1. education
2. school

Inspiring learners, enriching communities
Early Years Initial Teacher
Training (EYITT) Partnership
AGREEMENT & HANDBOOK
2014/2015
Contents
Early Years Initial Teacher Training Team………………………………………………………………
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Section 1: Partnerships…………………………………………………………………………………….
1.1 Current Context……………………………………………………………………………….
What is Early Years Initial Teacher Training?........................................................
Graduate Entry Employment Based route to EYTS…………………………………
1.2 Underlying Principles of the Partnership…………………………………………………...
1.3 Admissions Policy for Early Years Initial Teacher Training………………………………
1.4 Roles and Responsibilities of all EYITT Partners………………………………………...
1.5 Management of the Partnership…………………………………………………………….
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Section 2: EYITT Placements…………………………………………………………………………….
2.1 Overview of Placements……………………………………………………………………..
Range of Placements…………………………………………………………………...
Placement Evaluation…………………………………………………………………..
Equality and Diversity…………………………………………………………………...
DBS Checks and Medical Fitness……………………………………………………..
2.2 Requirements of Placement Settings………………………………………………………
2.3 Trainee Responsibilities……………………………………………………………………..
Placement Preparation…………………………………………………………………
During Placement……………………………………………………………………….
Professional Conduct…………………………………………………………………...
Attendance………………………………………………………………………………
2.4 Expectations of the School Based Placement……………………………………………
Observation………………………………………………………………………………
Supporting Learning…………………………………………………………………….
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Section 3: Procedures for Support and Assessment…………………………………………………...
3.1 Work Based/Placement Mentor Support…………………………………………………..
Dates for Mentor and Placement Tutor Training 2014/15…………………………..
3.2 Maintaining Records………………………………………………………………………….
Document File……………………………………………………………………………
e-Portfolio (PebblePad)………………………………………………………………..
3.3 Assessment Process…………………………………………………………………………
Host and Placement Settings Assessments………………………………………….
School Placement Assessments………………………………………………………
Schedule of Formal Observations and Dates for Submission of EYITT
Assessment Forms……………………………………………………………………
Formative Review……………………………………………………………………….
Tracking and Intervention………………………………………………………………
Proformas for Assessment, Reporting and Intervention…………………………….
Need for Enhanced Support and Likely to Fail (previously Cause for Concern)
Enhanced Support Process…………………………………………………………….
3.4 Failed Placements……………………………………………………………………………
Exceptional Circumstances…………………………………………………………….
If a placement is failed due to Absence……………………………………………….
Repeating a Failed Placement…………………………………………………………
Process for Failed Placements………………………………………………………...
Final Assessment………………………………………………………………………..
Moderation……………………………………………………………………………….
Early Years Initial Teacher Training Assessment Outcomes………………………
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Appendices
Appendix 1: University of Brighton dates for Graduate Entry Employment Based Early Years
Initial Teacher Training 2014/15…………………………………………………………………………
Appendix 2: The Teachers’ Standards (Early Years)…………………………………………………..
Appendix 3: The Teachers’ Standards (Early Years): Grading Descriptors…………………………
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Appendix 4: Early Years Teacher Status (Graduate Employment Based Route): Partnership
Agreement…………………………………………………………………………………………………
1. Introduction……………………………………………………………………………………..
2. Identification of early years settings………………………………………………………….
3. Roles and responsibilities……………………………………………………………………..
3.1 Roles and responsibilities: University of Brighton……………………………….
3.2 Roles and responsibilities: Host organisations…………………………………..
3.3 Roles and responsibilities: Mentors within host organisations………………..
3.4 Roles and responsibilities: School placement providers……………………….
3.5 Roles and responsibilities: Mentors within school placement providers……..
3.6 Roles and responsibilities: Alternative placement providers…………………..
3.7 Roles and responsibilities: Mentors within alternative placement providers…
3.8 Roles and responsibilities: University Placement Tutors……………………….
3.9 Roles and responsibilities: Trainees………………………………………………
4. Criteria for deselecting an early years setting………………………………………………
5. Management and Quality Assurance………………………………………………………..
5.1 EYTS management and committee representation……………………………..
5.2 Examination Boards………………………………………………………………...
5.3 External examiner…………………………………………………………………..
5.4 Tracking……………………………………………………………………………...
5.5 Annual monitoring and evaluation………………………………………………...
6. Equality and Diversity………………………………………………………………………….
7. Funding………………………………………………………………………………………….
Early Years Teacher Status (Graduate Employment Based Route) Partnership
Agreement: Operational Annex………………………………………………………………..
Appendix 5: Early Years Teacher Status Assessment Forms…………………………………………
Form EYA: Observation and feedback assessment………………………………………....
Form EYB: Interim assessment on teaching competence……………………………………
Form EYC: Final assessment on teaching competence……………………………………..
Form EYKS1: EYITT Key Stage One Placement Report…………………………………….
Form EYD: Need for Enhanced Support……………………………………………………….
Form EYF1: Record of Mentorship & Training: Host & Alternative Placements 1 & 2…….
Form EYF2: Record of Mentorship & Training: School-based Placement………………….
Form EYH: Record of Mentor Meeting………………………………………………………….
Form EYI: Certificate of Attendance…………………………………………………………….
Form EYL: Placement Tutor Record……………………………………………………………
Appendix 6: Code of Personal and Professional Conduct for Early Years Trainee Teachers……..
Appendix 7: Social Media Policy………………………………………………………………………….
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Early Years Initial Teacher Training Team
Course Leader: Early Years Initial Teacher Training:
Erica Evans
[email protected]
01273 643957
Support Tutor: Early Years Initial Teacher Training
Annie Richardson
[email protected]
01273 643454
Programme Assistant: Early Years Initial Teacher Training:
Helen McLaren
[email protected]
01273 641931
Placement Tutors: Early Years Initial Teacher Training
Name
Email Address
Liz Burrows
[email protected]
Alison Ellson
[email protected]
Alison Hadley
[email protected]
Jenny Leaver
[email protected]
Mary Porter
[email protected]
Jane Short
[email protected]
Eileen Smith
[email protected]
Elizabeth Wycherley
[email protected]
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Section 1: Partnerships
1.1
Current Context
What is Early Years Initial Teacher Training?
Early Years Initial Teacher Training (EYITT) is the route to the award of Early Years Teacher
Status (EYTS). EYTS is a professional status for practitioners working with children aged 0-5.
Early Years Teachers are graduate-level practitioners who recognise their role in improving the
experiences and life-chances of children. Early Years Teacher Status was introduced in
September 2013. The status builds on the strengths of the previous Early Years Professional
Status (EYPS) programme.
Early years teachers will be specialists in early childhood development, trained to work with
babies and young children from birth to 5. They will meet the same entry requirements and pass
the same skills test as trainee primary school teachers.
Graduate Entry Employment Based Route to EYTS
The National College for Teaching and Leadership (NCTL) accredits providers to deliver Early
Years Initial Teacher Training (EYITT). From September 2014 the University of Brighton will be
offering the Graduate Entry Employment Based route to EYTS. This is a 12 month, part-time
course for graduates currently employed in an early years setting who require training and
further experience to demonstrate the Teachers’ Standards (Early Years).
The EYITT course places a strong emphasis on partnership working between the university and
local early years settings and schools. Early years partners will play a significant role in
recruiting, selecting, training and assessing trainee Early Years Teachers. This handbook
supports all partners in understanding the key components of the EYITT course.
1.2
Underlying Principles of the Partnership
The partnership arrangements described in this handbook are the result of on-going
consultation between the university and its partner settings/schools on how best to implement
government policy on Early Years Initial Teacher Training (EYITT).The most recent Standards
and requirements for the award of Early Years Teacher Status are set out in the DfE document
Teachers’ Standards (Early Years) 2013 (See Appendix 2).
In keeping with the principles and spirit of partnership all arrangements are kept under review
and will be responsive, within the boundaries set by national requirements, to the views of
mentors, professional tutors, university tutors, university external examiners, employers and, of
course, the trainees themselves. The effectiveness of the partnership depends on the
continuing dialogue between all the participants in the partnership.
The underlying principles are:
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to maintain and develop the excellent working relationship which exists between the
university and early years settings/schools over a wide area;
to recognise the positive input which students can make to the early years setting/school
and to maximise their contribution;
to build upon opportunities which the partnership can bring for collaborative working;
to hold a commitment to improvement and development, and identify new models of
partnership;
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to promote innovative models of partnership in order to continue to enhance all aspects
of initial teacher education;
to ensure that additional administrative demands made upon the early years
setting/school are kept to a minimum.
The NCTL have set a requirement that providers should consider how the course design,
including placements, will ensure that trainees are fully prepared to teach across the full 0 to 5
age range. Furthermore, providers must ensure that the course design facilitates engagement
with the expectations, curricula and teaching in key stage 1 and 2. Placements for trainees will
be dependent on their previous experience across the age range. The NCTL requires all
trainees to undertake a placement in a Key Stage One classroom, and within at least two
settings/schools.
This model sets out the range of partners involved in EYITT:
University of
Brighton –Course
leader, Student
Support Tutor,
EYITT Programme
Assistant +
Partnership office
EYTS Graduate Trainee
Employer = ‘Host
Early Years
Setting’
Provides workbased mentor
Key Stage One
School
Placement
Additional
placements(s) as
necessary to
meet age range
/experience
requirement
Provides a
placement
mentor
Provides a
placement
mentor
Steering Group
External
Examiner
University
employed
Placement Tutor
Ongoing partnership and shared observation/assessment processes
1.3
Admissions Policy for Early Years Initial Teacher Training
The admissions procedure provides an excellent way for colleagues across the EYITT
partnership to collaborate in the shared exercise of recruiting and selecting the very best
trainees. A summary of our recruitment policy is as follows:



The process for admissions is co-ordinated by the university but relies heavily on
setting/school representatives and their involvement;
Any changes to policies and procedures are agreed at EYITT steering group meetings
and discussed at mentor meetings.
Bespoke induction will be provided for placement setting staff new to the process. We
ask partner settings/schools to nominate colleagues who can take part in this process;
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
1.4
Interview dates are set by the university and shared with partner settings/schools as
early as possible.
Candidates are selected on the basis of their application forms, the interview itself
(including a written task and group task), and decisions following the interview.
Roles and Responsibilities of all EYITT Partners
The Early Years Initial Teacher Training partnership agreement (Appendix 4) serves the
purpose of establishing the roles and responsibilities of the:
A. Host Early Years Setting/School
B. Placement early years setting/school
C. University Placement Tutor
in the training of early years teachers. Once signed, the partnership agreement operational
annex form confirms the partnership agreement between the university and early years
setting/school. The Early Years Initial Teacher Training Partnership Agreement was developed
with key partners in light of the Teachers’ Standards (Early Years) 2013, workforce needs and
relevant policy.
1.5
Management of the Partnership
This is managed in a number of ways:

The University of Brighton has formed a Steering Group made up of employers and
practitioners from the early years sector, Local Authority representatives and
EYPS/EYTS alumni alongside staff from the university. Regular meetings and online
contact ensure that EYITT provision at the University of Brighton is responsive to the
needs of the early years sector and the diverse workforce.

Ongoing evaluation from all partners will ensure that the partnership model is dynamic
and that all stakeholder views are taken into account in providing excellent EYITT.

The University of Brighton will employ an appropriate external examiner who will
scrutinise the standards for the assessment of EYITT trainees towards the award of
EYTS, as well as the processes of partnership involvement. They will compare the
standards set within the University of Brighton to similar courses elsewhere.
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Section 2: EYITT Placements
2.1
Overview of Placements
EYITT trainees are assessed against the 8 Teachers’ Standards (Early Years). Placements
provide rich experiences for trainees to become familiar with the implications of the Teachers’
Standards (Early Years) with all age groups, and will support trainees to gather sufficient
evidence to demonstrate their effective practice and leadership in relation to the Teachers’
Standards (Early Years).
EYITT placements enable trainees to meet the requirements of the course, ensuring that they
have sufficient evidence to demonstrate:
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Their ability to meet the Teachers’ Standards (Early Years) in their work with babies (020 months), toddlers (16-36 months), and young children (30-60 months).

