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Early Years Teacher Status School Direct (EYTS SD)
Leadership and Management
Handbook 2015-16Joe Sonnenfeld (September 2015)
Contents Page
InformationKey Contacts 3Partnership Agreement 4Course Profile 10Early Years Teachers Standards 15Partnership Schools- Roles and Responsibilities of Professional Tutors, School Based Mentors
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Placement Schools/setting criteria 24Payments to schools 25Requirements of each school placement (An Overview)
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Procedures for trainees causing concern 28Management Board structure 30Calendar/Timetable 32
TemplatesIndividual Training Plan 34Communication Form 38Reflection of Weekly Mentor Meeting 40Early Years Teacher Status Trainee Performance Criteria
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Trainee and Placement Tutor Observation Record 66Placement Attendance Record 67Trainee Pen Portraits 68
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Key Contacts
Key ContactsLesley Castling- Paisley- Senior Lecturer and Joint Programme LeadNorthumbria University
John Abbott- Joint Programme LeadNorthumbria University
Leslie Patterson- Etherley Lane Nursery School, Headteacher and Professional TutorDurham Teaching School Alliance
Lynn George- Prince Bishops Primary School, HeadteacherDurham Teaching School Alliance
Joe Sonnenfeld- Durham Teaching Schools Alliance Manager
Professional Tutors and School Based MentorsKelly- Ann Lee- SLE ITTDurham Teaching School Alliance
Jo Madgwick- Etherley Lane Nursery School
Stephanie Collings- Tudhoe Moor Nursery School
Catherine Hughes-Oxhill Nursery School
Prince Bishops Primary School- Sarah Meronuik
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Partnership Agreement Durham Teaching School Alliance and Northumbria University Early Years Teacher Status School Direct (EYTS SD)
Etherley Lane Nursery School is an outstanding Early Years provider and one of the ‘lead’ schools in the Durham Teaching School Alliance. Etherley Lane Nursery School will be referred to as the Lead Organisation.
Northumbria University is the accredited Higher Education Institution, (HEI), and will be referred to as the ITT Provider.
Contact Details:Mrs L. Patterson, Headteacher, Etherley Lane Nursery School- Tel: 01388 604835Email: [email protected] J. Sonnenfeld, Teaching Schools Manager- Tel: 01388 451278 Email: [email protected] Mrs L.Castling- Paisley, Senior Lecturer and Joint Programme Lead EYTS, Northumbria University- Tel: 07976351475 Email: [email protected] J. Abbott, Joint Programme Lead EYTS, Northumbria University- Tel: 07976375658 Email: [email protected] Advertising, Recruitment and Selection of TraineesDurham Teaching School Alliance holds 6 School Direct places
Durham Teaching School Alliance and Northumbria University will jointly advertise places for EYTS School Direct. Information about the course will be uploaded onto the Northumbria University website, Durham Teaching School website, Durham County Council extranet and NETS, (North East Teaching Schools), website.
The Durham Teaching School Alliance will create a profile outlining information for prospective trainees to include details about the Lead Organization and ITT provider, entry requirements, the course structure, study facilities, partnership schools and the selection of trainees. The profile will be uploaded on to the Northumbria University website together with an on-line application form. The profile will also be uploaded onto the Durham Teaching Schools website.
Applications will be received by The ITT Provider who will do the initial qualifications check.
Applications will be monitored and sifted by the ITT Provider who will send all applications that meet the EYTS entry criteria to the Lead Organisation. The LO may request to have sight of applications which do not meet entry requirements.
The Lead Organisation will draw up a short list and invite applicants to interview.
The interview panel will consist of staff from the ITT Provider and Professional Tutors and Mentors from the teaching school alliance.
Interviews will be held at the Lead Organization school or a partnership school.
As the accredited provider Northumbria University will quality assure the interview and recruitment process and has ultimate responsibility for the suitability of outcomes of trainees.
Any offer will be conditional on successful completion of the skills tests. The skills tests can only be taken twice. If the trainee fails to reach the required standard after two attempts they will not be eligible to undertake the tests for a period of 24 months.
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Trainees must successfully complete the skills test prior to embarking on the training programme.Trainees will engage in a face to face interview, group task and teaching task. The Lead Organisation will organize and structure the interview process. The ITT Provider will administer and support. Once trainees have been interviewed it is the responsibility of the Lead Organisation to inform the ITT Provider of their decision.
Once a trainee has accepted a School Direct (Early Years) place the ITT Provider will register the trainee on a graduate entry route to EYTS (not the employment based route).
Trainees who are selected will also become Northumbria University students.
The Lead Organisation will liaise with trainees and send out and monitor offers.
The ITT Provider will carry out DBS and Health Check checks.
The ITT Provider will receive any relevant bursary and administer payment of the bursary to the trainee in installments as required by the NCTL.
The ITT Provider will receive the tuition fee and administer payment of the school’s allocation of funding.
Provision of taught elements of the programmeWhereThe majority of the taught element of the programme will be delivered by staff at Northumbria University Coach Lane CampusSome elements of the taught programme, to be agreed by the ITT Provider, may be delivered by the Lead Organization or one of its partnership schools
WhoThe majority of the taught element of the programme will be delivered by staff from Northumbria University. Staff from the Lead Organization or its partnership schools/providers may deliver some of the more specialized elements of the programme, in agreement with the ITT Provider.
Placement Schools/Independent and Voluntary ProvidersThe Lead Organisation will arrange placements for trainees in suitable schools and settings. All EYTS trainees are required to undertake teaching in at least two settings with sustained, assessed teaching placements across the Early Years Foundation Stage. The trainee will also have the equivalent of two weeks experience in Key Stage 1& 2.
The Lead Organisation will place trainees in schools and settings which provide experience across EYFS,KS1/2. The ITT Provider will ensure that the allocation is compliant with NCTL requirements.
The range of placements will complement each other and provide the trainee with a breadth of experience in different settings and across age ranges from birth to 5.
The ITT Provider will quality- assure the placement experience and the appropriateness of the experience against the trainees profile.
PGCE Award
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Upon successful completion of the programme the trainee will be awarded either a Post Graduate Certificate in Education (Level 7), Professional Graduate Certificate in Education (Level 6), subject to the recommendation of the University Examination Board.
Lead Organisation RoleThe Lead Organisation is responsible for: Working jointly with the ITT Provider to recruit high quality trainees to the EYTS programme Working jointly with the ITT provider to plan the course structure and content Liaising with all of the partnership schools to arrange placements for trainees Organising training for suitably qualified and experienced Professional Tutors and Mentors Monitoring the progress of trainees during placements Together with the Teaching School Manager ensuring that payments are made to partner schools
Role of schools/providers in partnershipTrainees will be placed in schools/settings which: Have appropriately qualified and experienced staff to take on the role of Professional Tutor and School Based Mentor Allocate time within the working day for Tutors and Mentors to support the trainee Allocate suitable facilities and resources to support trainees including appropriate working spaces Provide a suitable setting and models of best practice for trainees Have effective policies for promoting and ensuring equal opportunities Are quality assured by the Professional Tutor who will visit all placements. Are further subject to quality assurance through: joint observation, joint tutorials and moderation exercises.
Role of the ITT ProviderThe ITT Provider is responsible for: Jointly recruiting and registering trainees for EYTS School Direct Jointly planning the course structure and content Delivering 40 days of high quality theoretical training for trainees Assessing the progress of trainees and ensuring they consistently meet the Early Years Teachers Standards Ensuring that the quality and content of the training programme is appropriate and meets the requirements of NCTL Supplying and assisting in the development of an Individual Training Plan for trainees Monitoring a portfolio of evidence to meet the Teachers Standards for EYTS Appointing an external examiner
Professional Tutor/Mentor TrainingThe Lead Organisation will arrange training for Professional Tutors and School Based Mentors
Professional Tutor (role)This will usually be the Headteacher or a senior member of staff with responsibility for ITT. The main responsibilities include: Overseeing the selection of School Based Mentors Coordinating the placement of trainees in the school/setting Ensuring the mentors are holding weekly meetings with trainees Carrying out lesson observations Assess the Standards Portfolio three times during the course of the programme
Mentoring (role)The School Based Mentor is the person who supervises individual trainees on a day to day basis. The main responsibilities include: Monitoring trainee timetables
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Liaising with colleagues involved in working with a trainee Arranging and timetabling of observations and visits from the Professional Tutor and/or external assessor. Supporting the trainee with planning, assessment Writing references for the trainee
Individual Training Plan (ITP)The ITT Provider will supply the ITP template and process for developing this document. An agreement will be drawn up to reflect the agreed roles and responsibilities. The trainee will complete the ITP with the Professional Tutor, supported by the Mentor. PGCE AwardUpon successful completion of the programme modules, the trainee will be awarded a Post Graduate Certificate (60 credits at Level 7), subject to the recommendation of the University Examinations Board.Award of the PGCE does not guarantee the award of Early Years Teacher Status.The responsibility for the teaching elements of the PGCE award will be identified as below.Should a school require additional University input in aspects currently allocated to schools, this will be on a buy back basis.The training will be shared between school and University in the following way:
Aspects of training and key learning outcomes
School University
Meeting the Teaching Standards(Early Years) (2012)Part 1 Unpicking and understanding the Standards.Module TE0794 Level 7
1. Analyse and critically debate the applicability of the EYT Standards when working with babies, toddlers, pre-school children, leading and supporting others and working with other professionals.
2. Critically review and reflect upon their perceived strengths and areas for development in relation to their knowledge and emerging experience to meet the EYT Standards.
3. Devise and negotiate personal and professional objectives and intended outcomes with learners, ITT tutor and setting which address the learners’ personal goals and professional requirements to meet EYTS.
4. Critically analyse and evaluate legislation, policies and practices relating to early years practice and examine these within a European context.
5. Demonstrate ability to be critically reflective and
Subject and practice knowledge relating to the 8 Standards across the three age groups.
Early Years Foundation StageKey Stage 1 and 2
Set high expectations which inspire, motivate and challenge all children.
Plan education and care taking account of the needs of all children.
Safeguard and promote the welfare of children, and provide a safe learning environment.Observation of trainee practice and data gathering and analysis of trainee progress
Theoretical input in support of the subject matter relating to the 8 Standards and three age groups.
Access to Northumbria’s module documentation and guidance, including Mentor training andSchool Support Partner visits.
Theoretical input as to critically effective academic reflection on professional performance
Support individual trainees self- assessment and development of bespoke programme requirements.Formative & summative assessment & moderation drawing on existing assessment Early Years Teacher Status Assessment protocols
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manage change in relation to their own or others’ work using research, planning and service delivery evaluation.
6. Critically reflect upon and sustain arguments that integrate and apply appropriate theories, frameworks and principles to practice using current research and experience to inform academic development.
7. Critically review, consolidate and display a mastery of complex and specialised areas of knowledge, utilising specialised skills.
Part 2 Meeting the Standards in practice.Module TE7011
1. Critically analyse key issues in the theoretical literature with reference to their early years focus.
2. Demonstrate the ability to prepare a methodology protocol with reference to their early years focus
3. Critically analyse key concepts and themes emerging from their literature review and methodology protocol
4. Reflect upon factors that influence decision making processes and ethical professional judgement related to their own practice.
