BA (Hons)/Foundation Degree in Early Years The Open University Early Years Work-based Learning Handbook Introduction 5 2 1 Introduction work-based and practice 3 1.1 1.2 3 3 2 Work-based learning: roles and responsibilities 2.1 2.2 2.3 2.4 2.5 2.6 3 4 Integrating theory and practice Developing a ‘reflective practitioner’ approach 3 The ‘student’ Supporting students on E105 and E210 Quality assurance The ‘employer’ and the Permission Agreement Form The ‘confirmer’ and providing confirmation What to do if the evidence presented cannot be verified 4 4 4 4 5 6 Work-based learning: contexts and support 7 3.1 3.2 3.3 3.4 7 7 8 8 Prior expectations of the setting Hours needed in practice Using the setting for work-based learning Working with young children Further Information 8 4.1 4.2 8 8 University contact details Thanks Appendices Appendix 1 Appendix 2 Appendix 3 Copyright © 2012, 2013, 2014 The Open University SUP 04301 5 4.1 *SUP043015* The Open University Early Years Work-based Learning Handbook Introduction Welcome to the Early Years Work-based Learning Handbook. This handbook is used by The Open University’s BA (Hons) Early Years, Foundation Degree in Early Years (FDEY) and the Diploma of Higher Education in Childhood Practice (DipHE CP, the FDEY equivalent for Scotland).* The handbook is for students working towards one of these qualifications, and for employers with volunteers or paid employees about to start on either the E105 or E210 work-based learning modules. It is also for ‘confirmers’, who verify the evidence that work-based learning students discuss in their assignments. * Note: the FDEY and DipHE CP are, in essence, the same qualification: the FDEY is the Early Years Foundation Degree for students in England, Wales and Northern Ireland; and the DipHE CP is the equivalent study programme for students in Scotland. The handbook provides an introduction to E105 Professional practice in the early years and E210 Extending professional practice in the early years, the compulsory work-based modules in the BA (Hons) and FDEY/DipHE CP. All students registered on these modules are sent the handbook in printed form, which they are then encouraged to share and discuss with their employers. The handbook is also available online on the Childhood and Youth website www.open.ac.uk/cys. Students of E105 or E210 must satisfy certain requirements and must have the support of their employer. The handbook describes the role of the employer in assisting students throughout E105 and E210, and outlines the key role of the confirmer in meeting with students and verifying their practice evidence. It outlines the different forms that have to be completed for quality assurance purposes: these permit students to carry out work-based learning and enable them to progress through the modules. Finally, the handbook includes information on the different sources of support available both to students and to employers from the University. Useful appendices at the back of the handbook include the types of forms that the student, employer and confirmer are required to complete. Appendix 1 provides examples of a Permission Agreement Form and an Agreement with Confirmer Form; Appendix 2 contains instructions for confirmers and an example of a PP recording form, and Appendix 3 the details of The Open University’s guidance on safeguarding children. This handbook is a reference document for E105 and E210 students and for the employer and confirmer in an appropriate early years setting. Whichever role you are taking, please do not feel obliged to read the handbook from start to finish – it is intended more as a document that can be dipped into when required. The bulleted lists at the start of each section will help you to 2 easily identify the content that follows, and then to decide whether to read the section in full right away or to return to it later. 1 Introducing work-based learning This section provides information on: . integrating theory and practice . developing a ‘reflective practitioner’ approach. 1.1 Integrating theory and practice The particular role of work-based learning in the degree focuses on the integration of theory and practice. Here, students develop and extend the knowledge and understanding they have gained from earlier studies. Throughout E105 and E210, students will focus on examples of their own work with young children. They will work with the knowledge and understanding they develop – for example, from their reading/discussions with colleagues and other students, or from observations in their setting or in the video clips on the module website – both to understand their practice more fully and to enhance it. Students’ deepening understanding and professional capability may help them to adopt new approaches, monitor children’s needs better, spot opportunities for working in partnership or explore ways to refine and develop practice. 1.2 Developing a ‘reflective practitioner’ approach We encourage students to develop the approach of relating knowledge and understanding to practice. This requires an active approach which recognises that such knowledge can rarely be ‘applied’ in an easy way to real situations of working with young children. The learning process is therefore one that seeks to develop students as ‘reflective practitioners’. This is where the practitioner attends to the unique factors in the situation they are working with and draws creatively on a repertoire of responses. This means that students will be developing a questioning approach to practice, which will enable them to continue to improve the quality of their work with young children during and after completing E105 or E210. Students will use a number of frameworks introduced in the modules to examine their practice, and particular emphasis will be placed on ethical issues and examining their own values. 