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School Direct Handbook and Policy Primary and Secondary Courses September 2020

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School Direct Handbook and Policy Primary and Secondary Courses September 2020 Stour Vale Academy Trust: School Direct Handbook and Policy School Direct Handbook and Policy Primary and Secondary Courses September 2020 1 Stour Vale Academy Trust: School Direct Handbook and Policy Aims and Objectives The Stour Vale Academy Trust (SVAT) is a group of schools which provides a unique teacher training experience across the different specialisms and school phases. The lead teaching school in the Trust is Redhill School in Stourbridge. Stour Vale Academy Trust is home to a group of schools with quality teaching and learning at its core. Our schools are: • Newtown Primary School, West Bromwich • Northfield Road Primary, Netherton • Olive Hill Primary Academy, Halesowen • Redhill School, Stourbridge • Ridgewood School, Stourbridge • The Earls High School, Halesowen Our reputation is built on high quality teaching and learning that is centred on principles of knowledge, inquiry and challenge. Learning is our passion and we want our trainees to share this passion. School Direct trainees will quickly become an integral part of a supportive and aspirational environment that is committed to outstanding outcomes for all. With an exciting and comprehensive training programme which delivers up-to-date pedagogy alongside proven and practical skills for use in the classroom, our vision is to ensure all trainees are given the best possible start to their teaching profession. Our experienced and talented mentors will guide students through the course and ensure that their time with us is challenging, rigorous, rewarding and, more importantly, enjoyable! • We offer school direct (unsalaried) placements across a range of schools, including primary and secondary. • We work closely with the University of Worcester, University of Wolverhampton, and Haybridge Alliance SCITT as our PGCE accreditors, and all our courses award a Postgraduate Certificate in Education (PGCE) to all successful trainees. • We are proud to boast a 100% employment rate for all our trainees1. 1 Figures from 2018-2019 cohort 2 Stour Vale Academy Trust: School Direct Handbook and Policy Our aims are: • To ensure that ITT is an integral part of the life of our teaching alliance. • To promote the involvement of other schools in ITT. • To provide quality ITT that will give trainees the experiences necessary to fully meet the standards set out by the DfE. • To create opportunities for all staff to develop through reflective practice and to value and share their expertise. We believe we have a responsibility to all School Direct trainees to ensure their entitlement to: • Access to teaching opportunities in line with the Professional Standards for QTS. • A balanced and fair timetable. • A chance to reflect on pedagogy. • Training development. • A comprehensive induction programme. • Feel respected and valued for their expertise. • Extensive support and care throughout their placements. • Attend extra-curricular events and after-school (e.g. parent’s evenings, wider school celebrations etc.) The staff responsible for School Direct/ITT provision at Stour Vale are as follows: • Head of Teaching School – Lance Hanson • Leader for Teacher Training and Development – Tom Holder • Executive Leader for Schools and Primary ITT Consultant – Rachel Salter • Teaching School Administrator – Louise Broxton 3 Stour Vale Academy Trust: School Direct Handbook and Policy Roles and Responsibilities Across the Stour Vale Academy Trust and its alliance schools we are able to draw on a wealth of talent and experience to provide outstanding mentoring support to our initial teacher trainees. We believe that it is our responsibility to ensure all trainees leave the course with the relevant skills and qualities required to make them outstanding teachers and professionals. Trainees are individuals, each with their own needs and, as in all walks of life, they will each have their own skills, talents and degrees of aptitude. Each will also come with differing levels of experience. We do not expect trainees to join us as the finished article: the training year is a process, a journey that will be different for everyone. It is therefore incumbent on us all – professional mentors, subject mentors, the host department and all colleagues who will work with our trainees – to provide support and guidance so that the training year is a successful one. We believe passionately in the integrity of our profession and the teachers of today have a role in the development of the teachers of tomorrow. The following roles and responsibilities are offered as guidelines for good practice. The host school The benefits to a school of being a teacher training provider are tremendous. It provides an influx of talented and enthusiastic individuals who bring new ideas and fresh perspectives on education. The cumulative effect of this is: • to provide existing staff with opportunities to develop their own practice as mentors. • to develop their own expertise through continued reflective practice. • to make staff feel valued for their expertise. • and to build links with Teacher Training institutions ensuring staff are exposed to the latest educational developments. 4 Stour Vale Academy Trust: School Direct Handbook and Policy In return, schools will: • provide a safe and nurturing environment to enable the trainee to fulfil their potential. • ensure trainees are given the same status in the school as all other professionals. • provide the necessary statutory support and training (e.g. safeguarding, General Data Protection Regulation [GDPR)], including ensuring DBS clearance. • ensure professional and subject mentors are provided with the necessary support to carry out their responsibilities. • provide adequate space for trainees to work in order to fulfil the requirements of the course. Initial Teacher Training (ITT) is a shared responsibility. All staff play a part in ensuring that the ITT experience is successful and of benefit to trainees, children and school staff alike. “The Role of Other School Colleagues, including Support Staff and School-based colleagues not directly involved with the training of a particular trainee should be made aware of the nature of the Initial Teacher Training by the professional and subject mentors. They should also ensure that school-based colleagues are aware that a trainee is a member of staff and that he or she has a role in supporting the whole school context in which he or she will work.” 2 The host school / department will: • provide an environment in which the trainee will feel supported, both professionally and personally, throughout their training year. • ensure that trainees have access to all appropriate resources in order to deliver quality teaching and learning experiences to their classes. • support the subject mentor in order for them to carry out their role. • provide alternative provision should the subject mentor be unable to fulfil their role. The Role of the Mentors The job of mentoring is a rewarding one and it is also one that requires a great deal of interpersonal and organisational skills. It is a role that is additional to a teachers’ day-to-day work and so we believe that a mentor does not act in isolation but is part of a structured network of supportive colleagues. In addition to the support provided by the university mentor, each trainee will receive daily support from their subject mentor and continued regular support from, and access to, both their professional mentor and the subject leader in their host school / department. 2 http://westheathschool.com/wp-content/uploads/2016/09/Initial-Teacher-Training-Policy-Sept.- 20161.pdf 5 Stour Vale Academy Trust: School Direct Handbook and Policy Professional Subject mentor / Mentor Class mentor ITT Trainee University Mentor Subject leader NB: For Primary trainees, the subject mentor and professional mentor may be the same member of staff. Professional Mentors (School) will3: • To be the first point of contact, and to maintain communication, in the trainee, subject mentor (school) and university partnership. • To support the welfare and undertake the supervision of the trainee whilst on placement. • The organisation and quality assurance of the school experience, ensuring trainee entitlement and moderation of interim and end point assessments • Providing an induction programme for each placement that includes access to the school child protection policy, the staff behaviour policy (sometimes called a code of conduct) information about the role of the designated safeguarding lead and a copy of Keeping Children Safe in Education. • Liaising with the Subject Tutor (university) and Subject Mentor (school) on the needs assessment of the trainee, providing intervention in a timely manner. • Ensuring all active mentors have QTS and are University of Worcester mentor trained prior to hosting placements. Attend placement briefings (Autumn and Spring) and monitor the attendance of all active Subject Mentors at these briefings. • Ensuring the delivery of the professional studies programme in the school. • Ensure ITT pupil tracking information is updated with relevant data on trainee progress. • Liaise with other professional mentors across the alliance to monitor the progress of trainees. Subject Mentors (School) will: • Attend subject mentor training as required. • Day to day supervision, providing for the Trainee a suitable timetable (for Secondary, across two Key Stages (4 year groups) and which includes at least 50% Key Stage 4 3 With thanks to University of Worcester for the information on the role of mentors 6
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