Subject and practice knowledge relating to the 8 Standards across the three age groups.
EYFSKey Stage 1 and 2
Opportunities to put knowledge of learning theories and subject knowledge into practice.
Promote good progress and outcomes by children.
Demonstrate good knowledge of early learning and EYFS.
Make accurate and productive use of assessment.Progress check at age twoEarly Years Foundation Stage Profile (EYFSP)
Observation of trainee practice and data gathering and analysis of trainee progress
Theoretical input in support of the subject matter and module assessment criteria, relating to the 8 Standards and three age groups.
Theoretical input as to critically effective academic reflection on professional performance
Formative & summative assessment & moderation drawing on existing assessment Early Years Teacher Status Assessment protocols
Part 3 Producing evidence to demonstrate Standards are met.Module TE07012
1. Critically analyse key issues in the theoretical literature with reference to their early years focus.
2. Demonstrate the ability to
Subject and practice knowledge relating to the 8 Standards across the three age groups.
EYFSKey Stage 1 and 2
Opportunities to put knowledge of
Theoretical input in support of the subject matter and module assessment criteria, relating to the 8 Standards and three age groups.
Use of high quality, recent and relevant research to inform teaching and learning.
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prepare a methodology protocol with reference to their early years focus
3. Critically analyse key concepts and themes emerging from their literature review and methodology protocol
4. Reflect upon factors that influence decision making processes and ethical professional judgement related to their own practice.
learning theories and subject knowledge into practice.
Wider role of the Early Years Teacher
Adapt education and care to respond to the strengths and needs of all children.
Fulfil wider professional responsibilities.
Observation of trainee practice and data gathering and analysis of trainee progress
Theoretical input as to critically effective academic reflection on professional performance
Formative & summative assessment & moderation drawing on existing assessment Early Years Teacher Status Assessment protocols
FundingThe tuition fee will be divided between the two partners based upon the agreed responsibilities for aspects of training, quality assurance and award bearing qualification.The Lead Organisation will receive £3000.The ITT Provider will receive £4000.
Academic AwardUpon successful completion of the programme the trainee will be awarded either a Post Graduate Certificate in Education (Level 7), Professional Graduate Certificate in Education (Level 6), subject to the recommendation of the University Examinations Board.
Course Profile9
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The Durham Teaching School AllianceEtherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.
Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited ITT Provider, to offer an innovative and specialized programme in early childhood development from birth to five.
Early Years School DirectThe government is committed to raising the quality of early years provision by encouraging graduate leadership. Early Years ITT is the only teacher training focused on the birth to five range. To be awarded Early Years Teacher Status trainees will meet robust standards designed specifically for high quality learning with this age group. Early years teachers will be specialists in early childhood development and the Early Years Foundation Stage curriculum (0 – 5 years). Trainees will be taught the theoretical element of the programme by specialist practitioners from Northumbria University and teachers from placement schools. Trainees will be placed in a range of good and outstanding schools and settings across Durham for the practical elements of the programme.
Early Years Teachers Status will be seen as equivalent to Qualified Teacher Status (QTS) as the entry requirements are the same as for primary ITT (QTS) * see FAQs
Child Care FacilitiesIndividual schools and providers may be able to offer support with childcare.
Public Transport EYTS School Direct trainees will be based at Etherley Lane Nursery School or one of the placement schools in the alliance. Although most places are accessible via public transport some schools and settings are geographically isolated. It is recommended that you have your own transport. The majority of the taught element of the programme will be delivered at Northumbria University Coach Lane Campus. The Durham Teaching School Alliance use the Training Hub at Prince Bishop’s Community Primary School (the partner ‘Lead’ School in the Durham Teaching School Alliance) for training events, seminars and meetings.
Where to Find us Etherley Lane Nursery School, Hazel Grove, Bishop Auckland, DL147RF Tel: 01388 604835 Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, DL14 8DY Tel: 01388 451278 Northumbria University, Coach Lane Campus, Benton, Newcastle Upon Tyne, NE77XA. Tel: 0191 2156476
Why train with us?Etherley Lane Nursery School is an outstanding Early Years provider.
Etherley Lane Nursery is an outstanding school, which fulfils its philosophy to ’foster in children a love of learning’. Its strengths include the promotion of children’s excellent spiritual, moral, social, and cultural development. Children, clearly, love coming to school, behave impeccably, and have a heightened awareness of their own and others’ safety. As a consequence, the school is a harmonious learning community, where every child feels valued and respected and their learning flourishes as a result….. (Ofsted Report March 2012)
All of the schools and settings working in partnership with Etherley Lane Nursery School have been judged good and outstanding by Ofsted.
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The course structure and content has been designed by experienced and committed professionals who understand how young children learn and thrive.
There is a genuine desire to develop and deliver an original and creative programme of training to inspire trainees and prepare outstanding practitioners to meet the needs of 21st Century learners.
AimsWe aim to produce confident, skilled, committed and enthusiastic practitioners who are experts in the 0-5 age range. Early Years teachers will act with integrity and honesty. They will have strong early development knowledge, keep their knowledge and skills up to date and be self- reflective and self- critical. Early Years Teachers will forge positive professional relationships and work closely with parents and carers.
Entry Requirements Entry requirements for Early Years ITT are the same as entry requirements for primary teaching.
All entrants have achieved a standard equivalent to a grade C in GCSE examinations in English, mathematics and a science subject.
All entrants are required to hold, or expect to receive, a first degree of a United Kingdom Higher Education Institution or equivalent qualification.
Entrants must hold or receive a minimum of a 2:2 degree although entrants with a 2:1 or first class degree will be considered more desirable; entrants with a 2:1 or first class degree will qualify for a bursary.
Entrants who are currently retaking a GCSE or awaiting a degree classification will be offered a conditional place if successful at interview until the grade can be confirmed.
Entrants must pass a skills test in literacy and numeracy. Tests can be arranged by contacting Learn Direct on 0300 303 9613.
Skills TestsEarly Years Teachers will specialize in early childhood development and meet the same entry requirements and pass the same skills tests as trainee primary school teachers.
The trainees first attempt at the skills test is funded by the NCTL. Any further attempts, up to a maximum of two, will be funded by the candidate. If both skills tests (literacy and numeracy) are not passed after the second resit candidates will need to wait two years before applying to take the skills test again
What we are looking forWe are looking for trainees who demonstrate a genuine desire to work with young children and make a difference in their lives. Trainees should be confident, creative and inspire curiosity and imagination from children. Trainees will demonstrate a strong desire to teach at an outstanding level and continually improve and develop as a practitioner. They must have the ability to deal with a heavy workload; be able to meet deadlines and enjoy working as part of a team.
ExperienceYou must have: Experience within the past 2 years of working with children in school or other settings. An informed professional reference to support the work experience. A reference containing a strong recommendation that you are suitable to train as an Early Years Teacher. In addition to the academic qualifications we will consider the full range of knowledge, skills and prior experiences of every application in judging whether the trainee is capable of meeting the requirements.
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Personal AttributesArticulates clear and appropriate reasons for wanting to teach children from 0-5 Conveys commitment and enthusiasm to Early Years teachingDemonstrates openness to learning and self- developmentDemonstrates accurate spelling and grammarDemonstrates the correct uses of standard English It is essential that all trainees gain some insight into what is involved in being a teacher, this does not have to be paid work in a school it could be in an informal environment such as brownies, sport coaching or summer school.
Additional RequirementsIn addition to the specific entry requirements detailed, the following DfE Requirements must be met. All trainees: Have met the Secretary of State's requirements for physical and mental fitness to teachHave been subject to a Disclosure and Barring enhanced disclosure checkHave the intellectual and academic capabilities needed to meet the required DfE Teachers' StandardsCan communicate clearly and accurately in Standard English Possess the appropriate qualities, attitudes and values expected of a teacherHave passed the professional skills tests in English and mathematics prior to the start of the programme
Selection ProcessCandidates who meet all of the entry requirements will be invited to interview.
The assessment day is a full day and will be based at the Lead Organisation. A number of different tasks will be completed during the day.
The assessment day includes: A group task A teaching activity with a group of up to 6 children Interview with set questions
The interview panel will usually consist of the Headteacher from the Lead Organisation, Northumbria University Programme Leader and a Professional Tutor and/or School Based Mentor from a partner school.
The interview panel will consider:
The trainees commitment to, and suitability for, teaching The passion and drive to teach at an outstanding level The ability to be creative and reflective A respect for young children as powerful and competent learners Experience of working with children Knowledge and understanding of the expectations and responsibilities placed on the teacher A commitment to training for EYTS The ability to establish effective relationships with children and colleagues Knowledge of current educational topics Appropriate attitudes, qualities, values and beliefs
Teaching Placements
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All EYTS trainees will undertake teaching in up to three early years settings. The trainee will also have the equivalent of two weeks experience in Key Stage 1&2.
The Lead Organisation will place trainees in schools and settings which provide experience across EYFS,KS1/2. The ITT Provider will ensure that the allocation is compliant with NCTL requirements.
The range of placements will complement each other and provide the trainee with a breadth of experience in different settings and across age ranges from birth to 5.
The ITT Provider will quality assure the placement experience and the appropriateness of the experience against the trainees profile.
Post Graduate Certificate in Early Years EducationUpon successful completion of the programme modules, the trainee will be awarded a Post Graduate Certificate in Early Years Education (60 credits at Level 7), subject to the recommendation of the University Examination Board. The Post Graduate Certificate can be used as progression towards a full Masters degree.
Standards PortfolioThe trainee, with support from a School Based Mentor, will develop a standards portfolio of evidence against the Teacher’s Standards for EYTS. The Professional Tutor is responsible for ensuring that the trainee is developing the portfolio. A designated tutor from the ITT Provider will monitor the portfolio for quality of evidence to meet the Teachers’ Standards for EYTS. The Professional Tutor moderated and quality assured by the ITT Provider will assess the standards portfolio 3 times during the course of the programme.
Course Structure/Length/Assessment
160 days of which 120 days are divided between 3 placements40 university based days3 x 20 credit university modules at level 7:
1. Meeting the Teaching Standards (Early Years) 3000 word assignment 2. Integrated Working Project Part 1, 3000 word assignment3. Integrated Working Project Part 2, 3000 word assignment
Portfolio of supporting documentationObservation of practice
FundingThe School Direct Early Years ITT programme is funded by tuition fees paid by the NCTL. This programme does not attract a student loan. However, subject to degree classification you may be eligible for a bursary from the NCTL. (£9,000- first class degree, £4000- 2:1 degree)
For Further Information:Contact Lesley Castling- Paisley, Northumbria University, [email protected] Sonnenfeld, Durham Teaching School Alliance Manager, [email protected]
How to ApplyDownload an application from: www.northumbria.ac.uk/ study-at-northumbria/courses/early-years-education- early-years-teacher-status-dtfeyt6 Contact Lesley Castling- Paisley- Joint Programme Lead EYTS Northumbria University
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[email protected] Gallagher, EYTS Graduate Tutor at Northumbria [email protected]
Early Years Teachers Standards Preamble
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Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the Early Years Foundation Stage. (EYFS)
Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up to date and are self- critical. Early Years Teachers recognize that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/ or carers in the best interests of babies and children.
