tasks which When planning they devise suitable opportunities communication skills through group learning. enable learners to make progress. for learners to evaluate and improve their They actively promote engaging and As a result, the majority of children make good performance. * Understand the important influence of effective methods that support progress. parents and/or carers, working in partnership children in reflecting on their They are able to explain how effective teaching with them to support the child's wellbeing, learning. They engage in sustained They regularly create opportunities for independent strategies are informed by an understanding of learning and development. shared thinking with children and and autonomous learning. how children learn and offer a rationale for choices high quality interactions. As a result, the majority of children make very good made in the context of practice. progress. They are able to set appropriately They plan teaching and learning activities which challenging tasks, drawing on a They consider how to communicate and support all encourage independent learning. As a result, all sound knowledge of the children’ children, valuing their input and using active groups of children make at least satisfactory prior attainment which has been listening skills. progress. obtained through systematic and accurate assessment. They work in collaboration with parents to promote They are able to use active listening and emotional the best possible outcomes for children. intelligence to create positive bonds with children They systematically create and understand attachment theory. opportunities for independent and autonomous learning. They work in collaboration with parents to As a result, the majority of children promote the best outcomes for children. make very 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. Expectation – for example by the end of the programme a trainee should be able to: Demonstrate, in planning and teaching, knowledge of individuals’ attainment Identify and plan for all to include high attainers, children with SEN, those for whom English is an additional language Acquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by children Provide 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 professionals Can 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 Evidence Planning 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

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 Teachers’ Standards Much of trainee’s practice is Much of trainee’s practice is good, with examples Trainee’s practice meets the minimum (Early Years) outstanding and never less than of outstanding practice: requirements to be awarded EYTS but is not yet consistently good: consistently good: 3. Demonstrate good knowledge of early They draw on their in-depth subject They have well developed knowledge and They have sufficiently secure subject knowledge learning and EYFS. and early childhood development understanding of early child development and use and understanding of early child development and knowledge to plan confidently for this effectively to maintain and develop children’ the EYFS framework. * Have a secure knowledge of early childhood progression and to stimulate and interest. development and how that leads to successful capture children’ interest across the They know how learning progresses within and learning and development at school. EYFS using their secure knowledge They make good use of their secure curriculum and across the age ranges they are training to teach, in and understanding of Key Stages 1 pedagogical subject knowledge to deepen learners’ terms of the development of key concepts and are * Demonstrate a clear understanding of how and 2. knowledge and understanding across the EYFS able to make links to the national curriculum for to widen children’s experience and raise their framework and know this can have a positive Key Stages 1 and 2. expectations. They demonstrate very well feedback impact on learning at school. developed pedagogical subject They are able to respond appropriately to subject * Demonstrate a critical understanding of the knowledge, using this to provide They are critically aware of the need to extend and specific questions which learners ask in order to EYFS areas of learning and development and new and challenging experiences for update their subject, curriculum and pedagogical help learners to develop knowledge, engage with the educational continuum of all children. knowledge both within the EYFS and across Key understanding and skills across areas of learning expectations, curricula and teaching of Key Stages 1 and 2. with EYFS framework. Stage 1 and 2. They are astutely aware of their own development needs in terms of They lead and motivate other staff to provide a wide They recognise the need to update their subject *Demonstrate a clear understanding of extending and updating their range of learning experiences for the children in and pedagogical knowledge and have shown the systematic synthetic phonics in the teaching of subject, curriculum and pedagogical their setting. ability and readiness to do so. early reading. knowledge in their early career and have been proactive in developing They demonstrate effective strategies that both They demonstrate an understanding of the need to Demonstrate a clear understanding of these effectively during their challenge and motivate children across all areas of promote high standards of communication, appropriate strategies in the teaching of early training. They model very high learning. reading and writing for all learners and begin to mathematics. standards of written and spoken build this into their practice. communication in all professional activities. They provide new experiences and opportunities In relation to early reading: early years teacher for children from birth to five and can demonstrate They successfully identify and exploit trainees have a very secure knowledge and how they challenge children appropriately. opportunities to develop learners’ understanding of synthetic systematic phonics and skills, ensuring all children are its role in teaching and assessing reading and writing In relation to early reading : All early years teacher supported and appropriately in the context of the age-phases they are training to trainees will demonstrate sufficient knowledge and challenged. teach. understanding of the principles and practices of teaching and assessing reading and writing, In relation to early reading: early In relation to early mathematics: early years teacher including the use of systematic synthetic phonics, years teacher trainees draw on their trainees have a very secure knowledge and to be able to apply this effectively across the very strong understanding of understanding of the principles and practices of specific age phases they are training to teach. synthetic systematic phonics and its teaching early mathematics and employ effective In relation to early mathematics: all early years role in teaching and assessing teaching strategies across the age ranges they are teacher trainees will know and understand the reading and writing to teach literacy training to teach. principles and practices of teaching and assessing very effectively across the age early mathematics, to be able to apply this phases they are training to teach. effectively across the specific 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.