2 Work-based learning: roles and responsibilities This section provides information on: . the ‘student’ and what they need support to do . the ‘employer’ and the Permission Agreement Form . the ‘confirmer’ and who can be a confirmer . providing and verifying evidence. 3 The Open University Early Years Work-based Learning Handbook 2.1 The ‘student’ The term ‘student’ refers to the volunteer/employee who is about to begin studying E105 or E210. Employees or volunteers who wish to become students on E105 or E210 must be ‘employed’ in a role in which they are ‘in practice’ directly with young children for at least five hours a week on a regular basis. This can be paid or unpaid work. As a student, you must show this handbook to your employer and your confirmer, and discuss the module’s requirements with them before embarking on the module. Note that, as part of their work-based learning, students must provide documentation which demonstrates that they have met their module outcomes in practice. Note: from this point forward, the handbook is addressed to the employer and/or confirmer. However, if you are a student, you should make yourself familiar with its content so that you understand the module’s requirements and can discuss these with your employer. 2.2 Supporting students on E105 and E210 Students of E105 and E210 need support to: . ensure that the relevant Permission Agreement Form is signed and submitted (see Section 2.4 and Appendix 1) . ensure that the relevant Agreement with Confirmer Form is signed and submitted (see Section 2.5 and Appendix 1) . ensure that the student works face-to-face with groups of children (from birth to 7 years) for a minimum of five hours each week (and an additional 3–5 hours in the case of nannies/foster carers) . enable the student to complete the setting-based activities . enable the student to document evidence from day-to-day practice, and to look at and authenticate evidence from practice. 2.3 Quality assurance It is imperative that the University is able to verify that every student meets the prerequisites in terms of obtaining the necessary permissions (Section 2.4) and confirmation (Section 2.5) throughout their work-based study. Contact with employers will be made at some point during the module as part of the University’s quality assurance (QA) procedures. The University may also contact people named on the Agreement with Confirmer Form, to ensure the accuracy of the information provided. 2.4 The ‘employer’ and the Permission Agreement Form (PAF) The setting or workplace is a major source of learning on both E105 and E210. The University therefore needs to ensure that the student has the 4 support of their employer or organisation while studying, and that they can satisfy certain module requirements. By ‘employer’, we mean the person who has responsibility for the work or practice of the student in an early years setting (e.g. a day-care setting or a school), who is expected to have public liability insurance and who gives the student benefits in accordance with a contract of employment or volunteer agreement. Throughout this document, when we refer to ‘employer’ we mean the person with that overall responsibility. Self-employed practitioners (such as registered childminders or owners/managers of settings), as ‘employers’ themselves, must comply with the same conditions. Nannies/foster carers of children (birth to 6 years) are required to undertake an additional 3–5 hours (i.e. a minimum of one session) of paid or voluntary work each week in a registered early years setting, in order to have access to groups of children and support from experienced professional colleagues working in that context. All employers sign the PAF before the student registers for each work-based learning module (an example of the form is included in Appendix 1). If a student is carrying out activities in more than one early years setting or school, each employer needs to sign a form. Nannies/foster carers will need an additional signed/completed PAF from their registered early years setting placement. If a student changes setting at any time, a new PAF should be signed by the new employer; further details are available, including how to submit a new PAF, in the ‘Quality Assurance’ document in Workplace resources on the module website. Students will also find new forms to download on the module website in the Workplace resources area. The PAF should be signed and submitted before a student starts any work-based activity or immediately after a change of employer. 2.5 The ‘confirmer’ and providing confirmation Students will also need a ‘confirmer’ to confirm that the evidence they describe in assignments exists and derives from their own practice and is based on their own work with young children. In some cases, the confirmer can be the same person as the one giving permission for the student to carry out work-based learning activities in the setting (i.e. the employer). The confirmer will usually be someone more experienced and qualified than the student, and he or she must be familiar with the student’s day-to-day practice. The confirmer must also be someone independent of the student (i.e. not the student or someone related to the student, and not another E105 or E210 student). You, the confirmer, play a very important role in work-based learning in ensuring that the evidence a student presents for assessment is: . filed in their Practice Evidence File (PEF) . based on the student's own practice with children aged 0–7 years. 