An Early Years Teacher Must:
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.
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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 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 (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.
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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, recognize 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.
Partnership Schools Roles and Responsibilities
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Headteachers and GovernorsThe Headteacher’s commitment to ITT is absolutely essential. The Headteacher is responsible for keeping Governors informed about developments in ITT. The Headteacher has a responsibility for ensuring that the school is an appropriate setting for effective training, with trainees having access to support, good practice and necessary resources, including those made available through appropriate management of partnership funding. Much of the management of ITT within the school is often delegated to a senior member of staff.
Professional Tutor(The person who has overall responsibility for ITT in the school, in most cases this will be the Headteacher or a Senior Member of the School Leadership Team)
The role of the Professional Tutor is to ensure that each trainee is given the opportunity to reflect on their role, responsibilities, successes and difficulties and to support the trainee in adapting and developing appropriate skills and strategies.
Main responsibilities include:
1. Management, Monitoring and Quality Assurance
1.1 Overseeing the selection, preparation and support of school-based mentors
1.2 Co-ordinating the placement of trainees in the school, ensuring a balanced provision with equality of access and opportunity for all trainees
1.3 Ensuring that all mentors in their school have sufficient non-contact time each week to mentor trainees
1.4 Checking that each trainee receives the required number of completed written lesson observations
1.5 Checking that trainees are completing planning and evaluations and standards evidence
1.6 Monitoring that mentors are holding weekly meetings with trainees and are delivering subject knowledge enhancement and completing weekly target-setting related to the Standards
1.7 Quality assuring the standard of observation and mentor session by having at least one paired observation with each mentor for each placement and sitting in on mentor sessions occasionally to ensure adherence to procedures and provision of quality tutoring
2. Supporting the trainees development
2.1 Co-ordinating and leading the school-based Professional Studies programme and ensuring that it complements the central-based Professional Studies provision
2.2 Providing trainees with access to appropriate pupil data, training on effective use of data and ensuring that they understand their professional responsibilities
2.3 Supporting the trainee in gaining their first teaching post prior to completing the programme3. Assessment
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3.1 Marking the Evidence of Standards for allocated trainee(s) in the three placements including carrying out an assessment tutorial at the end of each of the placements to assess evidence file against the standards
3.2 Attending a moderation meeting for each of the Evidence of Standards files submitted in the two main placements
3.3 Observing each trainee a minimum of once each placement (in the case of a trainee with significant weaknesses observations may be much more regular, complementing those of the mentor)
3.4 Participating in appropriate meetings necessary for the effective assessment of trainees including the Awards Group
4. Communications
4.1 Being the main line of communication at the School
4.2 Informing the Lead Organisation of any cause for concern relating to a trainee’s progress
4.3 Liaising regularly with mentors and trainees and communicating their comments to the Lead Organisation
4.4 Keeping the governors and school staff informed of all relevant developments
4.5 Attending Professional Tutor Group meetings
4.6 Liaising with the Teaching Schools Manager re: administration of expenses/payments to school
5. Development
5.1 Contributing to the development of the EYTS programme, using the outcomes of monitoring and quality assurance to improve the impact of school-based training and assessment on trainees’ progress and outcomes
5.2 Reviewing the training needs of all mentors in the school to ensure that they are being appropriately identified and met
6. Other additional tasks which do not fit into the above categories
6.1 Writing references for trainees as required
6.2 Participating in interviewing panels to recruit new trainees
6.3 To ensure provision promotes equality of opportunity, values diversity and identifies and eliminates any instances of harassment and unlawful discrimination
School-Based Mentor(The person who has the main responsibility for supervising individual trainees on a day-to-day basis in schools)
Main responsibilities will include:
1. Management, Monitoring and Quality Assurance1.1 Monitoring individual trainee timetables to ensure that (i) the subject specific observation slots are clearly identified on the timetable and (ii) trainees have the required amount of class and non-contact time (iii) the mentor tutorial slot is clearly identified on the timetable (iv) the professional tutor time is clearly identified on the timetable
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1.2 Ensuring that all documentation is kept centrally on file and electronically submitted to the ITT provider (i) copies of all lesson observations (ii) copies of monitoring meetings held with professional tutors
2. Supporting the trainee’s development (including subject knowledge for teaching)
2.1 Co-ordinating the trainee’s subject commitments during the placement, in particular managing and facilitating school/setting-based activities providing a timetable to meet the needs of the trainee involving the trainee in the everyday work of the class teacher as appropriate.
2.2 Ensuring that the trainee experiences regular lesson observation and debriefing (a minimum of once a week). This would include written feedback using a standard observation sheet.
2.3 Meeting with the trainee once a week for approximately 1 hour. Tutorial time focuses on subject pedagogy topics and activities. In addition there will be a focus on action planning for the Professional Development objectives and Standards e-portfolio.
Tutor time may also include: provision of feedback on lessons observed lesson planning/ marking support trainee’s agenda/ concerns/ queries
2.4 Contributing to the trainee’s professional development objectives through: weekly action planning discussing and reviewing ‘best practice’ evidence developing trainee’s subject knowledge through the supervision of subject-based tasks
2.5 Supporting and checking the trainee’s teaching file and marking.
2.6 With the Professional Tutor, supporting the trainee in the completion of their targets for their NQT Induction year.
2.7 Meeting with the trainee teacher once a week to focus on general welfare issues and overall progress
3. Liaison
3.1 Liaison with teaching colleagues involved in working with the trainee.
3.2 Liaison with the Professional Tutor meeting the Professional Tutor during their visits to school ensuring that the Professional Tutor is informed about any concerns about a trainee’s progress
3.3 Liaison with the Professional Tutor as required, for example in writing Records of Progress Reports.
4. Assessment
4.1 Assessing the trainee’s progress in relation to the Standards for the Award of EYTS This includes grading and reporting towards the end of the placement in consultation with the Professional Tutor and teaching colleagues who have worked with the trainee.
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4.2 Carry out paired observations with the Professional Tutor for standardisation and QA purposes
4.3 Collating and completing (with the class teacher) the required written Record of Progress Reports for each trainee promptly within the specified deadlines and forwarding a copy to the ITT Provider.
4.4 Participating in appropriate meetings necessary for the effective assessment of trainees
5. Other
5.1 Discussing job applications and interviews.
5.2 Writing references as required.
5.3 Overseeing and updating professional studies reference materials and resources in each school
5.4 Arranging and timetabling meetings, observations and visits (e.g. from the External assessor, OfSTED etc.) in liaison with the Professional Tutor
Class Teacher/Room Leader(The person who has the main responsibility for supporting individual trainees on a day-to-day basis in the classroom)
Main responsibilities will include:
1. Supporting the trainee’s development (including subject knowledge for teaching)
1.1 Ensuring that the trainee experiences regular informal lesson observation and debriefing (a minimum of twice a week). This would include written/verbal feedback using a standard observation sheet.
1.2 Supporting School Based Mentors in the event of a cause for concern relating to a trainee
1.3 Meeting with the trainee on a daily basis to provide feedback on lessons observed, lesson planning/ marking / pupils concerns and queries
1.4 Monitoring planning of learning/experiences providing the trainee with weekly feedback on the quality of planning and the appropriateness of learning for the age and stage of the development of the children.
1.5 Sharing clear, concise lesson objectives with the trainee a minimum of 1 week before the planning is due to be submitted for checking.
1.6 Providing advice and guidance on resources available to support teaching, sharing classroom and pupil information to ensure the trainee is well informed of personal, social and health concerns of ay pupils
2. Other
2.1 Discussing job applications and interviews.
2.2 Writing references as required.
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2.3 For insurance purposes ensure a qualified teacher is present for any PE or out of class activities including break time duties
3. Liaison
3.1 Liaison with teaching colleagues involved in working with the trainee.3.2 Liaison with the Professional Tutor
meeting the Professional Tutor during their visits to school to share feedback
3.3 Liaison with the School Based Mentor as required, for example in contributing to writing Records of Progress Reports, signing off standards.
The trainee teacher is expected to meet the Early Years Teachers’ Standards in the following way:
Establish good rapport and positive relationships with children, individually, in small groups and as a whole class, encouraging children to participate in learning
Demonstrate enthusiasm for working with children and positive attitudes, values and behaviours expected of the children
Set targets and goals for individuals which challenge Engage children in learning Lesson plans show consideration for progression taking into account prior achievement and provide opportunities within
teaching for children to evaluate and improve their performance Teach using a range of different strategies to incorporate all learners and encourage independent learning Demonstrate accountability for childrens’ attainment, progress and outcomes Have a secure subject knowledge which inspires, engages and challenges children in learning Plan activities at the appropriate level Incorporate the use of ICT into lesson planning and teaching to enhance the learning of children Uses specific subject language accurately and consistently promotes high standards of communication, reading and
writing Plan and teach out of classroom activities Employ a range of teaching strategies and resources which engage children Teach maintaining appropriate pace, responding to questions Plan for the different needs and strengths of the children, track their progress and make recommendation for next steps Differentiate teaching to meet the needs of all children Identify and remove barriers to learning for children through personalisation of teaching, incorporate strategies into
planning Cater for the needs of an identified SEN pupil, employ distinctive teaching approaches and strategies, evaluate the
impact of adaptations employed Deploy assessment strategies within lessons to evaluate impact of teaching on progress of children Modify planning and teaching as a result of assessments Maintain accurate assessment records which evidence progress of children’s learning and set targets for individuals and
groups Follow school framework for behaviour management and apply rules and routines Develop behaviour management techniques and strategies to effectively manage the whole class Support the ethos of the school/setting Contribute to the wider life of the school/setting – volunteering to take part in assemblies, before or after school clubs,
taking responsibility for displays Evaluate own practice at the end of every lesson and after tutorial discussions
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Respond to advice from class teacher and lesson observation and implement into following lessons Work within the teaching team as a teacher and work cooperatively with a TA Communicate effectively with parents on children’s achievement and well-being
Partnership School/Setting Selection
Selection of school for ITT partnership
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The Lead Organisation is responsible for securing appropriate placements for trainee school/setting based practice.
Trainees will be placed in schools/settings which:
Are graded good or outstanding by Ofsted
Ensure that procedures are in place to guarantee high quality training
Provide a suitable setting and models of best practice for trainees
Have effective policies for promoting and ensuring equal opportunities
Are committed to continuing professional development and improvement in the provision of ITT
Have appropriately qualified, experienced and trained staff to take on the roles of Professional Tutor and School Based Mentor
Allocate time within the working day for Professional Tutors and School Based Mentors to support the trainee
Allocate suitable facilities and resources to support trainees including appropriate working space, photocopying and resources for ICT
De- selection of schools as Durham Teaching School Placement/partnership schools
Should the quality of training provision at school fall below the expected standards the Lead Organisation will take the necessary steps to de- select partnership with the school concerned. Either party may terminate or suspend the agreement but must notify the other party within a reasonable time scale to allow other placement schools to be identified and training given.
Trainees will not be placed in schools:
Identified by Ofsted as requiring improvement
Where monitoring and evaluation has established that high quality initial training is no longer being provided.