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 skills Demonstrate willingness and ability to research areas of weakness in knowledge of subject or curriculum Show 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.

Examples of Evidence Planning documents  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

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

Teachers’ Standards Much of trainee’s practice is outstanding and Much of trainee’s practice is good, with Trainee’s practice meets the minimum (Early Years) never less than consistently good: examples of outstanding practice: requirements to be awarded EYTS but is not yet consistently good: 4. Plan education and care taking account They are keen observers, able to make They are able to observe and assess They are able to make meaningful of the needs of all children sense of what they see. By using their children’s learning and plan activities to observations and link these to their strong observation skills trainees can support next steps based on the child’s knowledge of the child and child *Observe and assess children’s assess children’s development and plan interests and needs. development. This allows appropriate development and learning, using this to stimulating activities to support next steps planning for next steps to take place. plan next steps. which meet the child’s interests and They show a willingness to try out a range They employ a range of teaching strategies needs. of approaches to teaching and learning. and resources. *Plan balanced and flexible activities and educational programmes that take into They plan innovative sessions using well- They plan lessons that take account of the They plan individual activities that are account the stage of development, chosen imaginative and creative strategies needs of groups of learners and appropriately structured to support circumstances and interests of children. and that match individuals’ needs and individuals, through the setting of children in developing their knowledge, interests. differentiated learning outcomes, carefully skills, understanding, interest and positive *Promote a love of learning and stimulate matching teaching and learning activities attitudes. children’s intellectual curiosity in They are highly reflective in critically and resources to support learners in partnership with parents and/or carers. evaluating their practice. achieving these intended learning They maintain the pace of the learning outcomes. appropriate for babies, toddlers and young *Use a variety of teaching approaches to They understand the key role parents play children, are able to respond flexibly to lead group activities appropriate to the in supporting children outside of the They know that parent partnerships are what is happening and have the age range and ability of children. setting/school. By deliberately forming important in supporting the home learning confidence to adapt their practice in order strong relationships with parents they can environment and engage with parents to respond to the needs of the learners. *Reflect on the effectiveness of teaching encourage and develop the home learning appropriately. activities and educational programmes to partnership. They can create an environment in which support the continuous improvement of They know how to learn from both the learners are usually engaged. provision. They can accurately judge the impact of successful and less effective lessons their practice on individual and groups of through their systematic evaluation of the They work with parents to support their learners and can use their evaluation to effectiveness of their practice, including its children’s learning and development. inform future planning, teaching and impact on learners. learning. They review and reflect on their own They make a positive contribution to the planning and implementation of learning They show initiative in contributing to development of curriculum and resources experiences/opportunities and use their curriculum planning and developing and in their placement settings. evaluations to meet the needs of the producing effective learning resources in children more closely so that they build on their placements. 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. Expectation – for example by the end of the programme a trainee should be able to: Plan in detail for all sessions Indicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of learners Integrate assessment into planning and include evaluation and next steps Plan activities which form a coherent programme and show how evaluation has informed planning Build relationships with parents to support their child engagement in home learning. Demonstrate that their presence is emerging/developing/evident Be able to follow plans and contribute to planning