Their understanding of the educational continuum of expectations, curricula and
teaching of Key Stage 1 and 2.
Range of Placements
Trainees will engage in a range of placements in order to meet the requirements of the course.
Placement needs will be identified for individual trainees, dependent on previous experience.
Placements are arranged by the University of Brighton EYITT team and Partnership Office. All
trainees must complete the compulsory Key Stage One placement. This table sets out the
range of placements and key dates:
Placement Details
1st Placement (to meet age range
requirements and requirements to have
experience in at least two settings/schools)
Placement Dates
2 days per week for 8 weeks (days to be
negotiated between the trainee and
placement setting)
13/10/14–12/12/14
2nd Placement (to meet the age range
requirements)
2 days per week for 8 weeks (days to be
negotiated between the trainee and
placement setting).
26/1/15–27/3/15
Compulsory School Placement
A minimum of 10 days in a Key Stage One
class. The remaining time to be spent in
reception and Key Stage Two.
2 days per week for 7 weeks
20/4/15-12/6/14
Placement Evaluation
Following a placement, all trainees evaluate their setting/school-based training and feedback is
provided to the placement setting/school. These evaluations form part of the partnerships
improvement planning process. Feedback from placement evaluations is sent to setting
managers, Headteachers, university placement tutors and the EYITT course leader. The
outcomes of the evaluation process are also reviewed at EYITT steering group meetings.
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Equality and Diversity
The university’s Equality and Diversity Policy is based upon the Equality Act (2010) and fully
supported by the Board of Governors. If any incidents of discrimination occur during placement,
please contact the EYITT course leader.
Some important points to note:
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On setting/school placements, trainees comply with, and are protected by the
university’s equal opportunities policies as well as those in place in settings/schools;
The EYITT Partnership seeks to recruit and support trainees from under-represented
groups;
The University is sensitive to personal and religious beliefs and trainees are allowed two
days religious observance during a placement. Trainees must tell the setting/school and
EYITT course team in advance.
The Disability and Dyslexia team provides support for trainees with disabilities. Trainees
are able to seek advice from the EYITT course leader or the Student Support and
Guidance Tutor.
The EYITT course team will inform the school of any specific adjustments needed on
placement for trainees with disabilities.
DBS Checks and Medical Fitness
DBS
It is the responsibility of the university (as the EYITT provider) and not the responsibility of
individual partnership settings/schools to ensure that all vetting and suitability checks are
carried out on trainees. Our recruitment processes adhere rigorously to the latest regulations
and guidance including the DfE guidance ‘Safeguarding Children and Safer Recruitment in
Education’ (2010 revised version) and the National College for Teaching and Leadership’s more
specific Suitability Requirements for all ITT providers (ITT Criteria Supporting Advice). In
accordance with all requirements, including those from Ofsted, settings/schools should not
request access to DBS Certificates. However, when placing a trainee, the university will confirm
with the school that all relevant checks, including a DBS Enhanced Disclosure, have been
cleared.
Medical Fitness
Trainees are cleared as ‘fit to teach’ by their host settings organisations or the university’s
Occupational Health advisor on entry to the programme. If trainees have not been cleared, they
cannot start their placement (unless this has been agreed by the university and the placement
setting/school). Trainees are asked to inform the university immediately if their health
deteriorates during training.
2.2
Requirements of Placement Settings
All settings must meet the University of Brighton EYITT criteria for the selection of settings to
join the University of Brighton EYITT partnership. Placement settings must:

Be rated outstanding or good by Ofsted;

Have at least one member of staff who is qualified to graduate level in a relevant subject
and has achieved a relevant professional status (i.e. EYPS, EYTS, QTS). This staff member
will play a significant role in supporting the EYITT trainee as their work based mentor;
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Demonstrate a commitment to the education and training of teachers and the capacity to
support work based learning and reflective practice;

Be able to offer a broad and balanced programme of activities in support of student
teachers’ development;
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Be flexible in meeting the diverse needs of trainees;
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Deliver effective Early Years Foundation Stage provision, demonstrating a respect for
children, families and all members of staff;
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Hold a commitment to improvement and development of early years practice through
engagement with current research and policy;

Demonstrate a commitment to partnership working, both with the University and the wider
early years community;

Attend necessary training and development opportunities presented by the University (i.e.
mentor training);

Be willing to accept the roles and responsibilities as defined in the Early Years Initial
Teacher Training partnership agreement (Appendix 4).
2.3
Trainee Responsibilities
Placement Preparation
Prior to placement, trainees will review their Professional Action Plan (PAP), in the e-Portfolio
(PebblePad). They will reflect on each of the Teachers’ Standards (Early Years), identifying:

Standards with which they are most confident and why (give examples from practice);

Standards with which they are least confident and why (give examples where
appropriate);
Using their PAP trainees should think carefully about what they need to do to build on the
strengths and address the areas of weakness. They need to identify targets and consider the
actions they will take on placement to enable them to develop their practice across the
Teachers’ Standards (Early Years), and in relation to the ages ranges 0-5. Trainees must
update their PAP weekly, considering their progress in meeting the Teachers’ Standards (Early
Years) in their host setting and through placement experiences. During placement trainees
should liaise with the placement mentor to discuss how they might go about building on their
strengths and addressing any areas for development.
During Placement
Trainees will begin their placement by developing relationships with colleagues at the
placement setting. They will observe and reflect upon the work of other practitioners, developing
a sensitive and growing awareness of the ways practitioners relate to, and work with, children
and their families, and contribute to inter-professional teams. Trainees will evaluate and modify
their own practice in thoughtful, innovative, informed and critical ways. They will continue to use
their PAP to identify strengths and areas for development, considering how they will utilise
placement experiences to gather evidence of their effective practice and leadership across the
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Teachers’ Standards (Early Years). Trainees will continue to refine skills of critical reflection as
they contemplate the ways they lead and support practice.
The expectations of the Key Stage One placement are significantly different. Please see section
2.4 below.
Professional Conduct
Trainees on placement are required to demonstrate professional conduct at all times. Trainees
must demonstrate respectful attitudes and behaviours to all persons within the setting/school
community, including children and families. Trainees must respect confidentiality at all times.
They must have due regard for the safety and welfare of the children at all times and must
familiarise themselves with the setting/school safeguarding policies.
Attendance
Trainees must ensure they attend all placement dates. Trainees must keep a record of all
placement dates attended (see Appendix 5). This record must be signed by the mentor at the
placement setting. If for any reason a trainee is unable to attend a placement date they must
telephone the placement setting or school prior to the start of the setting/school day to inform
the setting/school of their absence. They must also contact the EYITT Programme Assistant,
Helen McLaren, to inform the course team of their absence and the reason for this absence. All
trainees must attend a minimum of 10 days placement during the compulsory school placement
in order to successfully complete the school placement. All trainees must miss no more than
four days placement during each of the age range placements in order to successfully complete
the age range placement(s).
2.4
Expectations of the School Based Placement
The NCTL have set a requirement that all EYITT trainees must complete a minimum two week
placement in Key Stage one. This does not have to be undertaken in one block. Trainees must
also meet the requirements of standard 3, and specifically demonstrate their engagement with
the continuum of expectations, curricula and teaching of the EYFS, Key Stage one and Key
Stage two. In order to meet these requirements, EYITT trainees will complete a school based
placement of two days per week over seven weeks. During this time, trainees must spend a
minimum of ten days in a Key Stage one class. The remaining time should be used to enable
the trainee to observe practice in Reception and Key Stage two. This will enable the trainee to
develop a secure understanding of the educational continuum of expectations in a primary
school setting. Trainees will complete a series of set tasks, including observing a phonics
lesson and a mathematics lesson, and will use observation forms to record their reflections.
Observation
Trainees will spend a significant amount of time during the school based placement observing
teaching and learning. Observations will enable trainees to develop professional knowledge
about teaching and learning in a school context. Through observing teachers, trainees will
develop understanding of the curriculum and how teachers plan, support and assess learning.
Trainees will gain an insight into the ways in which school experiences build on previous
learning across the curriculum. For example, trainees will develop their understanding of
approaches to phonics and how early phonological awareness can support later learning.
Trainees should spend a minimum of 60% of their time on placement observing the practice of
experienced teachers. Trainees will reflect on these observations and will include observations
and reflections in their e-Portfolio (PebblePad).
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Supporting Learning
To develop their understanding of how children approach learning in Key Stage One, trainees
should have opportunities to support small group activities. These lessons should be planned
by the class teacher. The EYITT trainee has no requirement to engage in lesson planning or
assessment during the school based placement. However, opportunities to work with small
groups of children will enable the trainee to develop greater understanding of the curriculum
and how this is supported in a school context. Trainees should aim to support a minimum of
seven small group activities during the school based placement. Trainees will record their
reflections of supporting small group work and will upload these reflections to their e-Portfolio
(PebblePad).
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Section 3: Procedures for Support and Assessment
3.1
Work Based/Placement Mentor Support
The roles and responsibilities of host and placement work based mentors are set out in the
Early Years Initial Teacher Training partnership agreement (Appendix 4). Mentors will provide
support to trainees to enable them to make progress in meeting the Teachers’ Standards (Early
Years). They will complete a series of formal observations, an interim report and final report, as
set out in the Early Years Initial Teacher Training partnership agreement (Appendix 4). They will
liaise with all partners, including the Host setting, university Placement Tutor, and the trainee, to
ensure the trainee is making progress in meeting the Teachers’ Standards (Early Years). They
will maintain records of mentorship and training of the EYITT trainee.
Work based and placement mentors must be graduate practitioners who have achieved EYPS,
EYTS or QTS. Mentors must attend at least one training session delivered by the University of
Brighton. Mentor training will support mentors in understanding their roles and responsibilities in
supporting the trainee.
Work based and placement mentors demonstrate the following characteristics:

They demonstrate a commitment to the education and training of early years teachers, and
have the capacity to support work based learning and reflective practice;

They are flexible in meeting the diverse needs of trainees;

They hold a commitment to improvement and development of early years practice through
engagement with current research and policy;

They demonstrate a commitment to partnership working, both with the university and the
wider early years community;

They attend necessary training and development opportunities presented by the university
(i.e. work based mentor training);

They are willing to accept the roles and responsibilities as defined in the Early Years Initial
Teacher Training partnership agreement (Appendix 4).
In some instances the trainee will be the only graduate working in the Host setting. In such
circumstances, where the Host setting is unable to identify a suitable internal work based
mentor, the Host setting must consult the university database of work based mentors. Upon
signing the Early Years Initial Teacher Training partnership agreement (Appendix 4), Host
settings agree to use part of the financial incentive to fund mentor support. Host settings and
work based mentors will negotiate an hourly rate for this work and the amount of hours
allocated for mentor support across the duration of the pathway. The hourly rate should reflect
the work of an EYP/EYT mentor within a setting, in line with EYP/EYT hourly rates. The number
of hours of mentor support will vary depending on the needs of the trainee. However, please
see below some guidance on suggested hours for this role:
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Mentor Task
Formal Observations x 4
Time Allocation per task
20 mins per observation + 10
mins feedback time + 30
mins writing up time
30 mins per report
Interim and Final Report
Writing
Support to trainee throughout 30 mins per fortnight
the pathway (via email or
face to face) October-June
Total Time Allocation
4 hours
1 hour
Approx. 9 hours (not
including Christmas and
Easter break)
Total: 14 hours
Dates for Mentor and Placement Tutor Training 2014/2015

Host and Placement Mentor and Placement Tutor Meeting:
Wednesday 15 October 2014 4-6pm

Host and Placement Mentor and Placement Tutor Meeting:
Wednesday 14 January 2015 4-6pm

Host and School Placement Mentor and Placement Tutor Meeting:
Wednesday 22 April 2015 4-6pm
All materials from meetings will be made available to those colleagues who are unable to
attend.
3.2
Maintaining Records
There are two key elements which complement one another and support trainees to maintain
records whilst in their host setting and during placements. Trainees will develop and maintain a
document file and an e-Portfolio (PebblePad). These two elements will work together to ensure
that trainees make sufficient progress in meeting the Teachers’ Standards (Early Years).
Document File
The document file will be used throughout the course. Trainees will use the document file to
provide evidence of their professional development towards meeting the Teachers’ Standards
(Early Years). Evidence will be selected from the document file and then uploaded to the ePortfolio (PebblePad). The document file will be organised in two sections.
Part One: Professional Development
In this part of the document file trainees should include evidence of their engagement in
professional development. For example, trainees should include:





Attendance records from placement
Observation and assessment forms from placement
Observations and Reflections carried out during placement tasks
A copy of their up to date Professional Action Plan from their e-Portfolio (PebblePad)
Records of meetings with mentors
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Part Two: Evidencing the Teachers’ Standards (Early Years)
In this part of the document file trainees will have 8 sections; one section for each of the
Teachers’ Standards (Early Years). They will gather examples of evidence to demonstrate how
they are meeting all aspects of the 8 standards. Examples of evidence might include:












Planning
Environment plans
observations of children (short observations/long observations)
extracts from learning journeys
assessments of children
IEPs
Complete two year check
Observations of other teachers (particularly for S3).
Minutes from meetings
Photos of displays and/or resources (NO photographs of children)
Policies written or reviewed by the trainee
Information for parents
e-Portfolio (PebblePad)
Trainees will develop and use an e-Portfolio (PebblePad). The e-Portfolio (PebblePad) is a
fundamental element of the Early Years ITT course. The purpose of the e-Portfolio (PebblePad)
is to:

Support trainees to reflect upon their progress in meeting the Teachers’ Standards
(Early Years) through the process of professional action planning.