Where the school has consistently failed over a period of at least a term to comply with partnership procedures and practices, which may include inability to provide a suitably qualified tutor, inability to provide satisfactory support or an inability to meet assessment requirements
Payment
Professional Tutor Payment
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Payments to the Professional Tutor will be made subject to the satisfactory completion of the responsibilities of the role which include: attendance at meetings, monitoring, assessing and quality assurance. The Professional Tutor will be paid a one off payment of £500 at the completion of the training course
School Based Mentor PaymentThe school will be paid £500 per placement of a trainee to cover the costs of releasing the School Based Mentor. The School Based Mentor will be paid at the discretion of the school.
The Teaching School AllianceThe Teaching School Alliance will be paid £1000 per trainee to cover the cost of administration, photocopying, room hire and to pay the fees of course tutors.
Requirements of each school placement- An overviewPlacement 1 Begins Monday 14th September 2015 (10weeks)
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All Trainees will be placed in three different schools/settings during the course of the programme to experience teaching and learning with children: Birth to two Two – Four Year Olds Year R
The Professional Tutor meets the trainee to have a discussion about trainee knowledge and experience. Targets and actions are agreed and recorded on the Individual Training Plan. Dates for observations are agreed. The Professional Tutor meets the trainee again towards the end of the placement to review the training plan and agree a grade which is recorded on the Teacher Status Trainee Performance Criteria. The School Based Mentor will be consulted about the grade awarded. A new training plan is created containing targets for the following Placement. Further observation dates are agreed at this meeting.
The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The School Based Mentor organizes the timetable for the trainee. The SBM holds a weekly tutorial with the trainee. The discussion from this meeting is recorded on the Mentor Meeting Form. The SBM looks at the trainees evidence file and monitors tasks. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. Observations are recorded on the Observation Proforma. (observations could focus on: key group activities, child initiated activities, working in the baby room observing interactions..) The School Based Mentor completes Early Years Teacher Status Trainee Performance Criteria.
The Trainee will be based at Coach Lane Campus one day per week for face to face training. Trainees are entitled to half a day per week non contact time. The remaining 3 ½ days will be spent in the placement school. Over the course of the placement the trainee will increase their teaching responsibility, liaising with the class teacher/room leader and SBM. The Trainee will use planning proformas/assessment materials supplied by the placement school (examples of templates are contained in the trainee handbook). The Trainee should use their non -contact time, ( ½ day), to arrange to visit the new placement school prior to beginning their next placement. The trainee keeps the Early Years Teacher Status Trainee Performance Criteria. The Trainee records progress on the document. The SBM highlights the document not the Trainee
The Lead Professional Tutor (Leslie) will organize a meeting for Professional Tutors for the purposes of moderation.The Lead School Based Mentor (Jo) will organize a meeting for School Based Mentors for the purposes of moderation.
Placement 2 Begins Monday 7th December 2015 (10 weeks) The Professional Tutor meets the trainee towards the end of the Placement 2 to review the Individual Training Plan and
agree a grade for Placement 2. Dates for observations are agreed at this meeting and Individual Training Plan 3 is completed.
The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The school Based Mentor organizes the timetable for the trainee. At the end of the placement the SBM writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence file. The ROP stays with the trainee. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. The School Based Mentor completes the Evidence of Progress towards the Teacher’s Standards on a weekly basis.
The Trainee as abovePlacement 3 Monday 29th February 2016 (2 weeks)Key Stage 1 and 2 Experience
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Placement in Key Stage 1 and Key Stage 2 will be negotiated with Durham Alliance schools involved in the Primary ITT Programme. KS1/2 placements should involve contact with children under the direction of the class teacher with opportunities for small group observation. These placements are not assessed.
Placement 4 Begins Monday 14th March 2016 (2 weeks)This placement is designed to provide an opportunity for the Trainee to work intensively on identified targets with the Professional Tutor. The placement takes place in the school of the Professional Tutor. The Professional Tutor and Trainee agree targets for the ITP for Placement 5
Placement 5 Begins Monday 11th April 2016 (8 weeks) The Professional Tutor meets the trainee towards the end of the placement. Training Plan 4 is reviewed and a grade
agreed.
The School Based Mentor facilitates the placement for the trainee liaising with the Headteacher and class teacher or room leader. The School Based Mentor organizes the timetable for the trainee. At the end of the placement the SBM writes the Record of Progress. The SBM holds a weekly tutorial with the trainee. The SBM looks at the trainees evidence file. The ROP stays with the trainee. The SBM carries out teaching and learning observations of the trainee and some jointly with the Professional Tutor. The School Based Mentor completes the Record of Progress against the Teacher’s Standards on a weekly basis.
The Trainee as per placement 1 &2
Procedures to be followed when a trainee’s progress is causing a concern or at risk of failing the programme.
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If at any point throughout the programme there is any doubt that the trainee is not on course to reach the expected standard by the end of the programme then the slow mover or at risk procedures must be followed.
A trainee’s progress can be highlighted as causing a concern in any of the Teachers Standards. It may be one particular standard or part of one of the standards. A slow mover or at risk can be raised by any person working with the trainee.
Indentifying a slow mover
A slow mover is a trainee who has been identified as not meeting the expected standard over a term. It is important to identify clearly the circumstances that might arise as part of the slow progress and to clarify the procedures to be followed.
Slow mover procedure needs to be in place as soon as it becomes evident that: There is a ‘cause for concern’ where the trainee is not making the expected progress for the phase of training however,
at this stage they are not considered to be ‘at risk’ of failing but would benefit from a clearly structured development plan.
Identifying a trainee at risk of failing
A trainee who is at risk of failing is a slow mover who has not made progress towards meeting the actions identified on the
development plan. At risk of failing procedure needs to be in place as soon as it becomes evident that: The trainee starts a new placement with targets from a previous placement still outstanding The trainee is identified as being ‘at risk of failing’ due to issues of professional conduct, health and safety of children or
very weak subject knowledge. The trainee has failed to make sufficient progress towards actions identified in the development plan.
Steps to record a slow mover intervention Identify Concern Discuss Cause for Concern with the ITT Provider Hold a formal meeting with the Professional Tutor, trainee and any other personnel involved to discuss the concern Record outcomes from the meeting on a Cause for Concern proforma Professional Tutor monitors progress of the development plan with the trainee, weekly Arrange to hold a review meeting
Slow mover intervention within a school placement/assessed teaching practice. To successfully complete the course a trainee must demonstrate that they have consistently met the entire Teacher’s Standards at all assessed teaching practices. The trainee must be kept well informed about their progress throughout the school placement by the School Based Mentor as part of a weekly tutorial. When a cause for concern is raised the Professional Tutor and ITT Provider must be notified immediately. Concerns about a trainees progress must be clearly documented in lesson observation forms and where applicable in records of progress and weekly mentor meeting records.Whenever possible the slow mover procedures should commence prior to finishing the placement to allow sufficient time for additional support to be put into place to allow the trainee to reach the appropriate standard.
A ‘cause for concern’ form will be completed and clear development targets will be identified which will include a programme of intensive support for the following days/weeks. This may include: Team teaching with the class teacher Classroom observations by the trainee with a range of teachers Support from the School Based Mentor Support from the Professional Tutor
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Withdrawal from a Teaching PracticeA trainee may not complete an assessed teaching practice for a number of reasons including: Illness Withdrawal following a request from the school/setting
Reasons for withdrawal from an assessed teaching practice include: Concern for the safety and welfare of pupils The trainee is unable to take responsibility for children’s learning Improper behaviour Professional misconduct Failure to meet targets set in the development plan from slow mover intervention or a risk of failing intervention
If a trainee is to be withdrawn from a teaching practice a ‘cause for concern’ form must be completed including written evidence of the reasons for withdrawal.
If the length of absence on an assessed teaching practice deters the achievement of necessary standards, the ATP must be repeated.
Management Board Terms of Reference
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Membership
Northumbria University: Leslie Castling- Paisley, John Abbott. Durham Teaching School Alliance: Leslie Patterson, Jo Madgwick, Joe Sonnenfeld, Kelly- Ann Lee, Steph Collings.
Objectives Establish strategic direction and monitor operational effectiveness Quality assure and evaluate the programme Ensure provision is made for trainees to meet the required Early Years Teacher’s Standards Plan and prepare the content of taught modules Oversee the recruitment process and appointment of trainees Positively promote equality of opportunity and access to under- represented groups Ensure effective systems are in place to monitor the progress of trainees Ensure there is adequate provision for personalized learning Ensure trainees meet the current requirements for QTS Establish robust systems reviewing, target setting and action planning Ensure provision across the partnership is consistently high Carry out quality assurance activities on course tutors, School Based Mentors and class teachers Review programme content Develop focused school based tasks to support subject knowledge and delivery of pedagogy Moderate trainee assignments Evaluate and review trainee experience
Dates for meetings to be agreed prior to the start of the 2015/16 academic year
Meeting Date Time Venue
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Management Board Structure/Model
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The Durham Teaching Schools
Wider Alliance (50 schools)
• Leslie Castling- Paisley Lead Tutor EYTS Northumbria University
• John Abbott- Lead Tutor EYTS Northumbria University
North East Teaching Schools Alliance NETs (40 teaching schools)
• Leslie Patterson- Headteacher and Professional Tutor Etherley Lane Nursery School
• Jo Madgwick- DHT Etherley Lane Nursery School and School Based Mentor
• Joe Sonnenfeld- Durham Teaching School Alliance Manager
• Kelly- Ann Lee Head of Prince Bishops School and SLE for ITT
• Steph Collings- Headteacher Tudhoe Moor Nursery School and wider alliance representative
Northumbria University Partner Schools
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Northumbria University: School Direct, Early Years Teacher ITT Programme September 2015 Start (Version 1 February 2015) Programme is delivered at Coach Lane Campus East from 9.30am till 3pm comprising of:- Induction Week Including Preparation for PlacementsPGCert Modules (3 x 20 credit modules at Level 7):
Module 1 – TE0794 ‘Meeting the Early Years Teacher Standards’ Module 2 –TE07011‘Working Together Project 1’ Module 3 – TE07012 ‘Working Together Project 2’ 3 Study Days – 1 per module to be negotiated with setting. Placements x 4 within the Durham School Alliance (A minimum of 120 days in total with babies, toddlers, pre-school age and 2 weeks in Key
stage 1 and 2) Weekly Observations of Practice, (with babies, toddlers and pre-school children) including 4 ‘joint’ observations for moderation purposes Individual Tutor/Mentor support sessions to be arranged weekly within placements over the duration of the programme.
Session Date Venue Title/content Work to be Submitted
for Marking
Form of Assessment and return
dateInduction
Day 1Monday
7th SeptemberNorthumbriaCLC EastRoom
Introduction to the Programme and PGCertModules. Getting to know each other and preparing to work together.Preparing for Study and Reflective Learning at Level 7Using the Library and Resources available to support study skills.Identifying areas of interest to researchReflective Diaries
2 Tuesday8th September
CLCRoom
Preparation for PlacementsEqual Opportunities, Anti Discrimination and the EYFS
3 Wednesday 9th September
CLCRoom
. Preparation for PlacementsSafeguarding, Health and Safety and the EYFS.
