Early Years Professional Status

Undergraduate Practitioner Pathway January 2013

Programme Handbook

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Contents Page

Contents 2

Edge Ahead Statement 3

Contacts 4

Welcome to the Programme 5

General Programme Information Identification Policy Attendance

Tracking Personal tutors EYPS Mentors Student Voice Student Charter

6 7 7 8 8 9 9

Learning Services 10

Early Years Professional Status Full Pathway Information

Delivery of the programme

Enhanced Age Related Experience

Programme outline

EYPS standards

EYPS assessment process

Deferral from the programme

EYPS portal instructions

EYPS Code of professional conduct

EYPS Academic and professional review procedure

Complaints and appeals process

13 13 14 16 18 20 20 22 28

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Edge Ahead Statement

Inclusive Services Based in the University Library (1st floor) and the Student Information Centre (SIC, ground floor), we provide information, guidance, support and resources for: Academic Skills Development Accessing Information and ICT Disability / Health Conditions Irlen Syndrome / Colour Sensitivity Specific Learning Difficulties / Differences (SpLDs) e.g. Dyslexia If you have specific requirements due to a disability or learning difficulty (e.g. physical or sensory impairment, mental health/anxiety issues, health condition, dyslexia or an autistic spectrum condition) or needs emerge when you are studying here, we can advise you on: Applying for Disabled Students’ Allowances (DSA) Specialist and/or personal support Dyslexia assessments ‘Reasonable adjustments’ to learning, teaching and assessment Accessible facilities and equipment Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is essential that you contact us as early as possible. To contact the Inclusive Services Team:

In person: University Library, 1st floor and SIC, ground floor, Ormskirk Tel: 01695 584372 / 584190 It is Edge Hill’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (eg: electronic copy, large print), or need any other

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Contacts:

Name

Title E-mail and telephone

Jacqui Basquill Pathway Leader for UEP and UPP

Jacqui.Basquill@edgehill.ac.uk 01695 657337

Valerie Farrow EYPS Project Manager

Valerie.Farrow@edgehill.ac.uk 01257 517131

Sarah Brannon EYPS Administration Manager

Sarah.Brannon@edgehill.ac.uk 01257517126

Christine Hands EYPS Administrator

Christine.hands@edgehill.ac.uk 01257 517127

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Welcome to the Programme The Early Years Team welcomes you to the programme. The programme is designed to support you in the achievement of the Early Years Professional Status (EYPS) a status that will recognise your expertise as a practitioner and a professional leader . Edge Hill University is a provider of EYPS training and assessment in the UK and delivers both training and assessment on behalf of the Teaching Agency(TA). Edge Hill is currently delivering EYPS in both the North West and North East as part of a consortium with Anglia Ruskin University and the University of East London. We aim to ensure that you will find the programme challenging, innovative, and rigorous and, we hope, enjoyable, relevant and rewarding. The course requires a great deal of commitment from you as students. It is designed to provide personal enrichment and assist your professional development. Enjoy your studies. Jacqui Basquill UPP Pathway Leader

NB The terms ’students’ and ‘candidates’ are both used by Edge Hill University and the TA and you will find yourself referred to as either or both.

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General Programme Information

Identification Policy

Depending on a student’s nationality they must present one of the following forms of identification when they enrol:

Nationality Identification

UK

UK Birth Certificate* Passport * and Marriage Certificate if applicable

EEA1 or Switzerland

National ID Card Passport

Non-EEA

Passport and evidence of visa status

Originals must be provided and copies will not be accepted. Where a student has a non-EEA nationality, a copy of their original passport (including visa) and, where appropriate the Identity Card for Foreign Nationals (ICFN) or Biometric Residence Permit (BRP) will be taken. The University is required by law to check, verify and retain copies of this documentation in student files as part of its immigration sponsorship duties. Staff will check this documentation to ensure that students have the right to study in the UK and, specifically, with Edge Hill University. At enrolment this policy will be strictly adhered to and you will not be able to enrol if you do not provide the appropriate identification. Even if a student has provided these documents during their application process they must still provide one of them at enrolment. Please note students can only enrol in their legal name as stated on their identification. If students have any questions about this they should contact the Enrolment team on 01695 584747 or at enrolment@edgehill.ac.uk.