Examples of Evidence Planning documents  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  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) Much of trainee’s practice is outstanding and Much of trainee’s practice is good, with Trainee’s practice meets the minimum never less than consistently good: examples of outstanding practice: requirements to be awarded EYTS but is not yet consistently good: 5. Adapt education and care to respond They use their strong knowledge and They are able to use their underpinning They know their children well enough to to the strengths and needs of all children. understanding of child development to knowledge of child development to ensure recognise their different needs and work sensitively with all children. They all children can achieve, regardless of their strengths provide a supportive *Have a secure understanding of how a show ethical practice at all times and treat circumstances. environment for them. range of factors can inhibit children’s all children and families with equity. learning and development and how best They are aware of how important They are aware of a range of factors that to address these. They use emotional intelligence and children’s wellbeing is and employ are potential barriers to wellbeing and relational pedagogy to promote enhanced appropriate strategies to support this. understand how to use a range of * Demonstrate an awareness of the children’s well-being. They are acutely They are aware of inclusion and adapt strategies to reduce these barriers. physical, emotional, social, intellectual aware of how to support babies, toddlers provision accordingly to engage and development and communication needs and young children. They actively promote support children. They begin to deploy these strategies of babies and children, and know how to inclusive practice and can respond and working alongside experienced adapt education and care to support support children at a high level, They are able to articulate a range of practitioners as appropriate. children at different stages of differentiating and stretching according to transitions and can work with families to development. their needs. minimize the impact of children. They show awareness of how young children develop and take account of this *Demonstrate a clear understanding of They are sensitive to children who may be They understand the needs of the children in their practice. They have some the needs of all children, including those undergoing a transition. They used their they look after and are able to support understanding of the challenges and with special educational needs and heightened awareness to reflect on the them to fulfil their potential. opportunities of working in a diverse disabilities, and be able to use and wide range of transitions and their role society. evaluate distinctive approaches to engage within this, working with families and They have a range of effective strategies and support them. others as appropriate. that they can apply to reduce barriers and They have a developing understanding of respond to the strengths and needs of the needs of all children and are able to *Support children through a range of They quickly and accurately discern their their children. articulate distinctive practice approaches transitions. children’s strengths and needs and are and strategies to promote inclusion. proactive in differentiating and employing They clearly recognise how to deal with *Know when a child is in need of a range of effective strategies to secure any potential barriers to development They support children and families additional support and how this can be progression them. This is done in through their application of well-targeted through transitions and are aware of their accessed, working in partnership with partnership with both parents and other interventions. actions in promoting the holistic wellbeing parents and/or carers and other professionals as needed. of all children. They employ strategies professionals. such as emotional intelligence and They have an astute understanding of and relational pedagogy to do this. actively promote effective inclusive strategies to ensure holistic wellbeing, development and learning of children. 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 discussion Use different tasks for different children within a setting Give appropriate feedback to individuals according to their strengths and needs Use different resources to support learning of individuals within a setting Promote holistic wellbeing for all children and support families equitably Are aware of the wide range of transitions and how they can promote and help children in these situations Identify children’ strengths and needs (see Standard 2) Able to securely discuss children’s progress with parents and wider professionals accessing support where appropriate Examples of Evidence Planning documents  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  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 Teachers’ Standards (Early Much of trainee’s practice is outstanding and Much of trainee’s practice is good, with examples of Trainee’s practice meets the minimum Years) never less than consistently good: outstanding practice: requirements to be awarded EYTS but is not yet consistently good: 6. Make accurate and They can confidently and accurately assess They are able to assess children’ attainment They have a secure understanding of the productive use of assessment. children’ attainment against statutory accurately against statutory frameworks (See statutory assessment requirements for the framework (See Annex 1 Teachers’ Standards Annex 1 Teachers’ Standards Early Years). subject/curriculum in the age phases they *Understand and lead Early Years). are preparing to teach and are able to assessment within the They employ a range of appropriate formative make broadly accurate assessments framework of the EYFS They use a range of assessment strategies assessment strategies effectively and can adapt against national benchmarks. framework, including statutory very effectively in their day to day practice to their teaching within lessons in light of children’ assessment requirements (see monitor progress and to inform future responses. Their planning is characterised by the use annex 1). planning. of a range of formative and summative They assess children’s progress regularly and assessment strategies, designed to *Engage effectively with They assess children’s progress regularly and accurately and discuss assessments with them so support children in making progress. parents and/or carers and work with them to accurately target further that children know how well they have done and other professionals in the on- improvement and secure progress. what they need to do to improve. They deploy these strategies effectively in going assessment and practice, both to evaluate the impact of provision for each child. They passionately engage and work closely They ensure that parents form part of the teaching on the progress of children and with parents and/or other professionals to assessment process and will engage with other as a basis for modifying their teaching and *Give regular feedback to ensure that they are an intrinsic part of the professionals as and when needed. practice where necessary. children and parents and/or child’s assessment. carers to help children They are aware of the importance of parents With guidance from experienced progress towards their goals. By building strong parent partnerships they within the feedback loop. Feedback is also given to practitioners, they monitor children’s can ensure holistic support for children to children to help and support their progress. progress and maintain accurate records progress and achieve their goals. This is down setting new targets for individuals and to using regular constructive feedback and groups. dialogue with both children and parents. 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 levels Apply this knowledge in practice in marking summative assessments Routinely demonstrate use of formative assessment Use assessment data to inform planning Develop children’ understanding of their assessment targets Work holistically with children, families and other professionals to assess and support children’s learning.