4 Thursday10th September
CLCRoom
Preparation for PlacementsHow Children Learn and the EYFS
.5 Friday
11th SeptemberDurham School Alliance
Introduction to Mentoring and Placements:-Processes and ProceduresWhat to expect – Observations and Mentor support.Introduction to Documents and Reflective Diaries
6 Monday 14th
SeptCLCRoom
-Module 1 Session 1Introduction to the Module ‘Meeting the EYT Standards’Preparation for Placement
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S1Placement 1 Begins - 14th September for 10 weeks
7 Wednesday23rd September
CLCRoom
Meeting the Teaching Standards (Early Years)S1
8 Wednesday 30th
September
CLCRoom
Module 1 Session 2S2 and 3
9 Wednesday7th October
CLCRoom
Meeting the Teaching Standards (Early Years)S1
10 Wednesday14th October
CLC Room
Module 1 Session 3S4 and 5
11 Wednesday21st October
CLCRoom
Meeting the Teaching Standards (Early Years)S2
12 Wednesday4th November
CLCRoom
Module 1 Session 4S6 and 7
Individual Presentations(Formative Assessment)
Feedback from Tutors and
Peers on same day
Placement Visit and Moderation Observation 1- 2nd to 13th November13
Wednesday11th November
CLCRoom
Meeting the Teaching Standards (Early Years)S3 – Introduction to Child Development
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Monday18th November
CLCRoom
Module 1 Session 5S8
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Wednesday25th November
CLCRoom
Module 1 Session 6Review of S1 – 8Module evaluationProgress Review
Placement 2 Begins 7th December for 10 weeks
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Wednesday2nd December
CLCRoom
Module 2 – Session 1Overview of the module content and requirements.Introduction to Early Years Teacher Status Assessment Timeline, Resources and Paperwork.Witness Statements
Submission of 3000 word Task, Literature and Methodology Framework for Module 1
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Wednesday 9th December
CLCRoom
Meeting the Teaching Standards (Early Years)S4
18
Wednesday16th December
CLCRoom
Module 2 – Day 2Feedback from Assignment/Task
Summative Feedback of
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Introduction to candidate Assessment Map.Preparation for Progress ReviewsPreparing for Early Years Teacher Status Assessment
Module 1 Assignment
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Wednesday6th January
CLCRoom
Meeting the Teaching Standards (Early Years)S5
20
Wednesday13th January
CLCRoom
Module 2 – Day 3S6
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Wednesday20th January
CLCRoom
Meeting the Teaching Standards (Early Years)S4
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Wednesday 27th January
CLCRoom
Module 2 Day 4S5
23 Wednesday3rd Feb
CLCRoom G104
Meeting the Teaching Standards (Early Years)S3 10 – 11am Early Maths (Sophie Meller, PGCE Primary)
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Wednesday10th Feb
CLCRoom H115
Module 2 Day 5S7
Placement 2 Visits and Moderation Observation 1st to 12th February25
Wednesday24th Feb.
CLCRoom H214
Module 2 Day 6S8 and Preparation for Progress Reviews
Formative Assessment Exercise
Placement 3 Begins 29th February (KS1/KS2 for 2 weeks)26
Wednesday16th March.
CLCRoom H115
Progress Review 2 and Module Evaluations
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Wednesday23rd March
CLCH115 – a.m.H213 – p.m.
Module 3 Day 1Introduction to the moduleThe e portfolioIdentifying gaps in knowledge and understanding.S112.30 – 2.30pm – Anxiety in Young Children (Craig Thompson, Senior Lecturer in Psychological Therapies)
Submission by e mail of Assignment for Summative Assessment by midnight.
Summative feedback to be received by e mail by 23rd March
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Wednesday13th April
CLC Meeting the Teaching Standards (Early Years)S2
Placement 4 Begins 14th March for 2 weeks (with tutor) and Placement 5 begins 11th April (8 weeks)29
Wednesday20th April
CLC Module 3 Day 2Review of Assignment feedback.S3
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Wednesday27th April
CLC Module 3 Day 3S4
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Wednesday4th May
CLC Meeting the Teaching Standards (Early Years)S5
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Wednesday11th May
CLC Module 3 Day 4Formative Assessment Activity.S6
Formative Assessment Activity
Formative Tutor and Peer Feedback on same day.
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33 Wednesday 18th May
CLC Module 3 Day 5S7 and S8
Placement Visits and Observation 9th to 20th May34 Monday 25th
MayCLC Module 3 Day 6
Progress Review 3Friday 3rd June Submission by e mail
of Assignment 3, academic frameworks and e Portfolio of Documentary Evidence for Summative Assessment by Midnight.
Summative feedback of Assignment 3 to be received by e mail by June 8th
Timescale of events leading to the award of Early Years Teacher Status: PGCert and EYTS Internal Moderation at Northumbria – week beginning 8th June PGCert. Exam Board 18th June (estimated), Progresssion Board 25th June NCTL Informed of outcomes end June 15 PGCert Award Ceremony at Northumbria – June 15 PGCert Certificates issued July 15 EYTS Outcome Letter Issued to Trainee by NCTL August 15 Trainee Completes and Returns ‘Completion of Exit Questionnaire’ Early Years Teacher Status Certificate Issued
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Individual Training Plan
Trainee Teacher
Placement Tutor
Mentor
Phase of Programme (age group of focus)
Document to be completed by the Mentor to record trainee teacher progress at each phase of the programme. This form should be used as part of the professional dialogue within Progress Review meetings.
Identified strengthsDocument a minimum of 2 strengths, reference to standard or part of a standard, provide evidence to supportStandard reference:
Strength and evidence/impact on learning
1.11.21.3
Current target review:Document whether current targets have been achieved, on-going adjusted or not met. Provide evidence to support)Standard Reference
Previous target review and evidence
Targets/Professional ObjectivesAgree a minimum of 2 professional objectivesStandard reference
Professional objective/target
Performance criteria Actions
Trainee teacher signature
Date Progress Review 1
Mentor signature Date Progress Review 1
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Trainee teacher signature
Date Progress Review 2
Mentor signature Date Progress Review 2Trainee teacher signature
Date Progress Review 3
Mentor signature Date Progress Review 3
A copy of the document should be emailed to John Abbott following each mentor meeting. The trainee teacher should retain a copy within their portfolio as part of their evidence towards meeting the EYTS Teachers’ Standards.
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Communication Form
Trainee:Professional Tutor:Date:
This form can be used by the Professional Tutor or School-Based Mentors to communicate any concerns. It provides written notification of a difficulty or potential situation that may affect trainee progress.
Concern/Difficulty/Potential Situation(Specify the nature of the concern/difficulty/situation.)
Action Required(What action do you request or recommend should be taken?)
Action taken /Advice Given:(Please specify by whom and with dates)
Is the concern likely to affect Student progress? (Give details if yes)
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Is the concern likely to affect a School Placement? (Give details if yes)
ACTION PLAN/NEXT STEP:
FOR OFFICE USE:Has the concern been brought to the attention of staff other than by means of this form?
Are there any issues that affect quality assurance? (Give details if yes)
Has this matter been referred to the next Management Meeting? (Give details if yes)
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Reflection of Weekly Mentor MeetingFocus of mentor meeting
Reflection of discussionRecord thoughts and learning as a result of professional dialogue, link to theory and practice in school/setting
Standards addressed
Next steps/Target set:
Trainee Date
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signedSBMsigned
Date
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Early Years Teacher Status Trainee Performance Criteria
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Pen Portraits for the Teachers’ Standards (Early Years)
Assessment of Trainee Early Years Teachers – Pen PortraitsThe pen portraits for the Teachers’ Standards (Early Years) on the following pages draw upon the national UCET/NASBTT guidance for all ITE provision and the rubric of the Teacher Standards (Early Years). These descriptors are to be applied at all stages of the programme. They are developmental as well as summative.
Link tutors and mentors - This guidance should be used throughout the placement to set formative targets and at the end of the placement to grade the trainee’s performance and set future targets.
Trainees - This guidance should be used throughout your programme for self -assessment and target setting.
Guidance for using the pen portraits:In accordance with the requirements of the Teachers’ Standards (Early Years), providers of initial teacher training are required to assess trainee teachers against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of EYTS. Therefore a judgement is relative to this stage in a teacher’s professional development.
Each judgement is an overall judgement. In a best fit model, the statements describe features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. A trainee graded as achieving the standards at a Good or High level should be working within the level of mentor support as expected by the programme. A student achieving the standards at a minimum level at all points, except final assessment, will be working with a higher level of support.
Trainees to be awarded EYTS demonstrate at least satisfactory practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as ‘Much of trainee’s practice is good, with examples of outstanding practice’ show good practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as ‘Much of trainee’s practice is outstanding and never less than consistently good’ show consistently good practice that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.
It is important that each standard is assessed holistically and that mentors/tutors do not assess each individual standards indicator. Trainees are likely to have evidence of working with babies, toddlers and young children across the Teachers’ Standards (Early Years) however when assessing the birth to five age requirement you should expect evidence of this in standard 1, 2 and 5 as a minimum.
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Teachers’ Standards(Early Years)
1. Set high expectations which inspire, motivate and challenge all children.
* Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
* Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
* Demonstrate and model the positive values, attitudes and behaviours expected of children.
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They constantly encourage children to participate and contribute in an atmosphere highly conducive to learning and promote the characteristics of an effective learning environment.
They consistently set high expectations of children in different training contexts across age ranges – babies, toddlers and young children.
They constantly provide stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children.
There are high levels of mutual respect between the trainee and children. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.
They generate high levels of enthusiasm, participation and commitment to learning.
They have introduced innovative ideas/approaches for the provision of play.
They are reliable in encouraging children to participate and contribute in an atmosphere conducive to learning.
They consistently set high expectations of children in their different training contexts across age ranges – babies, toddlers and young children.
They are well respected by learners and effectively promote children’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.
They are able to encourage children to participate and contribute in an atmosphere conducive to learning.
They are able to provide stimulating activities and learning experiences across the indoor and outdoor environment.
In the course of differing setting/school experiences they have shown that they have set appropriately high expectations, believing that all children have the potential to make progress.
They are able to develop a rapport with a range of individuals and groups. As a consequence of this children are engaged in their learning.
They consistently demonstrate professional behaviour, respect for children, colleagues, parents and carers and support the ethos of the setting/school.
They demonstrate enthusiasm for working with children and young people and for teaching and learning.