1 The European Economic Area (EEA) consists of Austria, Belgium, Bulgaria, Cyprus, the Czech

Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, the Republic of Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden and the UK.

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General Programme Information

Attendance Attendance at both face to face sessions and for online sessions is compulsory across all modules and is required to meet TA requirements. Funding for supply cover is available to facilitate this. You will have responsibilities to fellow students and will be expected to actively contribute to sessions. Occasional absence related to illness or personal difficulties will not be penalised. Students should explain absences to their tutor in advance where possible and demonstrate understanding of the session missed.

On the first day of any absence it is the student’s responsibility to: notify the Early Years Administration Office and their tutor before 9.30am on the first day of absence. The following information will be required:

a) Name b) Programme c) Reason for absence d) Proposed return date to Edge Hill. The Faculty of Education is required

to record all absences. e) You must notify the Early Years Administration Office of your return

date, if unknown at the time of notification or if different to the above.

Student Tracking

Explained absence Student informs the tutor of absence Tutor notifies the EYPS Administrator of absence via the return of the register

Unexplained absence

Tutor discusses absence with student Independent reading set as appropriate Tutor notifies EYPS Administrator of absence via the return of the register Tutor monitors the situation

Consecutive unexplained absence

Tutor notifies the Pathway Leader Tutor notifies EYPS Administrator of absence via the return of the register Pathway Leader makes contact with the student to identify issues, agree and record action (retain on student file)

Irregular attendance/missed more than 3 sessions.

Tutor notifies the Pathway Leader Tutor notifies EYPS Administrator of absence via the return of the register Pathway Leader meets with the student, identifies issues, agrees and records action (retain on student file). Pathway notifies Academic Registry Academic Registry to send first tracking letter.

Emerging pattern of missed attendance

Pathway Leader meets with the student, identifies issues, agrees and records action (retain on student file).

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explained or unexplained prolonged absence.

Registry to send second tracking letter. Setting informed of student absences by the Pathway Leader

Continuing missed attendance explained or unexplained/ attitude concerns

Early Years and Playwork Project Manager and the Programme Coordinator meets with student and initiates Stage One Academic and Professional Review Procedures Targets set – documents circulated to student Student placed on ‘Reserved Agenda’ Pathway Leader monitors attendance and reports to the Early Years and Playwork Management Board and ‘Reserved Agenda’.

Student fails to respond to the targets set at Stage One Academic and Professional Review Procedures.

Head of Area and Early Years and Playwork Project Manager meet with the student to review failure to meet targets. Where appropriate initiate Stage Two Academic and Professional Review Procedures. Documents circulated to Academic Registry, student and Project Manager. OR Academic Registry withdraws the student from the programme in the event that first or second tracking letter is not responded to.

Personal Tutors The Pathway Leader will support student through their time at Edge Hill and will be the student’s first point of contact for individual pastoral support. Specific sessions are built into the programme to accommodate individual or small group tutorials.

EYPS Mentors All students will be allocated an EYPS mentor. This is a practitioner who has previously achieved the status of EYP from Edge Hill University and who has agreed to give support and advice to current students during the validation period. Details, arrangements and contact details will be made available to students.

Student Voice

There will be an opportunity for all students to give feedback and to evaluate the EYPS programme in line with Edge Hill University Student Voice

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procedures. Each cohort will nominate a group representative who will maintain ongoing communication with the Pathway Leader, where necessary. Formal Consultative Sessions will be built into the timetable through the year with specific agenda areas relating to issues identified by the cohort, the EYPS team and TA. Further consultation will take place with students through focus group sessions.