5 The Open University Early Years Work-based Learning Handbook Note: confirmers are not asked to assess or make any judgements about the quality of the evidence. The OU BA (Hons)/Foundation Degree/Diploma consists of a carefully designed set of linked modules, each of which builds on previous modules in a number of ways. The first compulsory work-based learning module of the degree is E105. E210 is the second work-based learning module, and is normally the final module studied for the Foundation degree/diploma. In each of the work-based learning modules, evidence from the students’ day to-day practice in the setting contributes to the assessment. Students will be required to provide documentation which demonstrates that they have met the professional practice (PP) learning outcomes in practice (a full list of these are provided in Appendix 2). Much of this will be documentary evidence that they include with assignments. This evidence is listed on PP recording forms (see the example in Appendix 2) which are used throughout E105 and E210. Confirmers may wish to see the student’s study materials, but this is not a requirement; rather, they are required to meet regularly with the student to view practice evidence and to indicate whether or not the evidence really is the student’s own work. Students are required to keep a record of each meeting with their confirmer. For the final assignment, the confirmer supports the student by completing the Confirmer Declaration Form and writing some brief comments (no more than 100 words). Students will be provided with a timetable of assignment cut-off dates at the start of the module and should, as part of the negotiation with their confirmer, make it clear when their input will be required throughout the module. Students should allow sufficient time to arrange meetings with their confirmer to verify the evidence they have listed on relevant recording forms and filed in their Practice Evidence File. It is the student’s responsibility to be prepared for these meetings and to provide their confirmer with the relevant documentation. 2.6 What to do if the evidence presented cannot be verified In most cases, we expect that the workplace evidence will be sufficiently familiar to you, the confirmer, so that you will be able to authenticate it without hesitation. Occasionally, however, you may find a piece of evidence that you are unsure about. In these circumstances, your first step would be to discuss this evidence with the student and ask them to explain how it was generated and its role in the practice that it illustrates. If you are reassured by the explanation that the student provides, then you can sign off the evidence as authentic. In the rare event that a confirmer has concerns about the authenticity of evidence presented, or the student experiences difficulties in gaining access to appropriate work activities, they should contact the Early Years team 6 (email: [email protected]). To assist the University in following up any concerns, please ensure that the following information is provided: . the name of the student . the module code (i.e. E105 or E210) . your name and contact details (telephone or email) . a brief description of the concern. 3 Work-based learning: contexts and support This section provides information on: . the requirements that the setting should have in place . the hours needed in practice . the nature of the work with young children required by E105 and E210. 3.1 Prior expectations of the setting Your setting is expected to have public liability insurance which covers the student’s roles while they are studying for the degree. It should normally have policies in place on equal opportunities, inclusion, child protection, and health and safety, which comply with the legislation relevant to the student’s nation and which meet relevant employment and equality legislation, such as the Equality Act (2010) or Section 75 of the Northern Ireland Act. Your student should have a current Disclosure and Barring Service (DBS) check or equivalent. The above requirements also apply to self-employed practitioners. The Open University has a ‘duty of care’ to create a safe environment for children in line with current policy, legislation and practice. This means that if a concern is raised regarding a child’s safety, either in discussion or in an assignment, the University has a responsibility to address such concerns (see Section 3.4 and Appendix 3). 3.2 Hours needed in practice All students (including childminders) should be working (paid or voluntary) in a registered early years setting, for a minimum of five hours each week of direct face-to-face work with groups of children aged from birth to 7 years. Note that nannies/foster carers are required to undertake an additional 3–5 hours’ placement in a registered early years setting (see Sections 2.2 and 2.4) In that time, students will: . build on their learning in the workplace, and relate theory to practice and practice to theory by carrying out work-based investigations in relation to the module themes 7 The Open University Early Years Work-based Learning Handbook . evaluate their practice and provide evidence of the development of their knowledge, understanding, skills and expertise against each professional practice (PP) learning outcome. (A full list of the seven areas of practice covered by the PP learning outcomes is provided in Appendix 2.) 