Expectation – for example by the end of the programme a trainee should be able to:Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others.Treat children with respect (e.g. know their names, give timely feedback).Model the use of appropriate language.Plan and teach sessions which challenge, motivate and inspire.Keep accurate and timely records.Establish a safe environment in which children treat each other with respect
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Examples of EvidencePlanning documents:
Where appropriate planning includes risk assessment, checklists Resources planned to engage and stimulate Activities are planned and are relevant to the children Planning that demonstrates differentiation for the children’s needs, setting goals and challenging their development and learning
Reflective Documents: Activity observations reflecting on learning environment Trainee evaluations of group management and behaviour strategies Evaluations differentiate between children
Observations: Health and safety risks communicated to the children Children aware of purpose of the activity/learning opportunity Communicate high expectations as appropriate to groups of children and individual children Professional behaviour and role modelling Demonstrate enthusiasm for a range of creative learning opportunities Challenge inappropriate behaviour and comments demonstrating anti-biased and anti-discriminatory practice Peer observations or mentor or practitioner observations of your practice
Audits: Evidence of carrying out audits, such as, environmental and inclusive audits, ECERS, ITERS with action plans and evidence of creating change or developing practice Action plans of input to the physical environment e.g. displays, resourced areas
Children’s assessment records: Evidence of progress over time for individuals Set goals and next steps from children’s Early Years Development Journals
Other sources Observations of practice across the age ranges – babies, toddlers and young children Carry out a visit or visits in the surrounding community to extend the children’s learning Evidence of engagement with specialist staff (e.g. SENCO, LSA, EAL teachers) Development of resources to support the indicators, such as, welcome posters, different languages on signs, visual clues, self-registration Comments / verification statements from form tutor/ class teacher/mentor/LSAs/ professional tutor/ link tutor Assignments Mentor Meetings
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Teachers’ Standards(Early Years)
2. Promote good progress and outcomes by children
* Be accountable for children’s progress, attainment and outcomes.
* Demonstrate knowledge and understanding of how babies and children learn and develop.
* Know and understand attachment theories, their significance and how effectively to promote secure attachments.
* Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
* Communicate effectively with children from birth to age five, listening and responding sensitively.
* Develop children’s confidence, social and communication skills through group learning.
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They assume a high level of responsibility for the attainment progress and outcomes of the children they teach.
They demonstrate confident judgement based on their knowledge of child development in planning for child progression both with individual sessions and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.
They are skilled in tuning into children and model warm and responsive relationships promoting good attachments. They have a strong understanding of the benefits of positive attachments based on a theoretical grounding.
They actively promote engaging and effective methods that support children in reflecting on their learning. They engage in sustained shared thinking with children and high quality interactions.
They are able to set appropriately challenging tasks, drawing on a sound knowledge of the children’ prior attainment which has been obtained through systematic and accurate assessment.
They systematically create opportunities for independent and autonomous learning.As a result, the majority of children make very good progress from their ‘starting point’.
They are sensitive to all children’s needs and consider how to communicate and support all children, valuing their input and using active listening skills. They show high levels of interpersonal skills and emotional intelligence.
They work in collaboration with parents to promote the best possible outcomes for children. Parents are seen as equal partners.
They assume responsibility for the attainment, progress and outcomes of the children they teach.
They demonstrate a sound understanding of child development and how to develop child learning over time.
Their short and medium term planning consistently takes into account the prior learning of the children.
They are skilled in tuning into children and model warm and responsive relationship promoting good attachments.
They regularly provide children with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.
They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable learners to make progress.As a result, the majority of children make good progress.
They regularly create opportunities for independent and autonomous learning.As a result, the majority of children make very good progress.
They consider how to communicate and support all children, valuing their input and using active listening skills.
They work in collaboration with parents to promote the best possible outcomes for children.
They understand how practitioners are accountable for the attainment, progress and outcomes of children and have taken some responsibility for this with guidance from the practitioners, Early Years Professional (EYP) or other professional.
Their short and medium term planning and teaching demonstrate some understanding of, and provision for, child progression taking into account prior achievement.
They can support warm interactions with children, modelling this to others.
They support children in reflecting on their learning and identifying their progress and emerging learning needs. They engage in sustained shared thinking with children and promote quality interactions.
When planning they devise suitable opportunities for learners to evaluate and improve their performance.
They are able to explain how effective teaching strategies are informed by an understanding of how children learn and offer a rationale for choices made in the context of practice.
They plan teaching and learning activities which encourage independent learning. As a result, all groups of children make at least satisfactory progress.
They are able to use active listening and emotional intelligence to create positive bonds with children and understand attachment theory.
They work in collaboration with parents to promote the best outcomes for children.
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* Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development.
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Expectation – for example by the end of the programme a trainee should be able to:Demonstrate, in planning and teaching, knowledge of individuals’ attainmentIdentify and plan for all to include high attainers, children with SEN, those for whom English is an additional languageAcquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by childrenProvide feedback to children and opportunities for them to reflect on their attainment and how to make progress.Identify and follow – up issues of under-attainment by children e.g. discuss with EYP, parents and wider professionalsCan demonstrate their knowledge of attachment theory and the benefits this brings.Show their excellent communication skills with children of all ages, listening actively using emotional intelligence. Is clear on how to respond to non-verbal/pre-verbal children and to support their developing language.Demonstrate quality interactions with children using sustained shared thinking.Work with parents to promote better outcome for children.
Examples of EvidencePlanning documents
Assessment and observational data used to inform subsequent planning Planning shows clear introduction and development of ideas Link learning sequences to scaffold early years’ development journals within sessions and sequence of sessions incorporating EYFS, parental involvement, next steps. Session planning takes account of wider objectives, e.g. social and personal skills Session plans promote independent and collaborative working Lead session plans that demonstrate the use of open questions to support sustained shared thinking
Reflective Documents Evaluations build on assessment data Awareness of social and emotional factors and cultural and linguistic factors Observation notes Session observations demonstrating clear introduction and development of ideas Questioning builds on answers given and children are asked to explain their thinking and reflect on their learning Effective use of plenary activities to reflect on learning Understanding of policies, such as the Key Person approach and how attachment theories underpin the settling-in policies and procedures
Observations Observations of children, planning for their next steps in development and learning Peer observations or mentor or practitioner observations of your practice, such as, sensitive communication and ‘tuning into’ babies, toddlers and young children or demonstrate
sustained shared thinking
Children’s assessment records Monitoring and assessment records of children’s progress Assessment is undertaken regularly Record-keeping is up to date Contributing to children’s Early Years Development Journals Feedback given to children, transcript of conversations with child/group of children
Other sources
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Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD Carry out a case study on a child on the role of Key Person or how you build relationships/partnerships with parents Reports from SENCO Assignments Reflective Log
Teachers’ Standards(Early Years)
3. Demonstrate good knowledge of early learning and EYFS.
* Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
* Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
* Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
*Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
Demonstrate a clear understanding of appropriate strategies in
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They draw on their in-depth subject and early childhood development knowledge to plan confidently for progression and to stimulate and capture children’ interest across the EYFS using their secure knowledge and understanding of Key Stages 1 and 2.
They demonstrate very well developed pedagogical subject knowledge, using this to provide new and challenging experiences for all children.
They are astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written and spoken communication in all professional activities.
They successfully identify and exploit opportunities to develop learners’ skills, ensuring all children are supported and appropriately challenged.
In relation to early reading: early years teacher trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age phases they are training to teach.
In relation to early mathematics: early years teacher trainees draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics and to select and employ highly effective teaching strategies across the age ranges they are training to
They have well developed knowledge and understanding of early child development and use this effectively to maintain and develop children’ interest.
They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding across the EYFS framework and know this can have a positive feedback impact on learning at school.
They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge both within the EYFS and across Key Stages 1 and 2.
They lead and motivate other staff to provide a wide range of learning experiences for the children in their setting.
They demonstrate effective strategies that both challenge and motivate children across all areas of learning.
In relation to early reading: early years teacher trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach.
In relation to early mathematics: early years teacher trainees have a very secure knowledge and understanding of the principles and practices of
They have sufficiently secure subject knowledge and understanding of early child development and the EYFS framework.
They know how learning progresses within and across the age ranges they are training to teach, in terms of the development of key concepts and are able to make links to the national curriculum for Key Stages 1 and 2.
They are able to respond appropriately to subject specific questions which learners ask in order to help learners to develop knowledge, understanding and skills across areas of learning with EYFS framework.
They recognise the need to update their subject and pedagogical knowledge and have shown the ability and readiness to do so.
They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into their practice.
They provide new experiences and opportunities for children from birth to five and can demonstrate how they challenge children appropriately.
In relation to early reading : All early years teacher trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach.
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the teaching of early mathematics.
teach. teaching early mathematics and employ effective teaching strategies across the age ranges they are training to teach.
In relation to early mathematics: all early years teacher trainees will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach.
Expectation – for example by the end of the programme a trainee should be able to:Know relevant external assessment specifications (e.g. National Curriculum, EYFS) and demonstrate sufficient knowledge to teach the required content for the relevant age phase.Be able to demonstrate competence in presentation of subject e.g. coursework, assignments.Demonstrate adequate numeracy and literacy skillsDemonstrate willingness and ability to research areas of weakness in knowledge of subject or curriculumShow a clear understanding of early child development and how this relates to learning in later life.Demonstrate a clear understanding of maths and phonics applicable to their work with birth to fives.
Examples of EvidencePlanning documents
The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning and development identifying how the skills achieved link to next steps and school readiness
Session plans, schemes of work and resources provide examples of a trainee’s ability to design opportunities for learners to develop the key aspects of learning and development both Prime and Specific Areas and Aspects particularly demonstrating appropriate strategies in the teaching of early mathematics and strategies used to support the development of systematic synthetic phonics in the teaching of early reading
Planning demonstrates taking into account children’s needs and interests
Reflective Documents Actively seeks ways of improving their practice including through wider reading and application Make links between the EYFS, National Curriculum and the educational continuum (use Key Stage 1 experience to support this). For example how early literacy activities, such as
activities found in phase 1 of ‘Letters and Sounds’ can support the development of systematic synthetic phonics and how this is then developed within schools. Reflection on how to raise children’s expectations and widen children’s experiences Reflection on the Statutory and Non-Statutory EYFS guidance
Observations The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning
and development identifying how the skills achieved link to next steps and school readiness Using Prime and Specific areas of development
Children’s assessment records Assessment incorporates language & literacy learning Contributing to children’s Early Years Development Journals Complete a Two year progress check Early Years Foundation Stage Profile
Other sources Assignments and tasks demonstrate critical evaluation of aspects of the EYFS and children’s learning as well as deep evaluation of their own work
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Plan an educational visit for a group of children that links to the EYFS Audit on the EYFS Statutory guidance Research Observation of colleagues demonstrating good subject and pedagogical knowledge across the age groups Children’ work demonstrating secure subject knowledge Session/practice evaluations Mentor Meeting logs Assignments Reflective Log
Teachers’ Standards(Early Years)
4. Plan education and care taking account of the needs of all children
*Observe and assess children’s development and learning, using this to plan next steps.
*Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
*Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They are keen observers, able to make sense of what they see. By using their strong observation skills trainees can assess children’s development and plan stimulating activities to support next steps which meet the child’s interests and needs.
They plan innovative sessions using well-chosen imaginative and creative strategies and that match individuals’ needs and interests.
They are highly reflective in critically evaluating their practice.
They understand the key role parents play in supporting children outside of the setting/school. By deliberately forming strong relationships with parents they can encourage and develop the home learning partnership.
They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning.
They show initiative in contributing to curriculum planning and developing and
They are able to observe and assess children’s learning and plan activities to support next steps based on the child’s interests and needs.
They show a willingness to try out a range of approaches to teaching and learning.
They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes.
They know that parent partnerships are important in supporting the home learning environment and engage with parents appropriately.
They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners.
They make a positive contribution to the development of curriculum and resources in their placement settings.