Student Charter This Charter sets out the terms of the partnership between Edge Hill University and its students. It summarises what a student can expect from the University and what is expected of them in return. To help us provide you with a quality higher education experience and to help you make the most of your time at Edge Hill University, please give us your feedback on the quality of our support for you and whether or not you feel we meet the intentions set out in this Charter. When you feel you have received a good experience, please let us know. We are always pleased to receive compliments. Your feedback on what we do well means a lot to us. You can do this verbally or by letter or email by contacting our Student Information Desk in the Student Information Centre or by telephone on 01695 584554. We will use this information to help us feedback praise to our staff and to cascade good practice. Written compliments will be acknowledged and a copy forwarded to the relevant department. Verbal compliments will be documented in our Compliments Log and details forwarded to the appropriate staff. If however you wish to complain about the standards of service or programme provision outlined in this Charter, the University has an agreed and published Complaints Procedure. This is available in your Student Handbook or through the Student Information Desk in the Student Information Centre.

Student Services is pleased to provide the information in this booklet. However, although every effort is made to ensure the information provided in this booklet is accurate, over time circumstances may change. Edge Hill University does not accept liability arising out of, or in connection with, any changes.

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Inclusive Provision Edge Hill University’s aim is to make our services and provision accessible to all users. Edge Hill University Student Charter is available in large print version and also on audio tape. If you need us to present our training / resources / information in a different format (e.g. electronic copy, large print), or need any other modifications, please contact Inclusive Services quoting number LS004: We will do our best to accommodate your requirements.

E-mail: inclusiveservices@edgehill.ac.uk Also visit our Inclusive Services webpage at: http://www.edgehill.ac.uk/ls/support/inclusiveservices/

Learning Services: overview

Learning Services incorporates learning resource centres and information provision, learning support, ICT user support for learning and teaching, e-learning development and support, media services, and study skills and dyslexia support. These services are currently provided in the Library and Learning Innovation Centre (LINC) on the Ormskirk campus, at the Woodlands Centre Library, Chorley, Armstrong House, Manchester and at the Library and Information Resource Centre (LIRC) at University Hospital, Aintree, as well as remotely through service level agreements with partners and via electronic services..

Learning Services' key purpose is to support your learning through:

Services and Facilities Development and Research Support Information

Learning Services works closely with Faculties, Subjects and other Service areas to provide a "responsive learning environment" and proactively gathers feedback from user groups and stakeholders to ensure a flexible and user focused approach to service delivery and development.

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Web-based services and information

The Learning Services web pages are the focus of a great deal of electronic services and learner support activity as well as providing key and up-to-date information on all aspects of the service. The web pages can be found at (www.edgehill.ac.uk/ls ) and contain further information and access to electronic information resources and support.

Services, facilities and support

The total combined library stock is over 250,000 items. There are audio and video facilities and an extensive range of networked services available on all sites including access to Internet, e-mail and electronic information sources, including over 16,000 electronic journals and approximately 60,000 electronic books. Support is available via the Help Desks in our buildings with flexible support offered by e-mail, telephone, live chat and the Learning Services web pages.

Learning Services is concerned with assisting students to understand their own learning techniques and with helping them to develop their learning skills and abilities. Learner support available includes a generic training programme and one- to-one advice, and subject specific workshops covering IT skills, e-learning, information skills and study skills. Learning Services also offers a support service for students who are dyslexic or have other specific learning difficulties. Information and guidance is available on applying for the Disabled Student Allowance, and on all aspects of personal and academic support.

The Centres

The Library at Ormskirk is a purpose-built facility containing over 220,000 books (including an Education Resource Collection), journals, audio-visual items, electronic services, software and equipment. It provides access to large-scale networked PC provision (over 100 workstations), satellite television, audio-visual facilities and multimedia workstations. There are a range of study spaces for students, including individual study carrels and bookable group rooms. Within the Library the Ask desk is located on the first floor. This area provides access and support for a range of specialist software that will support students with learning difficulties and visual impairments as well as study skills, subject and ICT support. The ground floor contains an area for social learning equipped with wireless technology and a range of study and informal seating. There is also a coffee bar and outlet for the purchase of resources including stationery.