3.3 Using the setting for work-based learning We ask the employer from the setting to confirm that the student has permission to use the work they are engaged in as a source of learning on the module. This will involve the student in: . completing setting-based activities . writing about their practice . selecting evidence from practice . trying out new developments . investigating aspects of their practice relating to module themes . reporting on the outcomes, using evidence from their work . proposing suggestions for refining and developing their practice. Students will be guided on the ethics of writing about their work with young children and colleagues – for example, in the area of protecting identity. 3.4 Working with young children: safeguarding Throughout both of the work-based learning modules, students should have the opportunity to work directly with young children in a context that supports and promotes their care, learning and development. Students need the opportunity to plan, implement and evaluate activities, and observe individuals and groups of children. They need to meet children’s individual needs, working with parents and other professionals. While it is your responsibility, as the employer, to ensure that appropriate Disclosure and Barring Service (DBS) clearance (or equivalent) of the student is in place, The Open University has a ‘duty of care’ to create a safe environment for children, which is in line with current policy, legislation and practice. This means that the University looks to safeguard children in the care of students. Therefore, if a concern is raised either in discussion or in an assignment, the University has a responsibility to address such concerns. Specific guidance, policy and procedures have been put in place to deal with such concerns (see Appendix 3). 4. Further information 4.1 University contact details If you require clarification on any points made in this handbook, please contact the Early Years Qualifications team, email: FELS-EYGeneral@open. ac.uk 8 4.2 Thanks The University is aware that, as a qualified and experienced practitioner, you are likely to face extreme pressures on your time. We would therefore like to stress our appreciation for the contribution you are making both to the student’s professional development and to the degree. In your role, you are contributing not only to the development of an individual early years practitioner but also, more widely, to the development of a more professional and well-qualified workforce. Appendices Appendix 1 Permission Agreement Form and Agreement with Confirmer Form: examples If students change setting, the new employer/confirmer will need to sign new forms (see Section 2.4). The forms should be completed by hand in black ink by the appropriate person. Please ensure that handwriting is legible. The following pages show an example each of the Permission Agreement Form and the Agreement with Confirmer Form. 9 The Open University Early Years Work-based Learning Handbook 10 11 The Open University Early Years Work-based Learning Handbook 12 13 The Open University Early Years Work-based Learning Handbook Appendix 2 Instructions for confirmers Agreement with Confirmer Form (AwC) The student will complete the top section of the AwC form at the start of the module. They will then ask you to complete the bottom section of the form, sign and date it. Full details on how to complete it are contained on the reverse of side of the form. The student will supply you with this form. The student will complete the AwC form as TMA 01 (their first assignment of the module). They will need to complete a new form if they have a change of confirmer at any time during the module. Full instructions regarding change of settings and quality assurance (QA) processes are provided in the student’s Guide to E105/E210 and on the module website. Professional practice learning outcomes (PPs) There are a total of seven PP learning outcomes for E105 and E210: PP1 Inclusive practices PP2 Supporting groups PP3 Planning and assessment PP4 Safeguarding PP5 Partnerships PP6 Leadership and change PP7 ICT Throughout their study, students are encouraged to gather potential evidence (from E105/E210 module activities and their day-to-day practice) relating to each of the areas of practice covered by these learning outcomes. They are taught how to select and document their evidence, ensuring that they adhere to strict ethical guidelines. The evidence they select is documented in their Practice Evidence File (PEF). For each of the PP learning outcomes, the student fills in one PP recording form, on which they summarise the evidence they have to support their practice, knowledge and skills in relation to the PP learning outcome. On each PP recording form, the student must: . number, list and describe the evidence they have documented in their Practice Evidence File (PEF) for that PP learning outcome . insert the date the evidence was generated . indicate any other PP learning outcomes the evidence cross-references to. An example of the PP 5 recording form is included at the end of these instructions. Your role is to confirm that you have seen the evidence listed, that it has been documented in the student’s PEF, and that you can verify it is based on the student’s own practice. To do this, you should: . 