They are able to make meaningful observations and link these to their knowledge of the child and child development. This allows appropriate planning for next steps to take place.They employ a range of teaching strategies and resources.
They plan individual activities that are appropriately structured to support children in developing their knowledge, skills, understanding, interest and positive attitudes.
They maintain the pace of the learning appropriate for babies, toddlers and young children, are able to respond flexibly to what is happening and have the confidence to adapt their practice in order to respond to the needs of the learners.
They can create an environment in which the learners are usually engaged.
They work with parents to support their children’s learning and development.
They review and reflect on their own planning and implementation of learning
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carers.
*Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
*Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
producing effective learning resources in their placements.
experiences/opportunities and use their evaluations to meet the needs of the children more closely so that they build on and sustain progression in children’ learning.
They work collaboratively with more experienced colleagues, where appropriate to adapt and/or develop the setting/school’s plans, curriculum frameworks, etc.
Expectation – for example by the end of the programme a trainee should be able to:Plan in detail for all sessionsIndicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of learnersIntegrate assessment into planning and include evaluation and next stepsPlan activities which form a coherent programme and show how evaluation has informed planningBuild relationships with parents to support their child engagement in home learning.Demonstrate that their presence is emerging/developing/evidentBe able to follow plans and contribute to planning
Examples of EvidencePlanning documents
Set challenging objectives based on prior evaluations, observations and next steps Session plans show increasingly varied approach to assessment, differentiation and group work Design sessions that build on children’s interests Take account of the role of parents and carers in supporting children’s continued learning Session planning demonstrates secure knowledge and understanding of teaching requirements from the EYFS Demonstrate how your planning provides for a balanced and flexible provision Annotation of activity plans / use planning to demonstrate different approaches to teaching, such as, adult-led, child initiated, child-led, spontaneous and group learning
Reflective Documents Evaluate practice based on guidance from others Evaluate sessions consistently with colleagues’ judgments
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Reflect upon the use of an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD Actively seek ways of improving practice Demonstrate that evaluation leads to improvements in session planning and classroom practice Demonstrate how a balanced and flexible activities and education support children’s needs Demonstrate how you can promote a love of learning and stimulate children’s intellectual curiosity Demonstrate how Early Years Teachers can lead and support other practitioners in the development of different observational techniques
Observations Demonstrate a range of appropriate observational techniques to inform and assess the children’s development and learning Demonstrate enthusiasm for a range of creative learning opportunities
Children’s assessment records Demonstrate how observation and planning informs the assessment process Contributing to children’s Early Years Development Journals Give appropriate feedback to the children of what they have achieved (We Are Learning To and What I’m Looking For)
Other sources Demonstrate how you work in partnership with parents in giving and receiving feedback to support children’s development and interests Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD Resources prepared and used as planned Observations from class teacher, mentor, link tutor Weekly mentor meeting logs Notes of parent meetings Reflective Log
Teachers’ Standards (Early Years)
5. Adapt education and care to respond to the strengths and needs of all children.
*Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
* Demonstrate an
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They use their strong knowledge and understanding of child development to work sensitively with all children. They show ethical practice at all times and treat all children and families with equity.
They use emotional intelligence and relational pedagogy to promote enhanced children’s well-being. They are acutely aware of how to support babies, toddlers and young children. They actively promote inclusive practice and can respond and support children at a high level, differentiating and stretching according to their needs.
They are able to use their underpinning knowledge of child development to ensure all children can achieve, regardless of their circumstances.
They are aware of how important children’s wellbeing is and employ appropriate strategies to support this. They are aware of inclusion and adapt provision accordingly to engage and support children.
They are able to articulate a range of transitions and can work with families to minimize the impact of children.
They know their children well enough to recognise their different needs and strengths provide a supportive environment for them.
They are aware of a range of factors that are potential barriers to wellbeing and understand how to use a range of strategies to reduce these barriers.
They begin to deploy these strategies working alongside experienced practitioners as appropriate.
They show awareness of how young children develop and take account of this in their
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awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
*Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
*Support children through a range of transitions.
*Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.
They are sensitive to children who may be undergoing a transition. They used their heightened awareness to reflect on the wide range of transitions and their role within this, working with families and others as appropriate.
They quickly and accurately discern their children’s strengths and needs and are proactive in differentiating and employing a range of effective strategies to secure progression them. This is done in partnership with both parents and other professionals as needed.
They have an astute understanding of and actively promote effective inclusive strategies to ensure holistic wellbeing, development and learning of children.
They understand the needs of the children they look after and are able to support them to fulfil their potential.
They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their children.
They clearly recognise how to deal with any potential barriers to development through their application of well-targeted interventions.
practice. They have some understanding of the challenges and opportunities of working in a diverse society.
They have a developing understanding of the needs of all children and are able to articulate distinctive practice approaches and strategies to promote inclusion.
They support children and families through transitions and are aware of their actions in promoting the holistic wellbeing of all children. They employ strategies such as emotional intelligence and relational pedagogy to do this.
Expectation - for example by the end of the programme a trainee should be able to:Demonstrate in lessons, different approaches to different children, e.g. in questioning, in discussionUse different tasks for different children within a settingGive appropriate feedback to individuals according to their strengths and needs
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Use different resources to support learning of individuals within a settingPromote holistic wellbeing for all children and support families equitablyAre aware of the wide range of transitions and how they can promote and help children in these situationsIdentify children’ strengths and needs (see Standard 2)Able to securely discuss children’s progress with parents and wider professionals accessing support where appropriate
Examples of EvidencePlanning documents
Identify children’s needs including SEN, academically able, EAL, average and spread of prior attainment differentiated objectives Planning sets challenging learning objectives based on assessment of learning from observations, Education, Health and Care (EHC) plans and from previous
sessions Select, prepare and use differentiated resources Select resources, examples, analogies which promote inclusion e.g. cultures/gender
Reflective Documents Evaluations of strategies used and targets for progress and developing learning Reflect upon the factors that might inhibit children’s development and develop strategies as how to best address them, for example, divorce, bereavement,
disability, parental addiction, abuse and birth of a sibling
Observations Engaging and retaining the active participation of children Managing children’s groups to support inclusion Support individuals who are struggling and need support Extend and challenge high attaining children
Children’s assessment records References to children’s individual learning plans, targets and records of progress Contributing to children’s EHC plans, Early Years Development Journals, IEP,
Other sources Demonstrate how you can support children through both vertical and horizontal transitions. You could link vertical transitions to settling in process, changing
rooms or moving to a new setting or home Evidence of carrying out audits, such as, environmental and inclusive audits, to demonstrate how you can develop and improve the environment to be more
inclusive and meet the needs of all children Demonstrate working with the setting’s SENCO, Key Person and/or other professionals to provide additional support to children and their families. Demonstrate
a clear understanding of making provision and strategies to meet children’s needs Engage in a range of effective communication that builds relationships with parents, e.g.parent meetings Written assignments Discussions with mentor in weekly meeting Reflective Log
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Teachers’ Standards (Early Years)
6. Make accurate and productive use of assessment.
*Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).
*Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.
*Give regular feedback to children and parents and/or carers to help children progress towards their goals.
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They can confidently and accurately assess children’ attainment against statutory framework (See Annex 1 Teachers’ Standards Early Years).
They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning.
They assess children’s progress regularly and work with them to accurately target further improvement and secure progress.
They passionately engage and work closely with parents and/or other professionals to ensure that they are an intrinsic part of the child’s assessment.
By building strong parent partnerships they can ensure holistic support for children to progress and achieve their goals. This is down to using regular constructive feedback and dialogue with both children and parents.
They are able to assess children’ attainment accurately against statutory frameworks (See Annex 1 Teachers’ Standards Early Years).
They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of children’ responses.
They assess children’s progress regularly and accurately and discuss assessments with them so that children know how well they have done and what they need to do to improve.
They ensure that parents form part of the assessment process and will engage with other professionals as and when needed.
They are aware of the importance of parents within the feedback loop. Feedback is also given to children to help and support their progress.
They have a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks.
Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support children in making progress.
They deploy these strategies effectively in practice, both to evaluate the impact of teaching on the progress of children and as a basis for modifying their teaching and practice where necessary.
With guidance from experienced practitioners, they monitor children’s progress and maintain accurate records setting new targets for individuals and groups.
They work with children and families constructively and provide appropriate feedback to children to help them to make progress.
Expectation – for example by the end of the programme a trainee should be able to:Acquire knowledge of assessment criteria for all stages and ages taught e.g. EYFS, NC levelsApply this knowledge in practice in marking summative assessmentsRoutinely demonstrate use of formative assessmentUse assessment data to inform planningDevelop children’ understanding of their assessment targetsWork holistically with children, families and other professionals to assess and support children’s learning.
Examples of EvidencePlanning documents
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Demonstrate how the assessment process is used within the planning process, for example WALT and WILF, (We Are Learning To links to the planning’s Objectives and What I’m Looking For links to the Assessment of these Objectives)
Assess prior knowledge to inform planning of a new topic Plans for use of summative assessment e.g. written assessment, use of past Two Year Progress Check and Early Years Foundation Stage Profile (EYFSP) Plans to use appropriate Assessment for Learning (AfL) strategies e.g. traffic lights, whiteboards, open and closed questions, peer and self-assessment, concept
maps Demonstrate group tracking and how this is used to plan the environment to meet the children’s needs and next steps
Reflective Documents Data is critically evaluated and informs reflections, use of data/assessment discussions with assessment coordinator Awareness of how the school/setting uses statistical information and how this relates to the national picture Reflect upon the Statutory Assessment process of Two Year Progress Check and Early Years Foundation Stage Profile and SATS in informing government initiatives
and agendas through the Standards Testing Agency (STA) Reflect upon how the on-going cycle of observation, assessment, planning and next steps helps inform practice and support the child Reflect upon the layout and structure of the two year progress check, consider how informed and varied observational techniques need to be part of the continual
process to be able to collate into a format for summative assessment. How can Early Years Teachers lead and support other practitioners in their knowledge, understanding and completion of assessment, the two year progress check
and the Early Years Foundation Stage Profile? What value is there in using different assessment to inform practice? How can the children be part of the assessment process? How do the viewpoints of other stakeholders vary in regards to their experiences and perspectives of the assessment process?
Observations Use a range of observational techniques to support the assessment process Teach skills and terminology required for formal, formative and summative assessment Uses question and answer techniques to gauge learning
Children’s assessment records Contributing to children’s Statutory assessment, such as, Two Year Progress Check and Early Years Foundation Stage Profile and how you can work with parents to
achieve this Contribute to the formative assessment process of the children’s Early Years Development Journals Involvement in ECH, IEPs
Other sources Identify the different ways and techniques used by settings to assess children Trainee has knowledge and copies of criteria Session plans – specific reference to assessment Session observations by class teacher, mentor, link tutor Session evaluations Inset / staff training Parent meetings
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Meeting with other professionals Reflective Log
Teachers’ Standards (Early Years)
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
*Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.
*Establish and sustain a safe environment and employ practices that promote children’s health and safety.
* Know and understand child protection policies and procedures, recognize when a child is in danger or at risk of abuse, and know how to act to protect them.
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They are acutely aware of the legal requirements when working with the under 5’s.