The Learning Innovation Centre (LINC) provides access to 200 PCs (open access and ICT classrooms), TV and radio studios with the latest digital technology, satellite TV facilities and multimedia production, specialist Education equipment and video conferencing facilities. A range of media production facilities are located on the 2nd floor of the LINC, including video

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and audio edit suites and digital darkroom. It offers 24/7 swipe card access to PCs and contains the QTS Skills Test Centre.

The Aintree Library and Information Resource Centre (LIRC) provides a multidisciplinary service to staff and students who are involved in medical, nursing, midwifery and related professional activities.

Outreach Centres are also supported in a variety of ways including specialised off campus services and locally based collections.

Staff and students may use the services on all sites. There is a shared computerized system with a joint catalogue available through Millennium. Self-reservation and self-renewal services are available for most loans, along with a telephone renewal service. Many of the electronic services offered are accessible remotely from home or the workplace.

Learning Services provide expertise and support for learning through information technology. A number of on-line help facilities are available in addition to training and support sessions for staff and students on new technologies including e-learning. If you require any help or information please go to any Help Desk, telephone or email us.

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Delivery of the Programme The standard delivery route will take the form of a minimum of five face-to-face days; online learning and independent study. More face-to-face sessions may be arranged in response to student feedback. The course tutor will be available at pre arranged times for students to e mail or telephone. You will be introduced to the use of the Blackboard Virtual Learning Environment during your induction session. You will need access to the Internet in order to fully undertake the programme. You will also need to undertake a one day placement with an EYP in the EYP’s early years setting. If you have a funded place, your setting will be paid for supply cover to allow you study time each week for the duration of the programme (details of payment are contained within the Pre-Course information booklet). The University is required to provide confirmation to the Teaching Agency of candidate full attendance and participation in the programme and non-attendance will result in non-payment of the funding. Engagement with the VLE will tracked to ensure this happens. You will be introduced to the use of the Blackboard Virtual Learning Environment during your induction session with Learning Services followed by a workshop later in the term. You will need access to the Internet in order to fully undertake the programme.

Enhanced Age Related Experience All candidates are required to demonstrate personal practice and leadership across the birth to five age range, within specific age phases of birth-20 months, 16-36 months and 30-50 months. Some candidates will be required to undertake a self arranged setting-based age related experience in one or more of these specific age phases in order to effectively complete the assessment tasks. Candidates who would benefit from undertaking an age related experience may be aware of this as part of their own professional development, or it may have been indicated to them during the interview/offer process, or through discussion with the module tutor. Candidates are required to individually organise their own age related experience and should negotiate the arrangements themselves with their own and host setting. The age related experience may take place within another area of their own setting or with another setting which has been graded as ‘good’ or ‘outstanding’ by Ofsted. Please note that the age related experience will not be arranged, supervised or mentored by an Edge Hill tutor, the candidate is undertaking this as a personal, professional development requirement in order to effectively complete the tasks associated with the

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programme. Please note that any age related experience must not be undertaken prior to the necessary CRB clearances for EYPS being received. Candidates should inform the module tutor of their arrangements for undertaking an age related experience by completing the Age Related Experience Document.

Early Years Professional Status [UPP] Programme Specific Information

Programme Outline Induction Day – during the Induction day candidates will complete necessary TA documents and complete registration requirements for Academic Registry. Candidates will be introduced to the Edge Hill library services, student support services and Blackboard (VLE) services. Candidates will attend introductory sessions which focus on an introduction to the Early Years Foundation Stage and child learning and development. Face to face session 1 – during the session candidates will be presented with an overview of the standards Face to face session 2 – during the session candidates will be presented with an overview of the expectations within the TA assignments. Face to face session 3 – during the session candidates will be presented with an overview of the development and progress review Face to face session 4 - during the session candidates will be presented with an overview of the TA assessment visit. In addition to this there will be time to go through the degree element of the programme included in these face to face days. EYPS On line Sessions

Standard 1 Support the healthy growth and development of children from birth to the age of five.