Examples of Evidence Planning documents  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  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 Teachers’ Standards (Early Years) Much of trainee’s practice is outstanding and Much of trainee’s practice is good, with Trainee’s practice meets the minimum never less than consistently good: examples of outstanding practice: requirements to be awarded EYTS but is not 7. Safeguard and promote the welfare of yet consistently good: children, and provide a safe learning They rapidly adapt to the different They have an understanding of the legal They work within the legal framework in environment. circumstances in which they train, working requirements of working with the under respect of health and safety, safeguarding confidently within the frameworks 5’s. They employ practices which and the promotion of children’s health *Know and act upon the legal established in different settings and demonstrate this understanding. and welfare. requirements and guidance on health and applying rules and routines consistently safety, safeguarding and promoting the and fairly. They are acutely aware of the Using their understanding of policy and They are aware of the age ranges they welfare of the child. legal requirements when working with the practice, they are able to ensure that the work with and can ensure that they under 5’s. environments and safe and support. This promote an environment where children’s *Establish and sustain a safe environment will be adapted depending on the age health and safety and welfare are and employ practices that promote They consistently have high expectations range of the children they work with. paramount. children’s health and safety. and understand a range of strategies that experienced teachers use to promote a Using their underpinning knowledge, They are familiar with the setting’s child * Know and understand child protection safe environment and they employ demonstrate that have a strong grasp on protection polices and their responsibility policies and procedures, recognize when a appropriate practice in order to create an child protection issues. They are aware of within them. They take a proactive lead to child is in danger or at risk of abuse, and environment highly supportive of learning. how to recognize when a child is in danger ensure all children in the setting are know how to act to protect them. and can follow the step needed s to protected to the best of the trainee’s They have a strong understanding of protect the child. They lead others to ability. safeguarding and the underlying policy provide a consistent approach to frameworks. They are clear on how to safeguarding. 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.