They consistently have high expectations and understand a range of strategies that experienced teachers use to promote a safe environment and they employ appropriate practice in order to create an environment highly supportive of learning.
They have a strong understanding of safeguarding and the underlying policy frameworks. They are clear on how to recognise when a child may be in danger and take a lead role being proactively alert. They follow and may be the lead for safeguarding within a setting working with all staff to ensure children are protected.
They have an understanding of the legal requirements of working with the under 5’s. They employ practices which demonstrate this understanding.
Using their understanding of policy and practice, they are able to ensure that the environments and safe and support. This will be adapted depending on the age range of the children they work with.
Using their underpinning knowledge, demonstrate that have a strong grasp on child protection issues. They are aware of how to recognize when a child is in danger and can follow the step needed s to protect the child. They lead others to provide a consistent approach to safeguarding.
They work within the legal framework in respect of health and safety, safeguarding and the promotion of children’s health and welfare.
They are aware of the age ranges they work with and can ensure that they promote an environment where children’s health and safety and welfare are paramount.
They are familiar with the setting’s child protection polices and their responsibility within them. They take a proactive lead to ensure all children in the setting are protected to the best of the trainee’s ability.
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Expectation – for example by the end of the programme a trainee should be able to:Demonstrate they are aware of local and national policy and legal frameworks on safeguarding, health and safety, health and children’s wellbeing.They can employ exemplary practice to ensure children's wellbeing and health and safety is considered at all times.They have a strong knowledge of safeguarding and can take a lead role in protecting children.
Examples of EvidencePolicy reviews and amendments.Training attendedExamples of risk assessmentExamples of case files where appropriateReflective LogEthical issues
Respect for the rights of children, families and colleagues Maintenance of confidentiality including management of disclose of abuse Recognition of the voice of the child
Planning documents That demonstrate evidence of statutory legislation and welfare requirements being addressed That demonstrates how health and safety is being checked and monitored
Reflective Documents Reflect and review setting policies and procedures relating to child protection, safeguarding and health and safety and how these adhere to specific legislation Consultation with colleagues e.g. SENCO, Child Protection Officer, Social Worker, LADO Reflection on roles and responsibilities as polices and procedure are owned
Observations How the observational, record and reporting process works
Children’s assessment records Keep records of any concerns or issues Identify lines of referral within and beyond the setting
Other sources Maintaining a safe environment through risk assessments, checklist etc. Carrying out a health and safety audit, consider allergies, medication policy/procedure, sun cream/hats, hand washing, environment and resources, plug guards,
accessible drinking water, gates, safe storage, effects of transition, emotional well-being, healthy eating. Training, quizzes, flow charts, notice boards, posters to support practitioners’ knowledge and understanding of safeguarding and child protection
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Intervention and support, such as, CAF Types and signs of abuse
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Teachers’ Standards (Early Years)
8. Full wider professional responsibilities
*Promote equality of opportunity and anti-discriminatory practice.
*Make a positive contribution to the wider life and ethos of the setting.
*Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
*Take responsibility for leading practice through appropriate professional development for self and colleagues.
*Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
*Understand the importance of and contribute to multi-agency team working.
Much of trainee’s practice is outstanding and never less than consistently good:
Much of trainee’s practice is good, with examples of outstanding practice:
Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good:
They are aware of social justice and use this understanding to promote equity. They value children and families as individuals and welcome them to the setting. They promote their equality of opportunities policies and challenge appropriately those who do not do the same.
They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the setting/school.
They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis.
They are proactive when seeking advice from relevant professionals in relation to children with individual needs.
They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. This is then cascaded to the team; they take a proactive stance in providing feedback to staff about changes and developments in the sector.
They communicate very effectively, both verbally and in writing, with parents and carers in relation to children’s achievements and well-being, both when required to do so formally and informally. They are pro-active in communicating in relation to individual child emergent needs.
They use enhanced reflective practice and engage others to reflect on the quality and effectiveness of the provision, this then leads to action planning and implementation.
They use their holistic awareness of children and families and are able to take a lead role when working in a multi-agency team.
They ensure all children and families are treated fairly and with equity. They are aware of equality of opportunity and ensure they and their colleagues follow this principal.
They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the setting/school.
They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so.
They take responsibility for developing staff. They seek advice from relevant professionals in relation to children with individual needs.
They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own practice further. This is cascaded to other staff in the setting/school where appropriate.
They communicate effectively, both verballyand in writing, with parents and carers inrelation to children’ achievements and well-being.
They can reflect on enhancements and opportunities in the setting and can take a lead in action planning and implementation.
They are aware of the important role of multi-agency working and can contribute to a team, employing practices to support children outcomes.
They understand on social justice and promote equality of opportunity for all.
They understand and are able to support the ethos of the setting/school and show an inclination to contribute to the wider life of the setting/school in appropriate ways.
They can build effective professional relationships with various colleagues and demonstrate the skills to work collaboratively.
They communicate with and direct staff to assist in supporting the progress and achievement of individual and groups of children.
They understand when to ask for information and advice from specialist staff about individual children with specific needs.
They seek out and are responsive to advice from more experienced colleagues.
In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets.
They recognise the importance of communicating with parents and carers in supporting children’s achievement and monitoring children’ s well-being.
They can evaluate practice and take a lead role in the development of the setting/school to promote children outcomes.
They recognise the benefits and challenges of working in a multi-agency team and can contribute fully in order to support children’s outcomes.
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Expectation – for example by the end of the programme a trainee should be able to:Show how they promote equality of opportunity and model this to othersAppropriately challenge practice as and when needed to ensure all children and families are respected.Engage with the setting to widen and support the ethosAssisting with extra-curricular activitiesCommunicate with parents (letters, parents evenings, etc.)Work effectively with staffContribute to feedback on quality improvement and develop action plans to support this.Establish good working relationships with colleaguesContribute to a multi-agency team
Examples of EvidencePlanning documents
Plan opportunities for child-led, child initiated, adult-led, free-flow and spontaneous play Develop and share resources Plan collaboratively to work with other practitioners
Reflective Documents Reflection of provision, audits and changes made Evaluate and act upon advice and suggestions Linked to current and relevant legislation, for example, Equality Act 2010
Observations Know the needs of the children in the setting and work with the practitioners collaboratively Peer, mentor or practitioner observations of your practice, such as, working with parents or other practitioners, for example, supervision
Children’s assessment records Work with children’s Key Person, parents and other professionals in the completion of the statutory assessment process or Early Years Development Journals
Other sources Take the lead in carrying out an audit, such as, environmental and inclusive audits, ECERS, ITERS lead in developing an action plan with colleagues and take the lead
in creating change or developing practice and show how you have considered or developed anti-bias and anti-discriminatory practice Take the lead in developing aspects of the setting, such as, policies and procedure, aspects of the environment, resources, events, experiences, outings and trips,
activities, paperwork etc. Model practice, support, guide and mentor other practitioners and teacher trainees in implementing effective care and education by working alongside them,
delivering training, modelling practice Demonstrate an understanding of the importance of and contribute to working with other professionals and agencies, such as, SALT, Health Visitor, Police, Fire
Brigade, Social Worker etc. Feedback / verification statements from relevant staff
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Minutes of meetings which show trainee’s contribution Amendments and applications of policy Action plans Details of multi-agency working e.g. IEP Reflective Log
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TRAINEE AND PLACEMENT TUTOR OBSERVATION RECORD
Trainee Name; Placement Tutor:
Setting: Date of visit:Age Range to be observed:Start time of observation: Finish time of observation: (Standards claimed including ‘personal practice’ and/or ‘leadership’, are to be determined by the trainee)
To be completed by the candidate: summary of experience / activities /interactions to be observed
Std P or L
Activity observed:Narrative account of activity observed by the placement tutor: Std P or L
Placement Tutor Signature:
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Early Years Teacher Status 2014/15
KS1 and KS2 Attendance Form
Your host school MUST complete this form to confirm your attendance.
It is important that ALL details are completed
Student Name: Route:
Host School/Setting:
Host Address:
Host Telephone Number:
Name of School Mentor
Position
Direct Telephone
Date Attended Time of attendance
Date Attended Time of attendance
Date Attended Time of attendance
I confirm that the trainee named above has completed a minimum of two weeks placement at the above named setting.
Signed: Date:
Please complete and return a scanned copy to:[email protected] or post to
Justine Gallagher, Northumbria UniversityFaculty Health and Life Sciences
Room G210, Coach Lane Campus West Newcastle upon Tyne, NE99 7XJ
Please also return a copy to Joe Sonnenfeld- [email protected] or post to Durham Teaching School Alliance c/o Prince Bishops Primary School, Gibson Street, Coundon Grange, Bishop Auckland, Co
Durham, DL14 8DY
PG Cert Early Years Education SD
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Pen Portrait – Kaloyanka Zhekova
My name is Kaloyanka and I am from Bulgaria. I have a bachelors degree in Economics and now I am doing a postgraduate course on Early Years Education at Northumbria University. I speak fluent Bulgarian, English and Russian and also have basic knowledge of Turkish.
I have spent the last several years as a Chief Stewardess on some of the most prestigious yachts, traveling all over the world. This occupation involved several duties and skill-sets, but most enjoyably involved often looking after the large number of infant children belonging to the guests.
During this period I lived and worked with people from many different countries, cultural, religious and social backgrounds, genders and age groups. This helped me to develop very good social and adaptive skills and to understand the real meaning of inclusion and integration, which I believe are crucial for my future work with children and their parents. I'm also aware of the statutory framework for the EYFS and I am confident that I am able to meet the standards set in this document.
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PG Cert Early Years Education (EYST)
Pen portrait Lindsey Sherwood
I’m called Lindsey and I am a student on the PG CERT Early Years Teacher Status course at Northumbria University. I completed a degree in BA (Hons) Children and Early Childhood in 2013 and I have twelve years’ experience working with young children. I worked as a teaching assistant in a reception class for the past four years and am knowledgeable about the EYFS. I am passionate about the early years because children learn and develop at such a huge rate and I enjoy being a part of their learning journey. I am particularly interested in children’s speech and language development and hope to explore this further on placement.
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PG Cert Early Years Education (EYST)
Hannah Cordingley
After studying Contemporary art at Leeds Metropolitan University I decided I wanted to explore the impact of art on children. Having grown up around younger siblings and assisting children and their parents at work I have experience with a range of ages. I have chosen the Early Years Teacher Status qualification as it specializes in the care and development of under 5’s. I am aware of the EYTS Standards and statutory framework and have knowledge of equal opportunities, anti discrimination and the importance of inclusion practice. I will to strive to safeguard, encourage and support children within their learning and wellbeing.
Isobel Webster
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Post Graduate Certificate in Early Years Education with Early Years Teacher Status (EYTS) School’s Direct
I am Isobel Webster (known as Izzy), a student on the PG Cert in Early Years Education with EYTS. I graduated from Durham University this June with a BA Honours in Music. I am particularly interested in how music and the arts can be applied to early child development and would like to make this one of my focuses in my first placement. I don’t have a huge amount of practical experience with the early years (although I do have some) but I am eager to learn and have been familiarising myself with relevant literature (including the EYFS) so I am as prepared as possible.
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