Provide the mechanism by which trainees gather evidence to demonstrate their ability to
meet the Teachers’ Standards (Early Years)
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Trainees will use their e-Portfolio (PebblePad) to set targets against every standard. They will
identify the actions needed to meet their targets. They will continually reflect upon and review
their progress in meeting the standards. They will gather evidence to demonstrate how they are
meeting the standards. The ability to critically reflect on this process, analyse and evaluate
learning and take responsibility for professional development is at the centre of this. Trainees
are expected to participate in this cycle and will be encouraged to take responsibility for their
own professional development and self-assessment. Throughout the Early Years Teacher
pathway, each trainee will be encouraged and supported:



To become an autonomous and active learner;
To become a critical and reflective practitioner;
To be responsible for reviewing and updating their Professional Action Plan.
The e-Portfolio (PebblePad) will be scrutinised throughout the course. At the end of the course
the e-Portfolio (PebblePad) will be assessed in order to determine whether trainees have
sufficient and strong evidence to meet the Teachers’ Standards (Early Years) and be
recommended for the award of Early Years Teacher Status (EYTS). Therefore, it is crucial that
the e-Portfolio (PebblePad) is regularly updated to inform progress.
3.3
Assessment Process
The Early Years ITT assessment process enables trainees to demonstrate their ability to meet
the 8 Teachers’ Standards (Early Years) across the age range 0-5. EYITT trainees must access
and use the EYITT grading descriptors which set out the criteria for assessing trainees
(Appendix 3). The grading descriptors set out the standards that are expected of the trainee and
will be used by mentors and placement tutors when making judgements about the trainee’s
progress in meeting the 8 Teachers’ Standards (Early Years).
Host and Placement Settings Assessments
Ongoing assessment of the trainee will be undertaken by mentors and university placement
tutors in the host and placement settings. The assessments will be comprised of formal
observations, an interim report and a final report. Mentors and university placement tutors will
use the EYITT grading descriptors in making judgements about the trainee’s progress in
meeting the Teachers’ Standards (Early Years). Where mentors have concerns about the
trainee’s progress in meeting the Teachers’ Standards (Early Years), they should raise a ‘Need
for Enhanced Support’ with the University placement tutor and the EYITT Course Leader.
Mentors should use form EYD to record these concerns.
School Placement Assessments
The expectations of the school placement are significantly different from the assessments
undertaken in the Host and placement settings. The school placement is specifically designed
to enable trainees to meet the requirements of standard 3.3: “demonstrate a critical
understanding of the EYFS areas of learning and development and engage with the educational
continuum of expectations, curricula and teaching of Key Stage 1 and 2.” The focus of the
formal observation (EYA) and the final Key Stage One assessment (EYKS1) should specifically
address the trainee’s ability to meet this standard and in particular to demonstrate their
understanding of the educational continuum of expectations, curricula and teaching of Key
Stage 1 and 2. The school mentor and placement tutor will complete one joint formal
observation of the trainee. During this observation the trainee should be supporting a small
group activity that has been planned by the class teacher. Standard 3 will be the focus for the
13
observation; however the mentor and placement tutor may also wish to comment on other
relevant standards, such as S1.1, S2.6, S4.4, and S6.3. The school mentor will complete the
final assessment form (EYKS1) at the end of the school placement. This report will focus
specifically on the trainee’s ability to meet standard 3.3. For example, trainees should
demonstrate that they have engaged in the process of focused observations of learning and
teaching in Key Stage One and Key Stage Two. Trainees will upload evidence of their
observations and reflections to their e-Portfolio (PebblePad).
Schedule of Formal Observations and Dates for Submission of EYITT Assessment Forms
See below for details of the number of observations for each placement and the dates when
specific assessment forms should be returned to the university.
**Please note, setting/placement mentors should use form EYD (Need for Enhanced
Support) to highlight concerns where a trainee is not making sufficient progress in
relation to the standards or expectations of the placement.**
Placement
Details
Form Number
Host
Setting
Mentor Observation 1
Mentor Observation 2 (Jointly with
university Placement Tutor)
Interim Evaluation Report
Mentor Observation 3
Mentor Observation 4 (Jointly with
university Placement Tutor)
Final Assessment Report
EYA
EYA
Date to be returned
to the university
7 November 2014
12 December 2014
EYB
EYA
EYA
6 January 2015
16 March 2015
15 June 2015
EYC
22 June 2015
Mentor Observation 1
EYA
24 October 2014
Interim Evaluation Report
Mentor Observation 2 (Jointly with
university Placement Tutor)
Final Assessment Report
EYB
EYA
10 November 2014
5 December 2014
EYC
19 December 2014
Mentor Observation 1
EYA
9 February 2015
Interim Evaluation Report
Mentor Observation 2 (Jointly with
university Placement Tutor)
Final Assessment Report
EYB
EYA
27 February 2015
13 March 2015
EYC
27 March 2015
Mentor Observation (Jointly with
university Placement Tutor)
Final Assessment Report
EYA
22 May 2015
EYKS1
15 June 2015
Placement
Setting (1)
Placement
Setting (2)
School
Placement
Setting mentors and university placement tutors will complete joint observations, as set out
above. This will be an opportunity to observe the trainee and provide agreed oral and written
feedback. This is a fundamental procedure within the partnership and is a significant quality
assurance indicator. Only one observation form should be completed following the joint
observation. The feedback and targets must be agreed by the mentor and placement tutor.
14
We would appreciate assessment forms being sent to the university no later than the date
shown in the table. It is especially important to keep to the dates with final assessments as
these are essential for considering trainee progression.
1. Assessment forms should be emailed to the EYITT team at
[email protected]
2. Copies should be kept in the setting/school in case the originals go astray and copies
must be given to the trainee before the placement ends.
3. Placement assessment forms should be retained by the trainee in their e-Portfolio
(PebblePad).
4. Information given may be used in a reference and to assist in the continuing
professional development of the trainee.
Formative Review
University support tutor focused sessions will involve ongoing formative peer and tutor review of
trainees’ progress in meeting the Teachers’ Standards (Early Years). In addition, midway
through the Early Years ITT course each trainee will undertake a formal Formative Review
tutorial with their support tutor. The Formative Review is a formative assessment which
supports Early Years ITT trainees to consider their progress and identify development points.
The Formative Review provides an opportunity for the trainee to reflect upon:






Their progress to date;
The standards which they feel most confident about and why;
The standards which they feel least confident about and why;
The extent to which they are able to evidence practice and leadership across the 8
Teachers’ Standards (Early Years);
The extent to which they are able to meet the Teachers’ Standards (Early Years) in
relation to the full age range 0-5.
The extent to which they are able to demonstrate engagement with the educational
continuum of expectations, curricula and teaching of Key Stage 1 and 2
At the Formative Review the trainee and the support tutor will review:



assessment forms from the host and placement settings (EYA:EYB:EYC);
the Professional Action Plan (PAP);
the e-Portfolio (PebblePad).
Tracking and Intervention
All trainees are monitored rigorously from the point of interview and throughout the course, so
they are supported to become at least good teachers. There is a shared understanding of the
need for quick intervention and secure tracking. All stakeholders across the ITT partnership are
required to signpost when enhanced support is needed. Trainees have a voice in the process
and contribute to their ongoing personal development.
Examples of intervention strategies include: allowing trainees to observe additional outstanding
practice; additional visits from the university placement tutor and/or EYITT course leader; or
organising ‘team teaching’. A supportive, staged process is implemented if issues are identified
which provides clear targets for improvement.
15
All interactions with trainees are recorded in a central tracking database. This provides a clear
picture of trainee progress across all areas (placement, assignments, attendance etc). The
database is held centrally and online. This allows university colleagues access to trainee details
when in school.
The trainee will be supported and encouraged to update their PAP to ensure that it reflects their
current professional development needs in relation to meeting the Teachers’ Standards (Early
Years). Following the Formative Review, trainees are expected to discuss updated targets on
their PAP with their work based mentor. Targets on the PAP should be updated weekly.
16
Proformas for Assessment, Reporting and Intervention
Please read in conjunction with Appendix 5
Form
EYA
Progress Report
Competed by
When?
Purpose
Distribution
Host Mentor x 4
Alternative Placement (1)
Mentor x 2
Alternative Placement (2)
Mentor x 2
University Placement
Tutor x 4
Following observation of
teaching.
Reviews progress and improvements made in
relation to meeting the standards:
Trainee: Upload to e-portfolio
(PebblePad).

Reviews learning and teaching with attention
progress of children and appropriate delivery
of the EYFS;
Identifies ways forward and actions including
amendments to the Professional Action Plan
(PAP);
Ensures the accuracy of the EYITT
partnership’s assessment of trainees;
Identifies additional intervention and targets
with review dates for a trainee graded 3;
Triggers the enhanced support process for a
trainee graded 4 against any aspect of the
Teachers’ Standards (Early Years).
Mentor and Placement Tutor: copy for
records.
Reviews progress and indicates potential by
the end of the placement;
Identifies interventions and targets with review
dates;
Determines trainees’ amendments to the
professional action plan;
Identifies additional intervention and targets
with review dates for a trainee graded 3;
Triggers the enhanced support process for a
trainee graded 4 against any standard.
Trainee: Upload to e-portfolio
(PebblePad).
A summative report to record the trainees
overall progress against the standards;
Used to inform trainees’ references;
Trainee: Upload to e-portfolio
(PebblePad).

(On at least one occasion
during each placement
the progress report
should be completed by
the mentor and
placement tutor together)
EYB
Interim report on
teaching
competence
Mentor



Mid-way through the
placement following a
meeting with the trainee





EYC
Final
Assessment on
Teaching
Competence
Mentor
Approved by the
placement tutor
At the end of the formal
assessed period of the
placement.


Mentor: email form to:
[email protected]
Mentor: Copy to setting/school
colleagues where appropriate
Mentor: share and discuss with trainees

17
Determines an overall fail should a trainee be
graded 4 for any standard.
Mentor: email form to
[email protected]
Mentor: copy to setting/school colleagues
where appropriate
EYK
S1
EYD
School Based
Placement: Final
Assessment
Need for
Enhanced
Support / Likely
to Fail
Mentor, in collaboration
with the class teacher
and trainee
Approved by the Placement
Tutor
Mentor
At the end of the formal
assessed period of the school
based placement.
EYF2
EYH
EYI
Record of
Mentorship and
Training (host &
alternative
placement
Record of
Mentorship and
Training (school
placement)
Record of
Mentor Meetings
(NB checklist for
host and
alternative
placements only
Record of
Attendance
At any point during the
placement when insufficient
progress is being made.
 Identifies issues relating to a trainee’s
progress;
 Determines what support from the partnership
will be provided and identifies priority areas for
development for the trainees attention;
 Identifies a review date, where the trainee
may no longer require enhanced support; or
may be informed that they are likely to fail.
 Provides evidence that placement procedures
have been undertaken
Placement Tutor
Record
Trainee: Upload to e-portfolio (PebblePad).
Mentor: share and discuss with trainee
Mentor: copy to school colleagues where
appropriate
Trainee: Upload to e-portfolio
(PebblePad).
Mentor: email form to
[email protected]
Mentor
At the end of the placement
Mentor
At the end of the placement

Provides evidence that placement procedures
have been undertaken
Trainee: Upload to e-portfolio
(PebblePad).
Trainee
Following any meeting
between mentor and trainee

Records details of meetings between mentor
and trainee
Trainee: Upload to e-portfolio
(PebblePad).
Trainee (but signed by
the mentor)
Ongoing throughout the
placement

Records the trainee’s attendance on
placement
Is kept updated and available on request to
everyone involved in the training process
Trainee: Upload to e-portfolio
(PebblePad) at the end of the placement.
Used to identify areas of expertise/good
practice and/or development/training needs.
Placement Tutor: email form to

EYL
A summative report to record the trainee’s overall
progress against the Teachers’ Standards (Early
Years) with particular reference to S3.3
Mentor: email form to
[email protected]
and Placement Tutor
Reviewed 5 days later.
EYF1

University Placement
Tutor
Following a setting/school
visit

Trainee: Upload to e-portfolio
(PebblePad).
[email protected]
18
Need for Enhanced Support and Likely to Fail (previously Cause for Concern)
The Need for Enhanced Support process is initiated if a trainee teacher is not making sufficient
progress in relation to the Teachers’ Standards (Early Years) or expectations of the placement.
For instance, a Need for Enhanced Support could be identified if a trainee’s placement based
files are unsatisfactory, their EYFS knowledge is insufficient or they are not behaving in a
professional manner.
The following paragraphs explain the procedures that would normally be adopted if a trainee is
in need of enhanced support. There may be particular reasons or circumstances why the
university and its partner institutions may need to depart from this framework and in these
instances, the ad hoc framework will be clarified.
The Need for Enhanced Support can be initiated at any stage in the placement. It must be
identified if a trainee report is completed (Form EYD see appendix 5), and the progress being
made in box 1 and 2 indicates that a grade 4 should be awarded.
Whilst the Enhanced Support process is more likely to be implemented during the period when
the trainees’ progress is formally assessed against the Teachers’ Standards (Early Years), it is
better to initiate the process as soon as concerns about the trainees’ progress are identified,
rather than delay until later in the placement.
The Need for Enhanced Support must be communicated clearly, both orally and in writing,
using form EYD, which must be signed by the trainee and the mentor. It is essential to pinpoint
specific areas of weakness with reference to the Teachers’ Standards (Early Years), agree
improvement with deadlines and suggest how these targets can be achieved. The trainee must
also make a comment in order that they demonstrate acknowledgement of the areas for
development and their understanding of the improvement cycle.
The Enhanced Support Process:
1.
An EYD form is completed, indicating the nature of the concern, with reference to the
Teachers’ Standards (Early Years) (mentors may find the grading descriptors useful);
2.
Arrangements are made to meet and discuss the nature of the concern(s) with the
trainee as soon as practically possible.
3.
A supportive course of action should normally be agreed with the trainee, which
identifies:
(i)
Targets for action with a review date which is normally within five working days;
(ii)
Strategies for improvement/intervention.
4.
The trainee records a response on form EYD.
5.
A copy of the EYD form is either faxed or posted to the EYITT course administrator.
The EYITT team require a copy which shows all signatures.
6.
On the review date, if the trainee teacher has met the targets, the mentor signs form
EYD to confirm that the trainee no longer needs enhanced support. A copy of form
EYD is either faxed or posted to the EYITT team.
7.
If, by the review date, the trainee requires a further period of enhanced support, a
second EYD form will be completed, indicating that the trainee is now likely to fail,
and making explicit the necessary progress/interventions required and the success
19
criteria that need to be met. The form must be faxed or posted to the EYITT team as
above, with a new review date of a further 5 working days.
8.
By the second review date, if the trainee has met the targets, the mentor signs form
EYD to confirm that the trainee is no longer likely to fail. If insufficient progress has
been made, the placement is considered to be failed and the EYITT course leader will
normally visit the setting/school to meet with the traine and, mentor. Normally, the
trainee will be informed 24 hours in advance of this meeting. If insufficient progress is
reported, by the mentor, the placement would normally be deemed a fail.
9.
Exceptionally, the setting/school and university may agree that a trainee can be offered
an additional and/or extended period of enhanced support.
20
Enhanced Support Process
1. A supportive course of action is agreed. The
following must be identified on the EYD form:


Agreed intervention strategies / success criteria
Targets for action with a review date
2. Signed EYD form is emailed or faxed to the
EYITT team at the University of Brighton
4A. If the trainee has met the targets:
3.
a.
At the agreed date point, progress is reviewed
b.
Mentor and trainee sign EYD form to
confirm that enhanced support is no longer
required
Form PD is emailed/faxed to the
Partnership Office.
4B. If the trainee has not met the targets:
a. Second EYD form completed, indicating that the
trainee is now likely to fail, making explicit the
necessary further progress /interventions required
and the success criteria to be met. A new review date
(normally 5 days) should also be set.
b. Form PD is emailed/faxed to the Partnership Office.
6A. If the trainee has met the targets :
a.
5.
At the agreed date point, progress is reviewed
b.
6B.
Mentor and trainee sign EYD form to confirm
that enhanced support is no longer required
Form EYD is emailed/faxed to the EYITT team.
If the trainee has not met the targets:
a. Placement is considered to be failed.
b. Refer to process for failed placements (please see
section 3.7)
.
If the placement is failed, the EYITT course leader will normally visit the school and the
trainee (giving 24 hours advanced notice wherever possible).
3.4
Failed Placements
Exceptional Circumstances
In exceptional cases the partnership has the right to terminate a trainee's placement without
initiating the Enhanced Support Process. This will result in a failed placement.
21
Examples of exceptional cases are:



The trainee has put the health and safety of the children at serious risk
The trainee has deviated from the code of conduct and/or brought the setting/school,
university or profession into disrepute
The trainee repeatedly responds negatively to feedback and will not accept advice
If a placement is failed due to Absence
If more than 4 days are missed (excluding absence due to interviews or setting/school
closure), the placement will usually be terminated and the trainee will have failed (NB. days
do not have to be consecutive and half days contribute to the total).
In exceptional circumstances, placements can be extended by the number of days missed.
In these cases trainees do not have to retake the placement in its entirety. The decision as
to whether this can be offered is made by the EYITT course leader in consultation with the
placement tutor and staff at the placement setting. They will consider:





The number of days absent;
The reason(s) for absence and where these relate to medical grounds, whether the
trainee is fit to recommence;
The trainee teacher’s performance on placement thus far;
Whether a partnership setting/school can accommodate an extension to the
placement;
Consequences of extending the placement in relation to the overall programme.
Repeating a Failed Placement
Trainees are normally offered an opportunity to repeat a failed placement if all of the
following criteria have been met:
1. Evidence of the trainee’s improvement towards meeting targets identified on the
EYD form (even if these have not been fully achieved by the end of the placement)
2. Evidence that the trainee has shown a willingness to adopt a constructive
approach to the advice received from their mentor, their University placement
tutor(s), the EYITT Course Leader in relation to their targets and progress towards
the Standards for EYTS
3. Evidence that the trainee has not significantly deviated from the behaviour which
is commensurate with the Professional Code of Conduct stated in the Partnership
Handbook
The following should also be noted when considering whether a trainee can repeat their
placement:

When trainees withdraw themselves from a placement, the criteria are considered in
the context of the trainee’s performance at the point immediately before to
withdrawal.
22

Trainees can apply for mitigating circumstances if the failure was for reasons outside
of their control. Trainees should contact the Deputy School Administration Manager
to discuss the process ([email protected], 01273 643390).
Process for Failed Placements
EYITT course leader completes a report
in liaison with the mentor, and
placement tutor, outlining if trainee has
met the criteria above.
If the criteria have been met,
the trainee will be offered a
repeat placement, subject to
agreement by the EY ITT
Progress Board
If the criteria have not been met, the
following process will be implemented
Report and evidence is considered by the
EY ITT Progress Board and will
recommend whether the trainee is
allowed to repeat the placement
Repeating trainees organise a tutorial
with the EY ITT Course Leader before
the repeat placement begins.
A learning agreement will be normally
be developed and agreed (copied to
the repeat placement setting/school
and reviewed at agreed points)
Final Assessment
At the end of the Graduate Employment Based route, each trainee will submit their final ePortfolio (PebblePad) for assessment. The EYITT Course Team will assess the e-Portfolio
(PebblePad), which must provide sufficient evidence to demonstrate that the trainee has met
all 8 of the Teachers’ Standards (Early Years), across the 0-5 age range. Trainees must aim
to present a range of evidence for each standard. Evidence might include:








Feedback forms from formal observations (EYA)
Interim assessment forms (EYB)
Final assessment forms (EYC)
School based assessment forms (EYKS1)
Planning and evaluations
Samples of group and individual assessments
Observations
Extracts from learning journals
23


IEPs
Minutes from meetings
Evidence from placements must be included.
When assessing the final e-Portfolio (PebblePad), the following summative assessment
criteria must be followed:



All 8 Teachers’ Standards (Early Years) must be met.
Trainees should aim to present one piece of evidence for each of the supporting
statements for each standard.
Trainees must provide sufficient evidence to meet the age range requirement (0-5).
Moderation
Following the final assessment there is a process of moderation. Moderators review
assessment outcomes to ensure that trainees have been fairly assessed, and that
assessment practices and standards are consistent and reliable. Following completion of
moderation, Early Years ITT trainees will be informed of the final outcome. In most cases
this will happen within six weeks of the final assessment.
Early Years Initial Teacher Training Assessment Outcomes
There are two possible assessment outcomes for an Early Years ITT trainee:
Awarded EYTS
Not Awarded
EYTS
The trainee has met all the requirements for the award of Early Years
Teacher Status. The trainee has provided sufficient evidence of:
[a] All 8 individual standards;
[b] Work with babies, toddlers and young children.
The trainee has failed to meet all the requirements for the award of Early
Years Teacher Status and the deficiency in evidence is substantial. This
recommendation would be made when there is a serious deficiency in the
evidence of any of the following:
[a] The lack of evidence for a particular standard or standards;
[b] The trainee’s experience with one or more of the age ranges
This recommendation could also be made when the trainee has a
combination of deficiencies cutting across a and b.
The trainee will not be able to re-submit and will not be funded to
undertake a further pathway.
24
Appendix 1
University of Brighton: dates for Graduate Entry Employment-Based
Early Years Initial Teacher Training 2014/15
EYTS
University
attendance
Ind
3x full
days
th
24 ,
th
25 ,
th
26
1x RG
nd
22
1x SS
12th
1x RG
th
10
3x SS
+ FR
th
th
7 ,8 ,
th
9
1x RG
th
11
1 Placement - 2
days per week for 8
weeks.
(13/10/14-12/12/14)
June
May
April
March
1x RG
th
11
1x SS
th
14
1x RP
th
20
1x SPP
th
16
nd
st
EYTS Placements
Feb
Jan
Dec
Nov
Oct
Sept
Ind = Induction RG = Reflective group sessions (half day) SS =Standards Support sessions
FR = Formative Review SPP = School Placement Prep
2 Placement (if
required) - 2
days per week
for 8 weeks.
Compulsory KS 1
Placement:
2 days per week
for 7 weeks
(26/1/15-27/3/15)
20/4/15-12/6/14
FR
Placement
observations (if
nd
2 placement
required):
Placement
observations:
2 x placement
tutor (EYA)
2 x setting
mentor (EYA)
Final assessment of eportfolio
Assessment Points
2 x placement
tutor (EYA)
School
placement
report.
(EYKS1)
2 x setting mentor
(EYB)
Placement
mentor reports
– midway and
final (EYB/PC)
Placement mentor
reports – midway
and final
(EYB/PC)
EYTS
enrichment
activities
Ongoing Host Early Years Setting/School observations (4 min.) (EYA)
Midway interim evaluation report (EYB)
Final assessment report (EYC)
Speech
& Lang
twilight
th
19 ,
26th
Speech
& Lang
twilight
rd
3
Enrichment
visit
th
15
25
Appendix 2: The Teachers’ Standards (Early Years)
1. Set high expectations which inspire, motivate and challenge all children.
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
2. Promote good progress and outcomes by children.
2.1 Be accountable for children’s progress, attainment and outcomes.
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared
thinking.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.
2.6 Develop children’s confidence, social and communication skills through group learning.
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's
wellbeing, learning and development.
3. Demonstrate good knowledge of early learning and EYFS.
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at
school.
3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational
continuum of expectations, curricula and teaching of Key Stage 1 and 2.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
4. Plan education and care taking account of the needs of all children.
4.1 Observe and assess children’s development and learning, using this to plan next steps.
4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development,
circumstances and interests of children.
4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of
provision.
5. Adapt education and care to respond to the strengths and needs of all children.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to
address these.
5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of
babies and children, and know how to adapt education and care to support children at different stages of development.
5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and
disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4 Support children through a range of transitions.
5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents
and/or carers and other professionals.
6. Make accurate and productive use of assessment.
6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment
requirements (see annex 1).
6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each
child.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of
the child.
7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.
7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse,
and know how to act to protect them.
8. Fulfil wider professional responsibilities.
8.1 Promote equality of opportunity and anti-discriminatory practice.
8.2 Make a positive contribution to the wider life and ethos of the setting.
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other
professionals.
8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years
Educators.
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.
8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
8.7 Understand the importance of and contribute to multi-agency team working.
26
Appendix 3
Appendix 3
The Teachers’ Standards (Early Years): Grading Descriptors
An Early Years Teacher must:
S1: Set high expectations which inspire, motivate and challenge all children.
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
Trainees achieving the standards at a high
level may demonstrate these
characteristics:
They create and sustain an inclusive
environment that stimulates an interest in
learning and that develops children’s
confidence and independence.
Trainees achieving the standards at a
good level may demonstrate these
characteristics:
They are able to create an inclusive
environment that stimulates an interest in
learning and that develops children’s
confidence and independence.
Trainees deemed as Requiring
improvement to meet Good will demonstrate these minimum characteristics:
They are able to encourage children to
participate and contribute in an atmosphere
conducive to learning.
They consistently set high expectations of all
children. They consistently support and
encourage children to evaluate their own
progress and think about what and how they
might improve. They consistently provide
opportunities for children to be responsible for
their choices and they regularly ask open
questions that encourage children to reflect
on their performance.
They are able to set high expectations of all
children. They are able to support and
encourage children to evaluate their own
progress and think about what and how they
might improve. They are able to provide
opportunities for children to be responsible for
their choices and they ask open questions
that encourage children to reflect on their
performance.
They are aware of the need to set
appropriately high expectations, and
demonstrate a belief that all children have the
potential to make progress.
There are high levels of mutual respect
between the trainee and children. They are
very effective in promoting children’s’
resilience, confidence and independence.
They generate high levels of enthusiasm,
participation and commitment to learning.
They are well respected by children and
effectively promote children’s resilience,
confidence and independence. As a result of
this most learners are enthused and
motivated to participate
27
They are able to develop a rapport with
children. As a consequence of this most
children are engaged in their learning. They
demonstrate professional behaviour, respect
for pupils, colleagues, parents and carers and
support the ethos of the setting/school. They
demonstrate enthusiasm for working with
babies and young children.
Appendix 3
S2: Promote good progress and outcomes by children.
2.1 Be accountable for children’s progress, attainment and outcomes.
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.
2.6 Develop children’s confidence, social and communication skills through group learning.
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and
development.
Trainees achieving the standards at a high level may
demonstrate these characteristics:
Trainees achieving the standards at a good level
may demonstrate these characteristics:
They assume a high level of responsibility for the
attainment, progress and outcomes of the children they
teach.
They assume responsibility for the attainment, progress
and outcomes of the children they teach.
They have a depth of understanding about child
development, and are able to consistently plan high
quality play experiences to promote learning and
development.
They are able to develop secure and trusting
relationships with children in order to promote children’s
self-regulation, confidence and agency. They
consistently plan provision to meet the individual needs
of children, working in close partnership with parents.
They are able to lead and model high quality
interactions with babies and young children. They share
a genuine interest in what captures children’s
imagination and are consistently able to help children to
clarity their ideas, ask questions and be creative.
They understand how babies and children learn. They
understand the value of play in children’s learning and
plan suitable play based learning experiences for
children.
They understand that children need close and trusting
relationships in order to be secure, happy and confident.
They plan provision to meet the individual needs of
children and work in partnership with parents.
They engage in high quality interactions with babies and
young children. They are able to support children’s
thinking skills by supporting them to clarity their ideas,
ask questions and be creative.
They are able to communicate with children from birth to
age five. They listen to children and respond sensitively.
They are able to communicate effectively with all
children from birth to age five. They are able to
communicate with children in a way that is suitable for
their development stage. They listen carefully to
children, demonstrating a respectful approach at all
times.
28
Trainees deemed as Requiring improvement to meet
Good will demons-trate these minimum
characteristics:
They understand how teachers/practitioners are
accountable for the attainment, progress and outcomes
of children and have taken some responsibility for this
with guidance from senior practitioners or teachers
within the setting/school.
They have some understanding about child
development. They understand the value of play in
children’s learning and plan some suitable play based
activities.
They understand that children need close and trusting
relationships in order to be secure, happy and confident.
They understand the importance of working in
partnership with parents.
They have an understanding of the importance of
engaging in high quality interactions with babies and
young children.
They understand the importance of listening to children
and responding sensitively.
Appendix 3
S3: Demonstrate good knowledge of early learning and EYFS.
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of
expectations, curricula and teaching of Key Stage 1 and 2.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
Trainees achieving the standards at a high
level may demonstrate these
characteristics:
They have a very strong knowledge and
understanding of early childhood development
and appreciate the role they play in promoting
successful learning and development within
the setting/ school. They consistently
encourage and support children’s learning in
ways that are appropriate to their
development, recognising that children
develop in different ways and at different
rates.
Trainees achieving the standards at a
good level may demonstrate these
characteristics:
They have a good knowledge and
understanding of early childhood development
and appreciate the role they play in promoting
successful learning and development within
the setting/ school. They encourage and
support children’s learning in ways that are
appropriate to their development, recognising
that children develop in different ways and at
different rates.
Trainees deemed as Requiring
improvement to meet Good will demonstrate these minimum characteristics:
They have a sound knowledge and
understanding of early childhood development
and appreciate the role they play in promoting
successful learning and development within
the setting/ school. They recognise that
children develop in different ways and at
different rates.
They understand the importance of planning
rich learning experiences which will widen
children’s experiences.
They consistently plan a wide variety of rich
learning experiences which widen children’s
experiences.
They plan a variety of learning experiences
which widen children’s experiences.
They understand the requirements of the
EYFS.
They have a good knowledge and
understanding of the requirements of the
EYFS and apply this understanding to their
planning and interactions with children.
They consider future learning and have some
awareness of the National Curriculum and the
continuum of expectations, curricula and
teaching of Key Stage 1 and 2.
They consider future learning and are aware
of the National Curriculum, understanding the
In relation to early reading: they have some
understanding of synthetic systematic phonics
and the contribution it can make to support
They have a very strong knowledge and
understanding of the requirements of the
EYFS and consistently apply this
understanding to their planning and
interactions with children.
They consider future learning and are aware
29
Appendix 3
of the National Curriculum, understanding the
continuum of expectations, curricula and
teaching of Key Stage 1 and 2.
In relation to early reading: they draw on
their strong understanding of synthetic
systematic phonics and the contribution it can
make to support early reading skills.
In relation to early mathematics: they draw
on their strong knowledge and understanding
of the principles and practices of supporting
early mathematical development to employ
highly effective strategies and select
appropriate play based activities to promote
early mathematical understanding.
continuum of expectations, curricula and
teaching of Key Stage 1 and 2.
In relation to early reading: they draw on
their understanding of synthetic systematic
phonics and the contribution it can make to
support early reading skills.
In relation to early mathematics: they draw
on their knowledge and understanding of the
principles and practices of supporting early
mathematical development to employ
effective strategies and select appropriate
play based activities to promote early
mathematical understanding.
30
early reading skills.
In relation to early mathematics: they have
some understanding of the principles and
practices of supporting early mathematical
development. They employ some effective
strategies and select some appropriate play
based activities to promote early
mathematical understanding.
Appendix 3
S4: Plan education and care taking account of the needs of all children.
4.1 Observe and assess children’s development and learning, using this to plan next steps.
4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of
children.
4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
Trainees achieving the standards at a high level
may demonstrate these characteristics:
Trainees achieving the standards at a good
level may demonstrate these characteristics:
They consistently use a range of methods to observe
and assess children’s development and learning,
tracking progress over time.
They use observation to support their assessment
of children’s development and learning, tracking
progress over time.
They systematically draw on this to inform future
planning, identifying next steps for individual children.
They are able to draw on this to inform future
planning, identifying next steps for individual
children.
They plan activities that often use well-chosen
imaginative and creative strategies, and that match
individuals’ needs and interests.
They show innovation in creating rich learning
environments which are appropriate to the children’s
ages, needs and interests.
They work closely with parents to develop a strong
understanding of the needs and interests of individual
children.
They ensure all activities provide opportunities for
children to become fully involved in learning,
developing their thinking skills.
They are highly reflective in critically evaluating their
practice.
Trainees deemed as Requiring
improvement to meet Good will demonstrate these minimum characteristics:
They understand the importance of using
observation to support assessments of
children’s learning and development and are
beginning to track children’s progress.
They are able to plan activities that consider
the needs of individuals.
They show a willingness to plan activities that
enable children to become involved in their
learning and develop their thinking skills.
They can create an environment in which the
learners are usually engaged.
They aim to create learning environments which
are appropriate to the children’s ages, needs and
interests.
They sometimes involve parents in planning,
showing some understanding of the
contribution parents can make to children’s
learning and development.
They often involve parents in planning,
understanding the contribution parents can make
to children’s learning and development.
They know how to learn from both successful and
less successful activities through their evaluation
of the effectiveness of their practice, including its
impact on learners.
31
They are able to review their own planning and
teaching to prepare future activities.
Appendix 3
S5: Adapt education and care to respond to the strengths and needs of all children.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children,
and know how to adapt education and care to support children at different stages of development.
5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able
to use and evaluate distinctive approaches to engage and support them.
5.4 Support children through a range of transitions.
5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and
other professionals.
Trainees achieving the standards at a high level may
demonstrate these characteristics:
Trainees achieving the standards at a good level
may demonstrate these characteristics:
They are able to accurately identify and understand the
range of individual support needs a child (from birth to
five) may have e.g. behavioural, learning, health or
emotional needs, and the differing circumstances that
may affect the child’s learning and development,
including the impact of transitions.
They consistently adapt their support of children to meet
the needs of individuals and groups.
They identify these needs through discussions with
parents/carers, the key person and colleagues as well
through their own observations and research.
They are innovative in using and supporting others to
use a range of effective strategies and approaches to
engage all children, including those with additional
needs, and through evaluation adapt strategies as
necessary.
They know how to support progress for children and
how to identify when groups and individuals have made
progress.
They have a range of effective strategies that they can
apply to reduce barriers and respond to the strengths
and needs of children.
They clearly recognise how to deal with any potential
barriers to learning through their application of welltargeted interventions and support others in this.
They are proactive in working with parents/carers and in
engaging other professionals to support children’s
additional needs.
Trainees deemed as Requiring improvement to meet
Good will demons-trate these minimum
characteristics:
They recognise the different needs and strengths of
individuals and groups and begin to adapt their practice
to address those needs and strengths so that learners
are supported towards achieving their potential.
They are aware of a range of factors that are potential
barriers to achievement and understand how
experienced practitioners use a range of strategies to
reduce these barriers.
They begin to deploy these strategies themselves,
working alongside experienced practitioners as
appropriate.
They show awareness of how babies and children
develop and take account of this in their practice.
They have a developing understanding of the needs of
all children.
They are aware of the transitions that babies and
children experience and can articulate the support
needed during these times.
They have an understanding of the importance of
working in partnership with parents/carers and other
professionals.
32
Appendix 3
6. Make accurate and productive use of assessment.
6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements.
6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
Trainees achieving the standards at a high
level may demonstrate these characteristics:
Trainees achieving the standards at a good
level may demonstrate these characteristics:
They use a range of assessment strategies very
effectively in their day-to-day practice to monitor
progress and inform future planning and are
confident in the statutory assessment
requirements of the EYFS.
They are able to demonstrate a secure
understanding of statutory assessment
requirements and how these are used in practice.
They support their team to understand the
requirements of EYFS assessment and the
ongoing assessment needs as children progress
into Reception and future Key stages.
They engage sensitively with parents/carers,
providing regular opportunities to work together to
review their child’s progress and plan how to
support learning and development.
They are pro-active in seeking guidance from
other professionals to develop a plan to support
the child’s learning and development needs.
They are innovative in finding ways to include
children in planning for their own learning and
regularly discuss with them and their
parents/carers how the child’s wellbeing, learning
and development is supported at home.
They employ a range of appropriate formative
assessment strategies effectively and demonstrate
how they evaluate the effectiveness of planning
and provision.
They maintain accurate records of children’s
achievements and use these to plan for
appropriately challenging experiences.
Trainees deemed as Requiring improvement to
meet Good will demons-trate these minimum
characteristics:
They have a secure understanding of the statutory
assessment requirements. Their planning takes
account of the interests of children supporting
them to make progress.
They are aware of the need for formative and
summative assessment and how observation,
assessment and planning are interlinked within the
planning cycle.
They have an awareness of the need to engage
parents/carers to provide an accurate picture of
the child’s interests and needs.
They engage effectively with parents/carers to
discuss children’s interests and needs and these
contributions are taken account of within planning.
They engage with parents/carers to discuss the
child’s progress.
They are aware of when to engage with other
professionals to support children’s learning and
how to use information provided by them to plan
for and provide appropriate experiences.
They are able to discuss a child’s learning and
development with other relevant professionals and
following discussions put strategies into place to
support the child.
They seek opportunities to illicit children’s
feedback on experiences, needs and interests and
provide appropriate feedback to them in return.
They talk to children about their interests and
these are reflected in planning and provision.
They regularly provide ideas, guidance and
feedback to parents/carers how they can support
learning and development at home.
33
They provide opportunities for parents/carers to be
given information about how to support children’s
learning at home.
Appendix 3
S7. Safeguard and promote the welfare of children, and provide a safe learning environment.
7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.
7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.
7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act
to protect them.
Trainees achieving the standards at a high level may
demonstrate these characteristics:
Trainees achieving the standards at a good level
may demonstrate these characteristics:
They play a crucial role in keeping children healthy and
safe and promoting children’s rights and wellbeing.
They are able to promote children’s rights and wellbeing
through their practice and have a good understanding of
how this relates to the requirements of the EYFS
statutory framework and National Policy.
They have an excellent working knowledge and
understanding of legal requirements and of national
policies and guidance on health and safety,
safeguarding and promoting the wellbeing of children.
They are confident in measuring the risks and benefits
to children to create an environment that allows them to
make mistakes safely.
They ensure that children respect the environment,
understand dangers and know how to act to keep
themselves safe.
They are confident in their responsibility in applying
policies, procedures and protocols in order to keep
children safe using local and national guidance
documents.
They are able to effectively balance the need for risk
and challenge against the need for safety with a good
working knowledge of how to promote health and safety
in the setting.
They have a good working knowledge of the statutory
requirements and procedures regarding child protection
and how this relates to relevant Local Safeguarding
Children Board (LSCB) procedures.
They know how this works in their setting with a good
understanding of how to recognise and deal with any
issues for concern in the child’s life at home or
elsewhere.
They recognise the signs and symptoms of actual or
potential harm and recognise when children are in
danger.
They know how and when to act to safeguard them,
including liaising with and referring matters to
professionals working in children’s social care.
34
Trainees deemed as Requiring improvement to meet
Good will demons-trate these minimum
characteristics:
They have a secure understanding of the legal
requirements in the EYFS statutory framework regarding
health and safety, safeguarding and promoting welfare
and how these relate to practice in the setting including;
ensuring the suitability of adults who have contact with
children; promoting good health; managing behaviour;
and maintaining records, policies and procedures.
They are aware of the need to keep the environment
safe and can demonstrate how they ensure that staff
and children are not exposed to unreasonable risk and
how this is managed.
They are aware of the statutory requirements and their
setting procedures on child protection and are able to
articulate how these work in practice (including how to
recognise abuse).
Appendix 3
S8. Fulfil wider professional responsibilities.
8.1 Promote equality of opportunity and anti-discriminatory practice.
8.2 Make a positive contribution to the wider life and ethos of the setting.
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.
8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
8.7 Understand the importance of and contribute to multi-agency team working.
Trainees achieving the standards at a high
level may demonstrate these
characteristics:
They are innovative in encouraging children
and all adults involved in the setting to
appreciate and respect their own and other
cultures, traditions and styles of living.
Through excellent practice they show how
they champion children’s rights and act to
remove any barriers or discrimination
ensuring all children are fully included and
enabled to engage in all aspects of provision.
They encourage an ‘outward facing’ ethos by
demonstrating excellent knowledge and
critical understanding of current legislation,
statutory frameworks and policy and emerging
research adapting practice as necessary.
They seek opportunities to contribute their
excellent practice beyond the setting for
example within the local community or the
early years community.
They are proactive in working in partnership
Trainees achieving the standards at a
good level may demonstrate these
characteristics:
They encourage children and all adults
involved in the setting to appreciate and
respect their own and other cultures,
traditions and styles of living.
They act to remove any barriers or
discrimination ensuring all children are
included fully within the setting.
They engage fully with new and emerging
legislation, statutory frameworks, policy and
research - adapting practice as necessary.
Trainees deemed as Requiring
improvement to meet Good will demonstrate these minimum characteristics:
They work within the setting’s policies for
equality of opportunity and anti-discriminatory
practice with some understanding of how this
relates to, and begins with, an appreciation of
the different cultures, traditions and styles of
living of the children and families they
support.
They have an awareness of new legislation
and policy related to early years and can
relate this to practice.
They are proactive in working in partnership
with parents, colleagues and wider
professionals to support children’s wellbeing,
learning and development.
They have an understanding of the need to
work in partnership with parents, colleagues
and other professionals and why this is
important for children.
They are able to evaluate and develop their
own practice and encourage colleagues to do
the same, recognising where there are
opportunities for continuing professional
development.
They engage in staff supervision and
encourage colleagues to do so, signposting
opportunities for continuing professional
development.
35
Appendix 3
with parents, colleagues and wider
professionals to enhance children’s wellbeing,
learning and development.
They have excellent skills in being able to
evaluate and develop their own practice and
to lead and support colleagues in developing
their knowledge, understanding and skills.
They have an excellent understanding of the
need for staff supervision and guidance and
are able to identify areas for extending
knowledge, understanding and skills as well
as appropriate professional development
opportunities for themselves and colleagues.
They have an understanding of the
importance of staff supervision and guidance
within the setting and are able to contribute to
this if required.
They engage in reflective practice
encouraging others to do the same – ensuring
that this results in enhanced practice and
provision.
They have an understanding of when and
how to refer children to other professionals
according to their needs and contribute
information as necessary in support of that
child’s needs.
They are able to reflect upon their own and
others’ practice in order to effect continuous
improvement and are skilled at involving all
staff in the review and evaluation of quality
practice encouraging collective and individual
reflective practice.
They demonstrate an excellent understanding
of when to refer to other professionals
according to a child’s specific needs and are
pro-active in engaging and communicating
with multi-agencies.
They are confident in contributing and/or
supporting others to contribute to multiagency teams around a child.
36
They are able to evaluate and reflect on their
own practice and engage some staff in
improvements in practice.
They understand the importance of multiagency working and contribute fully to team
working when asked.
Appendix 4
Appendix 4
Early Years Teacher Status (Graduate Employment-Based Route):
Partnership Agreement
1.
Introduction
1.1
The School of Education, University of Brighton (UoB) has been allocated places by the
National College for Teaching and Leadership (NCTL) to develop, deliver and assess the
Early Years Teacher Status (EYTS) Graduate Employment-Based Initial Teacher Training
(ITT) programme in partnership with early years settings/providers.
1.2
The purpose of this document is to summarise the roles, responsibilities and expectations
associated with the delivery and assessment of the EYTS (Graduate Employment-Based)
ITT programme by early years settings in partnership with the UoB.
1.3
Early years settings may be involved in the delivery and assessment of EYTS in the
following ways:
(i)
As a host organisation, employing a trainee completing the EYTS programme (all EYTS
trainees have a host organisation);
(ii)
As an early years school placement provider, providing a three week block placement (all
EYTS trainees will have a school placement provider);
(iii)
As an additional placement provider, providing block or serial placements equivalent to
16 working days (some EYTS trainees will have one or two additional placements,
depending on their prior experiences).
2.
Identification of early years settings
The following summarises the criteria that must be fulfilled by all early years settings
working in partnership with the UoB in support of the EYTS ITT programme:









Be rated outstanding or good by Ofsted;
Have at least one member of staff who is qualified to graduate level in a relevant
subject and has achieved a relevant professional status (i.e. EYPS, EYTS, QTS). This
member of staff will play a significant role in supporting the EYTS trainee as their workbased mentor;
Demonstrate a commitment to the education and training of teachers and the capacity
to support work-based learning and practice;
Be able to offer a broad and balanced programme of activities in support of trainee
development;
Be flexible in meeting the diverse needs of trainees;
Deliver effective Early Years Foundation Stage provision, demonstrating a respect for
children, families and all members of staff;
Hold a commitment to improvement and development of early years practice through
engagement with current research and policy;
Demonstrate a wider commitment to partnership working, both with the UoB and the
wider early years community;
Attend necessary training and development opportunities presented by the UoB (i.e.
work based mentor training).
37
Appendix 4
3.
Roles and responsibilities
3.1
Roles and responsibilities: University of Brighton
The University of Brighton will:
(i)
Manage the quality assurance of the EYTS ITT programme, including:
 securing high quality provision through programme review and evaluation;
 dealing with trainee appeals;
 managing Ofsted/external inspection processes across the partnership;
 carrying out internal and external moderation;
 administering examination boards and making recommendations for the award of
EYTS;
 identify and appoint external moderators for the programme;
(ii)
Appoint suitable experts as tutors on the EYTS programme, who hold expertise in the early
years phase and key aspects of education and research. These tutors will access national
and international networks; and promote knowledge of developments in early years settings
across the partnership;
(iii)
Provide taught sessions, lectures, workshops and tutorial support in areas relating to the
key components of the programmme. The UoB will similarly provide access to specialist
teaching rooms, laboratories, studio and workshops and technical support and expertise
(as appropriate);
(iv)
Provide the trainee with access to learning resources, specialist libraries, journals and
online materials; VLE and systems to support distance learning and e-learning; provision
and the suitable support in the development of trainee portfolios; and support in the
trainee’s professional development and expertise;
(v)
Undertake:
 joint moderation and assessment of the trainee;
 management of internal and external rigorous and robust quality assurance
mechanisms;
 UoB placement tutor visit(s);
 assessment and moderation of the trainee against the Teachers’ Standards (Early
Years) ensuring accuracy and consistency of assessments;
(vi)
Support early years settings and mentors through training and development opportunities;
provision of programme documentation; identifying a suitably qualified and experienced
placement tutor for each trainee; assisting with assessment and moderation; and
involvement in cause for concern procedures;
(vii)
Hold financial responsibility for the management and payment of appropriate financial
allocations to the host organisation and placement providers in accordance to NCTL/DfE
and UoB financial regulations. The UoB will hold accountability and be subject to financial
audits by the NCTL/DfE and UoB;
(viii)
Undertake all programme administration.
38
Appendix 4
3.2
Roles and responsibilities: Host organisations
Host organisations will:
(i)
Ensure that the trainee has the opportunity to engage on a broad and balanced programme
of activities that will enable them to gain the necessary evidence to achieve the Teachers’
Standards (Early Years);
(ii)
Identify a suitably qualified and experienced member of staff who can act as mentor to the
EYTS trainee, who will be responsible for the training and supervision of the trainee within
the host organisation (see the criteria for early years settings in paragraph 2);
(iii)
In the event that there are no members of staff within the host organisation able to
undertake the role of mentor, the host organisation must be willing to fund the appointment
of an alternative mentor identified by the UoB to support the trainee;
(iv)
Ensure that the mentor is able to attend all the training opportunities provided by the UoB;
(v)
Provide guided development of the professional competences and Teachers’ Standards
(Early Years);
(vi)
Provide appropriate access to the support available from all members of staff and
resources within the organisation;
(vii)
Release the trainee to attend programme sessions at the UoB and to engage in up to three
placements associated with the attainment of the Teachers’ Standards (Early Years);
(viii)
Inform the UoB of any changes in the host organisation’s circumstances; for example,
being placed into special measures or requiring improvement by Ofsted;
(ix)
Complete and return the annual EYTS Operational annex to confirm that the roles and
responsibilities stated in this partnership agreement will be fulfilled.
3.3
Roles and responsibilities: Mentors within host organisations
Mentors within host organisations will:
(i)
Acquaint him/herself with the trainee’s prior experience record and portfolio of evidence;
(ii)
Familiarise him/herself with the EYTS Graduate Employment-Based Programme structure
and content;
(iii)
Participate in the mentor training provided by the UoB and remain up to date with the
requirements of the programme;
(iv)
Contribute to the training and supervision of the trainee in partnership with the UoB,
including developing an Action Plan in conjunction with the trainee and the UoB. The Action
Plan will also be shared with any subsequent school and alternative placement providers;
(v)
Scrutinise the planning and assessment, and monitoring and recording files/documentation,
on a weekly basis;
(vi)
Undertake a minimum of four formal observations of the trainee. Each observation should
include scrutiny of the trainee’s files/documentation, observation of teaching and oral and
written feedback. Ways forward and actions should be identified, including any
amendments to the Action Plan;
39
Appendix 4
(vii)
Undertake one of the formal observations jointly with the UoB placement tutor. The
feedback should be agreed jointly;
(viii)
Arrange one interim evaluation with the trainee during the programme to review progress
and set additional targets and record these in the Action Plan. The outcomes of this
meeting should be recorded on form ‘EYB’ and discussed with the trainee prior to
submitting this to the UoB. The interim evaluation report will also be shared with any
subsequent school and alternative placement providers;
(ix)
Agree the assessment of the trainee with the UoB placement tutor towards the end of the
programme in relation to the Teachers’ Standards (Early Years) (using the grading
descriptors), the outcome of which should be recorded on form ‘EYC’. The report should be
discussed with the trainee prior to submitting this to the UoB;
(x)
Liaise with the UoB Placement Tutor should a cause for concern be identified at any point
during the programme; and agree and implement a course of action to be carried out;
(xi)
Liaise with subsequent placements providing continued mentoring where possible.
3.4
Roles and responsibilities: School placement providers
School placement providers will:
(i)
Ensure that the trainee has the opportunity to engage on a broad and balanced programme
of activities that will enable them to gain the necessary evidence to achieve the Teachers’
Standards (Early Years);
(ii)
Identify a suitably qualified and experienced member of staff who can act as mentor to the
EYTS trainee for the duration of the placement, who will be responsible for the training and
supervision of the trainee within the setting (see the criteria for early years settings in
paragraph 2);
(iii)
Ensure that the mentor is able to attend all the training opportunities provided by the UoB;
(iv)
Provide guided development of the professional competences and Teachers’ Standards
(Early Years);
(v)
Provide appropriate access to the support available from all members of staff and
resources within the organisation;
(vi)
Inform the UoB of any changes in the placement provider’s circumstances; for example,
being placed into special measures or requiring improvement by Ofsted;
(vii)
Complete and return the annual EYTS Operational annex to confirm that the roles and
responsibilities stated in this partnership agreement will be fulfilled.
3.5
Roles and responsibilities: Mentors within school placement providers
Mentors within school placement providers will:
(i)
Acquaint him/herself with the trainee’s prior experience record and portfolio of evidence;
40
Appendix 4
(ii)
Familiarise him/herself with the EYTS Graduate Employment-Based Programme structure
and content;
(iii)
Participate in the mentor training provided by the UoB and remain up to date with the
requirements of the programme;
(iv)
Contribute to the training and supervision of the trainee in partnership with the UoB,
including reviewing and updating the trainee’s Action Plan in conjunction with the trainee
and the UoB;
(v)
Scrutinise the planning and assessment, and monitoring and recording files/documentation,
on a weekly basis;
(vi)
Undertake at least one formal observation of the trainee jointly with the UoB placement
tutor (with feedback agreed jointly). The trainee’s Action Plan will be shared prior to the
observation, and ways forward and actions should subsequently be identified, including any
amendments to the Action Plan;
(vii)
Arrange an evaluation with the trainee towards the end of the placement to review progress
and set additional targets and record these in the Action Plan. The outcomes of this
meeting should be recorded on form ‘EYKS1’ and discussed with the trainee prior to
submitting this to the UoB. The evaluation report will also be shared with the host
organisation;
(viii)
Liaise with the UoB Placement Tutor should a cause for concern be identified at any point
during the programme; and agree and implement a course of action to be carried out.
3.6
Roles and responsibilities: Alternative placement providers
Alternative placement providers will:
(i)
Ensure that the trainee has the opportunity to engage on a broad and balanced programme
of activities that will enable them to gain the necessary evidence to achieve the Teachers’
Standards (Early Years);
(ii)
Identify a suitably qualified and experienced member of staff who can act as mentor to the
EYTS trainee for the duration of the placement, who will be responsible for the training and
supervision of the trainee within the setting (see the criteria for early years settings in
paragraph 2);
(iii)
Ensure that the mentor is able to attend all the training opportunities provided by the UoB;
(iv)
Provide guided development of the professional competences and Teachers’ Standards
(Early Years);
(v)
Provide appropriate access to the support available from all members of staff and
resources within the organisation;
(vi)
Inform the UoB of any changes in the placement provider’s circumstances; for example,
being placed into special measures or requiring improvement by Ofsted;
(vii)
Complete and return the annual EYTS Operational annex to confirm that the roles and
responsibilities stated in this partnership agreement will be fulfilled.
41
Appendix 4
3.7
Roles and responsibilities: Mentors within alternative placement providers
Mentors within alternative placement providers will:
(i)
Acquaint him/herself with the trainee’s prior experience record and portfolio of evidence;
(ii)
Familiarise him/herself with the EYTS Graduate Employment-Based Programme structure
and content;
(iii)
Participate in the mentor training provided by the UoB and remain up to date with the
requirements of the programme;
(iv)
Contribute to the training and supervision of the trainee in partnership with the UoB,
including reviewing and updating the trainee’s Action Plan in conjunction with the trainee
and the UoB;
(v)
Scrutinise the planning and assessment, and monitoring and recording files/documentation,
on a weekly basis;
(vi)
Undertake a minimum of two formal observations of the trainee. Each observation should
include scrutiny of the trainee’s files/documentation, observation of teaching and oral and
written feedback. Ways forward and actions should be identified, including any
amendments to the Action Plan;
(vii)
Undertake one of the formal observations of the trainee jointly with the UoB placement
tutor. The feedback should be agreed jointly.
(viii)
Arrange one interim evaluation with the trainee during the placement to review progress
and set additional targets and record these in the Action Plan. The outcomes of this
meeting should be recorded on form ‘EYB’ and discussed with the trainee prior to
submitting this to the UoB. The interim evaluation report will also be shared with the host
organisation;
(ix)
Arrange an evaluation with the trainee towards the end of the placement to review progress
and set additional targets and record these in the Action Plan. The outcomes of this
meeting should be recorded on form ‘EYC’ and discussed with the trainee prior to
submitting this to the UoB. The evaluation report will also be shared with the host
organisation;
(x)
Liaise with the UoB Placement Tutor should a cause for concern be identified at any point
during the programme; and agree and implement a course of action to be carried out.
3.8
Roles and responsibilities: University Placement Tutors
The UoB Placement Tutor will:
(i)
Acquaint him/herself with the trainee’s prior experience record and portfolio of evidence;
(ii)
Have a detailed understanding of the EYTS Graduate Employment-Based Programme
structure and content;
(iii)
Contribute to the training and supervision of the trainee in partnership with the host
organisation, school placement provider and alternative placement providers, including:
42
Appendix 4