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 Evidence Policy reviews and amendments. Training attended Examples of risk assessment Examples of case files where appropriate Reflective Log Ethical issues  Respect for the rights of children, families and colleagues  Maintenance of confidentiality including management of disclose of abuse  Recognition of the voice of the child

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

Reflective Documents  Reflect and review setting policies and procedures relating to child protection, safeguarding and health and safety and how these adhere to specific legislation  Consultation with colleagues e.g. SENCO, Child Protection Officer, Social Worker, LADO  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

Teachers’ Standards (Early Years) Much of trainee’s practice is outstanding and Much of trainee’s practice is good, with Trainee’s practice meets the minimum never less than consistently good: examples of outstanding practice: requirements to be awarded EYTS but is not 8. Full wider professional responsibilities yet consistently good: They are aware of social justice and use this They ensure all children and families are They understand on social justice and promote *Promote equality of opportunity and anti- understanding to promote equity. They value treated fairly and with equity. They are aware equality of opportunity for all. discriminatory practice. children and families as individuals and of equality of opportunity and ensure they and welcome them to the setting. They promote their colleagues follow this principal. They understand and are able to support the *Make a positive contribution to the wider life their equality of opportunities policies and ethos of the setting/school and show an and ethos of the setting. challenge appropriately those who do not do They are pro-active in seeking out inclination to contribute to the wider life of the the same. opportunities to contribute to the wider life setting/school in appropriate ways. *Take a lead in establishing a culture of and ethos of the setting/school. cooperative working between colleagues, They are pro-active in seeking out They can build effective professional parents and/or carers and other professionals. opportunities to contribute in a significant way They are effective in building good professional relationships with various colleagues and to the wider life and ethos of the relationships with colleagues and demonstrate demonstrate the skills to work collaboratively. *Take responsibility for leading practice setting/school. that they can work well collaboratively when through appropriate professional development required to do so. They communicate with and direct staff to for self and colleagues. They build strong professional relationships assist in supporting the progress and and demonstrate that they are able to work They take responsibility for developing staff. achievement of individual and groups of *Reflect on and evaluate the effectiveness of collaboratively with colleagues on a regular They seek advice from relevant professionals in children. provision, and shape and support good basis. relation to children with individual needs. practice. They understand when to ask for information They are proactive when seeking advice from They are pro-active in terms of their own and advice from specialist staff about individual *Understand the importance of and contribute relevant professionals in relation to children professional learning and value the feedback children with specific needs. to multi-agency team working. with individual needs. they receive from more experienced colleagues, using it to develop their own They seek out and are responsive to advice They deliberately seek out opportunities to practice further. This is cascaded to other staff from more experienced colleagues. develop their own professional learning and in the setting/school where appropriate. respond positively to all the feedback they In evaluating their own practice they are able receive. This is then cascaded to the team; they They communicate effectively, both verbally to identify subsequent or ongoing personal take a proactive stance in providing feedback and in writing, with parents and carers in professional development targets and identify to staff about changes and developments in relation to children’ achievements and well- opportunities to address and meet these the sector. being. targets.

They communicate very effectively, both They recognise the importance of verbally and in writing, with parents and carers They can reflect on enhancements and communicating with parents and carers in in relation to children’s achievements and well- opportunities in the setting and can take a lead supporting children’s achievement and being, both when required to do so formally in action planning and implementation. monitoring children’ s well-being. and informally. They are pro-active in communicating in relation to individual child They are aware of the important role of multi- They can evaluate practice and take a lead role emergent needs. agency working and can contribute to a team, in the development of the setting/school to employing practices to support children promote children outcomes. They use enhanced reflective practice and outcomes. engage others to reflect on the quality and They recognise the benefits and challenges of effectiveness of the provision, this then leads working in a multi-agency team and can to action planning and implementation. contribute fully in order to support children’s outcomes. They use their holistic awareness of children and families and are able to take a lead role when working in a multi-agency team. 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 others Appropriately challenge practice as and when needed to ensure all children and families are respected. Engage with the setting to widen and support the ethos Assisting with extra-curricular activities Communicate with parents (letters, parents evenings, etc.) Work effectively with staff Contribute to feedback on quality improvement and develop action plans to support this. Establish good working relationships with colleagues Contribute to a multi-agency team Examples of Evidence Planning documents  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  Reflective Log

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