14 check that each item listed on the PP recording form is documented in the student’s PEF . look at the documentation in the PEF for each item listed on the PP recording form, to satisfy yourself that it is based on the student’s own practice. For example, if you were presented with the PP 5 recording form included at the end of these instructions, you would look in the PEF for items 2, 5 and 8, and check that: . item 2 was jotted notes from a parent’s meeting . item 5 was a home-setting diary entry . item 8 showed team meeting planning notes. Note that students do not have to list six pieces of evidence for each PP learning outcome, so some of the rows may be blank. You are not asked to make any judgement about the quality of the evidence that the student has documented. You are simply asked to ensure that the student has documented the evidence described on the PP recording form, and to verify that this evidence is based on the student’s own practice. If you are satisfied that the information on the PP recording form is accurate (i.e. that each item of evidence listed on the PP recording form is documented in the student’s PEF and is based on the student’s own practice), then you should make a note of the date, add any comments and sign the Confirmer Meeting Log.* If you are not satisfied that the evidence presented is based on the student’s own practice, or if the student is unable to produce a piece of evidence listed on the PP recording form, it is the student’s responsibility to address the omission or validity of their evidence. When any issues have been addressed, the student should arrange a further meeting with you to present their evidence and obtain your signature on the Confirmer Meeting Log. Please note that The Open University will make checks that may involve: . asking the student to submit their PEF . contacting you to check that you did indeed sign a particular PP recording form. Your student cannot pass these modules unless they have had the evidence documented on their PP recording forms confirmed. 15 The Open University Early Years Work-based Learning Handbook 16 Confirmer Declaration Form The student will complete this form towards the end of the module, as their penultimate assignment on the module (TMA 06 in E105, TMA 07 in E210). It should reach you in time for the relevant TMA cut-off date in April or May. The student will ask you to complete the confirmer details and the confirmer declaration, and then to sign and date the form. An authentic signature is required for the University’s QA processes, to verify currency of practice towards the end of the module. It is essential, for reasons of currency of practice, that the form is not signed and dated prior to the month of submission of the TMA. * Note: there is also space on the Confirmer Declaration Form for you to enter the dates of meetings when you check the student’s evidence. Appendix 3 Safeguarding children guidance for Early Years students and tutors Safeguarding young people and vulnerable adults The Open University has a policy for safeguarding which tutors should ensure they are familiar with. See the ‘Guidance for Associate Lecturers’ at http://www2.open.ac.uk/safeguarding/guidance-for-associate-lecturers.php All students on the BA (Hons)/Foundation Degree in Early Years or (in Scotland) the DipHE in Childhood Practice are working directly with children. As part of their studies, they will be discussing practice and providing evidence of their own or a setting’s practice in assignments, either verbally in tutorials or as part of online communication and activities. It is crucial to promote safe working practices. If an issue is raised, either in discussion or in an assignment, which suggests a concern about a student failing to promote safe working practice or a concern relating to practice within a student’s setting, the University has a responsibility to address this. Process of managing expressions of concern Where a concern has been indicated in a written assessment, the student should be contacted by the tutor to clarify the practice issues identified and any concerns relating to the safeguarding of a child in the student’s care or the more general promotion of the child’s welfare. If, after discussions with the student, the University feels that further action needs to be taken, then the student will be advised as appropriate. If necessary, avenues of support will be explored in discussion with the SST/nation. The tutor, in their role, will be expected to model awareness and the promotion of safe working practice. Tutors should follow the ‘Safeguarding referral guidelines’ given in ‘Dealing with disclosures of abuse or reporting concerns’ at http://www2.open.ac.uk/safeguarding/guidance-for-associate lecturers.php 17 The Open University Early Years Work-based Learning Handbook It is not up to the tutor to investigate practice. At the start of the module, tutors must alert students in their tutor group to issues surrounding the safeguarding of children, and must outline the University’s responsibilities to promote safe working practice and to safeguard children. Students should also be reassured that if any concerns are raised through practice, documentation or discussions about practice, they will be advised and supported. It is recognised that, while students are developing their academic writing skills, there can sometimes be a lack of clarity in the reporting of observations or events linked to their setting. It is, therefore, very important to check the accuracy of what has been written before deciding on any action. If you feel unsure of how to manage this, a discussion with your staff tutor would be your first step. Timescale Any concerns should be dealt with quickly and if the matter is one that suggests a concern related to safeguarding or the protection of a child, this must be reported within 24 hours and must follow the guidance given in the University’s ‘Safeguarding and protecting children and young people’ policy. Once a concern about safe working practice has been raised, the procedure outlined on the flowchart for Associate Lecturers should be carried out fully within two weeks. 18
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