developing an Action Plan in conjunction with the trainee and the host organisation
mentor;
reviewing and updating the trainee’s Action Plan in conjunction with the trainee and the
mentor;
(iv)
Liaise with the trainee prior to each placement either by telephone or email;
(v)
Undertake a quality assurance role, including scrutiny of the trainee’s files, observation of
teaching and oral and written feedback. Ways forward and actions should be identified to
facilitate trainee progress.
(vi)
In order to facilitate the quality assurance role, undertake the following visits to early years
settings associated with the programme:
 At least two visits during the year to the host organisation;
 At least one visit to the school placement provider;
 At least one visit to each alternative placement provider
(vii)
In order to facilitate the quality assurance role, undertake the following joint formal
observations of trainees with mentors, with feedback agreed jointly:
 At least two formal observations jointly with the host organisation mentor;
 At least one formal observation jointly with the school placement mentor;
 At least one formal observation jointly with each alternative placement mentor;
(viii)
In support of the quality assurance role, carry out annual moderation through a joint
placement tutor observation of at least one trainee;
(ix)
Liaise closely with the mentor and, where there is cause for concern, support the mentor,
and trainee. If a trainee is identified as a cause for concern, the EYTS Programme Leader
must be informed.
(x)
Support the mentor’s assessment of each trainee in relation to the requirements of the
placement;
(xi)
Agree the assessment of the trainee with the host organisation mentor towards the end of
the programme in relation to the Teachers’ Standards (Early Years) (using the grading
descriptors), the outcome of which should be recorded on form ‘EYC’.
3.9
Roles and responsibilities: Trainees
The trainee will:
(i)
Make contact with the placement tutor as per programme guidance;
(ii)
Meet with the host organisation mentor and UoB Placement Tutor at the beginning of the
programme to develop an Action Plan and provide an opportunity for the mentor to review
the trainees’ portfolio;
(iii)
Meet with each mentor on a regular basis to review and update the trainee’s Action Plan;
(iv)
Seek from the mentor relevant information about children/pupils, their needs (including
statements of special educational need) and attainment;
(v)
Discuss with the mentor all of the setting’s policies and procedures, in particular the
procedures for child protection/safeguarding children and managing complex additional
needs and behaviour management;
43
Appendix 4
(vi)
Discuss with the mentor daily teaching/activities, planning and assessment requirements
and to ensure that written documentation (related to planning and assessment) is always
accessible;
(vii)
Complete all of the placement tasks as identified in each placement handbook;
(viii)
Listen to and act upon advice following formal observations and the interim evaluations;
and take an active part in the setting and achievement of targets as documented in the
Action Plan;
(ix)
Seek advice from the UoB placement tutor (in the first instance) or the EYTS programme
leader, should any major difficulties arise;
(x)
Discuss the final assessments with the mentor and sign the assessments following the
discussion and save to their portfolio;
4.
Criteria for deselecting an early years setting
An early years setting which demonstrates any of the following criteria will normally result in
automatic deselection from the EYTS partnership:
 A setting that goes into special measures following an Ofsted inspection;
 Persistent non-compliance with the requirements of the EYTS Partnership Agreement;
 Persistent evidence that observation or feedback has not been provided;
 If UoB tutors or trainees’ evaluations persistently reflect concerns over the provision
being offered by the setting.
Specific cases will be discussed with the NCTL, in order to reach a formal agreement about
the most appropriate way forward. Assuming it is agreeable to the NCTL, the trainee will be
provided with support in order to identify an alternative setting to complete their programme.
5.
Management and quality assurance
5.1
EYTS management and committee representation
(i)
Programme leader
The UoB’s EYTS Programme Leader has responsibility for the day to day management of
the EYTS ITT arrangements. This includes supporting early years settings and monitoring
standards.
(ii)
EYTS Programme Board
An overarching EYTS Programme Board is responsible for the day to day running of the
programme and the strategic development of EYTS provision. This is chaired by the EYTS
Programme Leader, and comprised of UoB tutors, representatives from early years
settings, and trainee representatives. It reports to the School of Education’s Board of Study.
5.2
Examination Boards
An annual EYTS Programme Examination Board will be constituted by the UoB to consider
the outcomes of all trainees following the EYTS ITT programme route (NB – this
Examination Board will make recommendations for the award of EYTS only; there is no
academic award associated with the EYTS Graduate Employment-based route).
44
Appendix 4
5.3
External examiner
The UoB is responsible for the appointment of an external examiner for the EYTS ITT
programme to oversee and moderate the assessment of trainees. The nomination and
appointment processes for this External Examiner will mirror the processes associated with
External Examiners of the UoB’s award bearing provision.
5.4
Tracking
The progress of all trainees following the EYTS ITT programme is tracked by the EYTS
Programme Leader, drawing on the processes established for mainstream ITT
programmes.
5.5
Annual monitoring and evaluation
Annual monitoring and evaluation processes will include:
 UoB placement tutor reports which consider the quality of support provided by partner
early years settings, and also elicit views from mentors to inform the evaluation of the
programme;
 Placement evaluations completed by trainees at the end of any school placement and
alternative placement experiences;
 End of programme evaluations completed by trainees;
 The external examiner’s annual report;
 Analysis of a range of data, including formal observations, attainment grades, and
retention & completion information;
 An annual programme monitoring and evaluation report and an annual Improvement
Plan;
 The outcomes of all evaluation activities are considered by the EYTS Programme
Board.
6.
Equality and Diversity
The UoB has an Equality and Diversity Policy based upon the Equality Act (2010), fully
supported by the Board of Governors. All members of the University’s community are
responsible for making themselves aware of this and associated policies, including the
Equality and Diversity Policy and Single Equality Scheme, and for abiding by them. These
policies are available in full on the ‘Equal Opportunities’ pages on the UoB’s website
http://www.brighton.ac.uk/equality.
The UoB knows that some groups in society continue to experience discrimination, and
also that these groups may not be protected by the law. The university is committed to
eliminating any forms of discrimination and to offering support and opportunity to all.
Higher education has an important part to play in making equal opportunities really work for
all members of our society, and also depends upon contributions from people of different
backgrounds that bring a wide range of experiences to the university community.
The university recognises that these differences (or this ‘diversity’) should be seen as
something positive, that should be valued and must be used to create a successful,
dynamic and respectful organisation.
The Policy also makes it clear that all members of the university community have a
responsibility to think about how equal opportunities is relevant to them in their work or
study, and to act on this to take equality forward. Whilst on placements, trainees must
45
Appendix 4
comply with, and be protected by, the UoB’s equal opportunities policies as well as those in
place in early years settings.
The UoB (as well as the early years setting) needs to monitor and investigate
incidents of discrimination that occur during placements. For instance, all racist
incidents (i.e. those that are perceived to be racist) should be reported to EYTS
Programme Leader. Any trainee who feels they have been subject to any
discrimination or harassment should discuss their concerns with the mentor. Should
a trainee feel they are unable to do so they can contact the EYTS Programme Leader.
Trainees should not wait until after the placement has finished before they share
their concerns.
The EYTS Partnership is committed to valuing, promoting and celebrating diversity and
challenging and addressing discrimination. We believe that teaching should be a vibrant
and diverse profession which reflects the wide spectrum of values, cultures, customs,
languages, faiths and beliefs that exist in society today. To this end, we are keen to recruit
and support trainees from those groups currently under‐represented and to value their
particular contributions to the profession. Trainees can expect placements to be sensitive to
personal and religious beliefs. It is anticipated trainees will require no more than two days
religious observance during a placement. A trainee must inform the placement and EYTS
Programme Leader as far as possible in advance.
We recognise that all trainees are individuals and that no assumptions can be made about
the strengths or needs of individuals from particular groups of society. We encourage all
trainees to discuss their strengths and areas for development openly with their placement
providers so that they can be addressed by the formulation of an appropriate Action Plan.
Provision for disabled trainees in the university is co‐ordinated by a specialist Disability and
Dyslexia Team. The Team operates a self‐referral policy in order to protect confidentiality.
Trainees who might need additional support on placement due to any disability are advised
to discuss this with the EYTS Programme Leader so that, where necessary, placement
providers can be informed in advance of the placement to ensure that appropriate support
is in place.
If placement providers or trainees need further clarification of any aspect of the
implementation of the university’s equal opportunities policy during placements, they should
contact EYTS Programme Leader
7.
Funding
The UoB will provide 50% of the funding for each trainee for the EYTS Graduate
Employment-Based ITT programme to the host organisation, which must be used to cover
the costs associated with the provision of the mentor (including attendance of the mentor at
mentor training) and any supply cover needed to enable to trainee to participate on the
EYTS ITT programme, including attendance at school and alternative placements.
The UoB will pay a fee to school placement providers and alternative placement providers
as follows:
Placement
School placement provider
Alternative placement provider
£ (2014/15)
£300
£300
46
Appendix 4
UNIVERSITY OF BRIGHTON
SCHOOL OF EDUCATION
EARLY YEARS TEACHER STATUS PARTNERSHIP
Early Years Teacher Status (Graduate Employment-Based Route) Partnership
Agreement: Operational Annex
Name of early years setting:
Name of EYTS trainee
(2014/15):
Role of partner in respect of the trainee (please tick
relevant box):
Host organisation
School placement provider
Alternative placement provider (1)
Alternative placement provider (2)
Host organisation
School placement provider
Alternative placement provider (1)
Alternative placement provider (2)
Host organisation
School placement provider
Alternative placement provider (1)
Alternative placement provider (2)
The setting agrees to support the EYTS ITT programme by undertaking the roles and
responsibilities outlined in the Early Years Teacher Status (Graduate Employment-Based
Route) Partnership Agreement
Signed in duplicate
Head of School
School of Education
University of Brighton
Role in Early Years setting:
Date:
Date:
47
Appendix 5
Appendix 5
Early Years Teacher Status Assessment Forms
Form EYA:
Form EYB:
Form EYC:
Form EYKS1:
Form EYD:
Form EYF1:
Form EYF2:
Form EYH:
Form EYI:
Form EYL:
Observation and Feedback Assessment
Interim Assessment on Teaching Competence
Final Assessment on Teaching Competence
EYITT Key Stage One Placement Report
Need for Enhanced Support
Record of Mentorship and Training (Host and Alternative Placement)
Record of Mentorship and Training (School Placement)
Record of Mentor Meetings
Record of Attendance
Placement Tutor Record
48
Appendix 5
EYA
Progress Report
Trainee teacher:
Setting/school:
Date:
Age Range/Class:
1. Progress - – Evidence of progress/improvements made in relation to meeting the Teachers’ Standards (Early Years). This may include
responses to previous feedback, e-Portfolio (PebblePad), file and tasks.
**Note: For the compulsory school placement, mentors and placement tutors should focus on standard 3 specifically, considering the extent
to which the trainee has engaged with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. **
2. Observation Feedback - reference should be made to relevant Standards.
Grade for trainee at this point taking into account 1 and 2 above (using the Teachers’ Standards (Early Years) descriptors)
Grade 1
Grade 2
Grade 3
Grade 4 (Need for Enhanced Support)
Future Actions
In discussion with the trainee, identify and comment on ways forward and actions (including amendments to the Professional Action Plan)
As seen and discussed:
Signed (trainee teacher):
Date:
Signed (mentor/placement tutor):
Date:
TRAINEE ACTION: (1) Upload to e-portfolio (PebblePad) (2) Distribute to school/setting mentor and EYITT team
49
Appendix 5
EYB
Interim assessment on teaching competence
An electronic version of this form is available from the EY ITT team: [email protected]
In relation to placement expectations and EY ITT grading descriptors, please tick the appropriate boxes.
Trainee teacher:
Dates of placement:
Teachers’ Standards (Early
Years)
(tick appropriate box)
S1: Set high expectations which
inspire, motivate and challenge all
children
Setting:
Age Range:
High (1)
Good (2)
Requires improvement to meet Good
(minimum) (3)
Placement Tutor:
Mentor:
Comments / targets
Need for
Enhanced
Support (4)
S2: Promote good progress and
outcomes by children
S3: Demonstrate good knowledge
of early learning and EYFS
S4: Plan education and care taking
account of the needs of all children
S5: Adapt education and care to
respond to the strengths and needs
of all children
S6: Make accurate and productive
use of assessment
S7: Safeguard and promote the
welfare of children, and provide a
safe learning environment
S8: Fulfil wider professional
responsibilities
A need for enhanced support form (form EYPD) must be completed if graded 4.
I confirm this report has been seen and discussed by the mentor _____________________ and student teacher ______________________ before being emailed to the EYITT team (please insert respective names).
Completed by: __________________________ Role: _________________ Date completed: _____________
Action: (1) email to: [email protected] by the date shown in the EY ITT Partnership Handbook (2) Upload to trainee e-Portfolio (PebblePad) (3) Distribute for setting record
50
Appendix 5
EYC
Final Assessment Report on Teaching Competence
An electronic version of this form is available from the EY ITT team: [email protected]
Trainee teacher:
Setting:
Mentor:
Dates of placement:
Age Range:
Placement Tutor:
Information given may be used in a reference and to assist in the continuing professional development of the trainee teacher on a
subsequent placement. Please acknowledge success and identify aspects that require further development.
In relation to placement expectations and EYITT grading descriptors, please tick the appropriate boxes
TS(EY)1: Set high expectations which inspire, motivate and challenge all children
Grade 1
Grade 2
Grade 3
Grade 4 (Need for Enhanced Support)
Comment:
TS(EY)2: Promote good progress and outcomes by children
Grade 1
Grade 2
Grade 3
Comment:
Grade 4 (Need for Enhanced Support)
TS(EY)3: Demonstrate good knowledge of early learning and EYFS
Grade 1
Grade 2
Grade 3
Comment:
Grade 4 (Need for Enhanced Support)
TS(EY)4:Plan education and care taking account of the needs of all children
Grade 1
Grade 2
Grade 3
Comment:
Grade 4 (Need for Enhanced Support)
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Appendix 5
TS(EY)5: Adapt education and care to respond to the strengths and needs of all children
Grade 1
Grade 2
Grade 3
Grade 4 (Need for Enhanced Support)
Comment:
TS(EY)6: Make accurate and productive use of assessment
Grade 1
Grade 2
Grade 3
Comment:
Grade 4 (Need for Enhanced Support)
TS(EY)7: Safeguard and promote the welfare of children, and provide a safe learning environment
Grade 1
Grade 2
Grade 3
Grade 4 (Need for Enhanced Support)
Comment:
TS8: Fulfil wider professional responsibilities
Grade 1
Grade 2
Comment:
Recommended Result:
PASS
FAIL
Grade 3
Grade 4 (Need for Enhanced Support)
Number of full/half days absent:
Reasons other than illness:
I confirm that this report has been seen and discussed by the Mentor_________________________________________________
and trainee teacher ____________________________________________-before being emailed to the EYITT team (please insert
respective names).
Completed by:
Role:
Date:
ACTION: (1) email to: [email protected] by the date shown in the EY ITT Partnership Handbook
(2) Upload to trainee e-Portfolio (PebblePad) (3) Distribute for setting record
52
Appendix 5
EYKS1
EYITT Key Stage One Placement Report
Trainee:
Date of Placement:
School:
Class/age:
School Mentor:
Placement Tutor:
The purpose of the EYITT Key Stage One placement is to provide the EYITT trainee with a greater
understanding of learning in school contexts, thus enabling them to meet Teachers’ Standard (Early Years) 3.3.
The school placement will specifically support trainees to understand how early education links to education
beyond age 5 and into key stages 1 and 2 in school.
In relation to the EYITT grading descriptors for S3, please tick the appropriate box and comment on the trainee’s
progress in meeting the expectations of this standard (with a focus on S3.3).
TS(EY) 3.3: Demonstrate a critical understanding of the EYFS areas of learning and development and
engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2 .
Please tick:
High
Good
Requires improvement
to meet Good
Comment:
With reference to the Teachers’ Standards (Early Years), are there any other standards that have been
demonstrated during the duration of the placement? Please specify which standards.
Comment:
*Please ensure this report is shared with the trainee before sending it to the EYITT team
([email protected])
Completed By:____________________________ Role:__________________________ Date:___________
53
Fail
Appendix 5
EYD
Need for Enhanced Support
Trainee teacher:
Setting/school :
Concerns Raised By:
Age range/Class:
Placement setting/school:
Programme/Year:
Role:
If the trainee is at the stage where they are likely to fail please tick this box:
NATURE OF CONCERN:
Targets for action and success criteria:
Review date/meeting (normally between 5 working days):
Trainee’s response:
Trainee teacher signature:
Date
Mentor signature:
Date
I confirm that the above targets have been met to a satisfactory standard and you no longer need enhanced support
Mentor signature:
Date
ACTION: (1) Email to [email protected] (2) Upload to Trainee e-Portfolio (PebblePad) (3) Distribute for setting/school record
54
Appendix 5
EYF1
Record of Mentorship and Training
Host and Alternative Placements 1 and 2
Trainee teacher:
Setting/school:
Date:
Age range:
Week 1
Meeting with mentor to develop and agree Professional Action Plan and review PebblePad. E-Portfolio
(PebblePad) (PebblePad) link is sent to the mentor.
Timetable agreed. Observation of outstanding practice/teaching is organised.
Date
Contact is made with the placement tutor. PebblePad link is sent to the Placement Tutor.
Trainee timetable and expectations are agreed with the setting/school.
Trainee is familiarised with the setting/school procedures regarding safeguarding.
Placement
Formal observations take place and oral/written feedback is provided (EYA form). Teaching documentation are checked by
the mentor using the checklist on form PH. One of the Mentor’s three observations should be a joint observation with the
Placement Tutor.
Date
Date
Evidence checked by
Mentor
Mentor observation 1
Single / Joint (delete as applicable)
Evidence checked by
Mentor
Mentor observation 2
Single / Joint (delete as applicable)
Mentor observation 3
Evidence checked by
Mentor
Single / Joint (delete as applicable)
(Host placement only)
Mentor observation 4
Single / Joint (delete as applicable)
(Host placement only)
Additional observation(s) (if necessary
Interim evaluation takes place (EYB form). Action plan is adjusted and targets set for the remainder of the placement.
Final evaluation takes place (EYC form). Strengths and development needs are confirmed.
Signed (trainee teacher):
Date:
Signed (mentor):
Date:
Date
Meeting with Placement Tutor is undertaken during the Placement visit.
Outcomes of Action Plan are interpreted and targets are discussed.
Signed (trainee teacher):
Date:
Signed (placement tutor):
Date:
ACTION: (1) Upload to Trainee E-portfolio (PebblePad)
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Appendix 5
EYF2
Record of Mentorship and Training
School-based Placement
Trainee teacher:
School:
Date:
Class
Week 1
Meeting with mentor to develop and agree Professional Action Plan and review E-portfolio (PebblePad). Link
is sent to the mentor.
Timetable agreed. Observation of outstanding teaching is organised.
Date
Contact is made with the placement tutor. PebblePad link is sent to the Placement Tutor.
Trainee timetable and expectations are agreed with the school.
Trainee is familiarised with the school procedures regarding safeguarding.
Placement
Formal observation takes place and oral/written feedback is provided (EYA form).
Date
Date
Evidence checked by
Mentor
Mentor observation
Jointly with Placement Tutor
Additional observation(s) (if necessary
Final evaluation takes place (EYKS1 form). Strengths and development needs are confirmed.
Signed (trainee teacher):
Date:
Signed (mentor):
Date:
Date
Meeting with Placement Tutor is undertaken during the Placement visit.
Outcomes of Action Plan are interpreted and targets are discussed.
Signed (trainee teacher):
Date:
Signed (placement tutor):
Date:
ACTION: (1) Upload to Trainee E-portfolio (PebblePad)
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Appendix 5
EYH
Record of Mentor Meeting
Trainee teacher:
Mentor:
Date:
Setting/school:
Review of previous actions (including examples of impact):
Key discussion points:
Future actions agreed (and linked to the Teachers’ Standards’ (Early Years) where appropriate):
ACTION: (1) Upload to trainee e-Portfolio (PebblePad)
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Appendix 5
WEEKLY REVIEW CHECKLIST FOR MENTORS and TRAINEES USING THE E-PORTFOLIO (PEBBLEPAD) (host
and alternative placements only)

WHAT TO CHECK, CONSIDER, DISCUSS
1.
Have we checked progress from last week's targets?
2.
Have we considered how planning, observation and assessment have been recorded to ensure
children make good progress?
3
Have we considered aspects of leadership?
4.
Have we reviewed any other issues from last week’s EYA form?
5.
Has the trainee been adding evidence against the standards?
6.
Have we set targets for the coming week, ensuring that targets are clearly linked to specific
Standards?
7.
Have we discussed how these targets might be met?
8.
Have we referred to the Standards and are these noted against the targets?
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Appendix 5
EYI
Certificate of Attendance
(Evidence of Completion of Placement)
Trainee teacher:
Placement Setting/school:
Age Range:
Dates of placement:
Programme: Early Years ITT
Please indicate attendance/absence as follows: P = present; A = absent; C = school closed
Week commencing
M
T
W
Th
F
Reason for absence
Mentor’s
initials
I certify that the above is a true record of my attendance: _________________________________ (Trainee teacher)
I certify the above record is correct: ____________________________________(Setting Manager/Head teacher/mentor)
ACTION: (1) Upload to Trainee’s e-portfolio (PebblePad) at the end of the placement
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Appendix 5
EYL
Placement tutor Record
Placement Tutor
Setting/school:
Manager/Headteacher
Date:
 met  did not meet Mentor:
Trainee teacher
Mentor
 met  did not meet
F
P
A
Please comment below on:
(1) scope and quality of training programme
(2) consistency of mentorship
(3) feedback from trainee teachers
(4) any other comments/observations
Action/s
Signed:
ACTION: (1) [email protected] (2) Retained by Placement Tutor
F= file checked (teaching and monitoring)
P= e-Portfolio in use
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A
= Action plan drawn up and active
Appendix 6
Appendix 6: Code of Personal and Professional Conduct for Early Years
Trainee Teachers:
Excellence in Professionalism
This Code of Conduct covers setting/school and university-based training for all trainee teachers within the
University of Brighton ITT Partnership.
All trainee teachers within the University of Brighton Initial Teacher Training (ITT) Partnership are expected to
demonstrate excellent standards of personal and professional conduct by:
1. Becoming familiar with, respecting and adhering to all relevant statutory frameworks, university policies and
documentation and the policies and practices of partnership settings/schools in which they teach;
2. Prioritising the health, welfare and education of the children in their care;
3. Demonstrating respect for others: including children, colleagues, all setting/school and university staff, staff
from other agencies, parents and carers;
4. Promoting equality of opportunity, challenging stereotypes, opposing prejudice and respecting individuals
regardless of age, disability ,gender identity, marital status, race, religion , sex, social class, or sexual
orientation;
5. Acting with honesty and integrity and ensuring that any activity in one’s personal life, including use of any
social networking sites, does not risk bringing the teaching profession or the ITT partnership into disrepute;
6. Maintaining high standards of attendance and punctuality and strictly adhering to procedures for informing
the university and partnership settings/schools of any absences;
7. Maintaining high professional standards of dress and appearance whilst working in settings/schools;
8. Maintaining appropriate professional relationships with children , parents, carers and all staff working in
settings/schools and to work effectively with colleagues in professional teams;
9. Taking responsibility for their own learning and responding positively to and acting upon advice and
feedback from university tutors, mentors and setting/school based staff;
Declaration
I have read, understood and agree to abide by this Code of Personal and Professional Conduct for Trainee
Teachers. I understand that failure to comply with this Code may lead to the termination or suspension of a
setting/school placement and actions being taken under the University of Brighton’s Fitness to Practise
procedures.
Trainee Name:
Programme:
Early Years Initial Teacher Training
Student Number:
Date:
Trainee Signature:
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Appendix 7
Appendix 7: Social Media Policy
Use of Social Media: Guidance for EYITT Trainees
How can teachers minimise risk when using electronic communication and social networking?
As a teacher you should:
 Use only official channels of communication at work. Be aware of and comply with policies and
guidance;
 Not exchange private text, phone numbers, personal e-mail addresses or photos of a personal
nature with children;
 Firmly decline trainee-initiated ‘friend’ requests from children and parents/carers and do not
instigate any yourself. Use your own discretion when dealing with friend requests from parents.
It is acceptable to decline these and remind parents of the available channels.
 Operate online in a way in which would not call into question your position as a professional;
 Realise that pupils will be curious about your personal life and may try to find out about this.
 Manage your privacy settings and keep them under review. These are particularly important in
regard to photos, and remember that no privacy mechanism is 100% guaranteed;
 Ensure your settings prohibit others from tagging you without your permission;
 Audit and re-evaluate the information about you and who has access to it;
 Be aware that potential employers may try and view your online social media profiles;
 Consider that online conversations may not be private. Be aware of who may have access;
 Assume that information you post can be accessed and altered;
 Not discuss children, colleagues, parents or carers online or criticise your employer or others
within the school community;
 Respect children’s privacy and confidentiality at all times;
 Use strong passwords and change them regularly. Protect your mobile phone/smart
phone/tablet computer with a PIN, especially when in a setting/school;
 Bring the matter to the attention of your employer using the proper procedures, if you are the
victim of cyber bullying or uncomfortable with comments, photos or posts made by children or
families of or about you.
How can teachers minimise risk for their pupils when using electronic communication and
social networking?
As a teacher you should:
 Report the matter to your manager using the appropriate procedures if you are aware of
inappropriate use of electronic communication/social networking by, or concerning a child;
 Be aware of and comply with your employer’s rules and policy in regard to taking and sharing
photos of children.
In Conclusion
Before posting materials online stop and ask yourself:
 Might it reflect poorly on you, your setting/school, employer or the teaching profession?
 Is your intention to post this material driven by personal reasons or professional
reasons?
Are you confident that the comment or other media in question, if accessed by others, (colleagues,
parents etc) would be considered reasonable and appropriate?
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