Standard 2 Work directly with children and in partnership with their families to facilitate learning and support development.

Standard 3 Safeguard and promote the welfare of children

Standard 4 Set high expectations which inspire, motivate and challenge every child.

Standard 5 Make use of observation and assessment to meet the individual needs of every child.

Standard 6 Plan provision taking account of the individual needs of every child.

Standard 7 Fulfil wider professional responsibilities by promoting positive partnership working to support the child.

Standard 8 Lead practice and foster a culture of continuous improvement.

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BA EARLY YEARS LEADERSHIP modules Module Code

Module Title Credits Assessment Submission date

FDL 3101 Leading and Managing Change in Early Years Settings

15 2,500 word assignment

TBC

FDL 3102 Leading and Managing Resource Issues in Early Years Settings

15 2,500 word assignment

TBC

FDL 3103 Leading and Managing People and Teams in Early Years Settings

15 2,500 word assignment

TBC

FDL 3104 Leading and Managing Early Years Settings in the Current Political and Policy Contexts

15 2,500 word assignment

TBC

Learning Outcomes On successful completion of the programme, candidates will be able to demonstrate personal practice and / or leadership in elements as required by TA National Standards for Early Years Professional Status across the 0 – 5 years age range.

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Early Years Professional Status National Standards: During the EYPS GPP Pathway programme candidates will collate evidence of their own professional practice and leadership against the 8 EYPS National Standards.

EYPS Standards 1 – 8

1. Support the healthy growth and development of children from birth to the age of five 1.1 Know and understand how children learn and develop and how this can be

affected by individual circumstances 1.2 Support individual children through all areas of learning and development 1.3 Encourage and support children’s learning in ways that are appropriate to

their development 1.4 Support children through a range of transitions 1.5 Know when a child is in need of support and when to refer to other relevant

services

2. Work directly with children and in partnership with their families to facilitate learning and support development 2.1 Understand the important influence of parents/carers, engaging them

effectively to support their child’s wellbeing, learning and development 2.2 Communicate effectively with children from birth to age five, listening and

responding sensitively 2.3 Promote positive social and emotional behaviour, attitudes and

independence 2.4 Know and understand the significance of attachment and how to effectively

promote it 2.5 Develop and sustain respectful relationships with children and their families

3. Safeguard and promote the welfare of children

3.1 Know the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of children and the implications for EY settings

3.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety

3.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, know how to act to protect them

4. Set high expectations which inspire, motivate and challenge every child 4.1 Establish and sustain a stimulating and inclusive environment where

children feel confident and are able to learn 4.2 Engage in sustained thinking with children 4.3 Give constructive feedback to help children evaluate their achievements

and facilitate further learning

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4.4 Demonstrate the positive values, attitudes and behaviours expected from children

5. Make use of observation and assessment to meet the individual needs of every child 5.1 Observe, assess, record and report on progress in children’s development

and learning, using this to plan next steps 5.2 Engage effectively with parents/carers and wider professionals in the

ongoing assessment and appropriate provision for each child 5.3 Differentiate provision to meet the individual needs of the child and provide

opportunities to extend their learning and development

6. Plan provision taking account of the individual needs of the child 6.1 Provide balanced and flexible daily and weekly routines that meet children’s

needs and interests and enable them to learn and develop 6.2 Plan and provide appropriate adult led and child initiated play and

experiences that enable them to learn and develop 6.3 Select, prepare and use a range of resources suitable for children’s ages,

interests and abilities, which value diversity and promote equality & inclusion

7. Fulfil wider professional responsibilities by promoting positive partnership working to support the child 7.1 Understand the importance of and contribute to multi-agency team working 7.2 Take a lead in establishing and sustaining a culture of cooperative working

between colleagues and wider professionals 7.3 Support colleagues to understand the part they play to enable every child

to reach their full potential

8. Lead practice and foster a culture of continuous improvement 8.1 Model and implement effective practice, and support and mentor other

practitioners 8.2 Reflect on the effectiveness of provision, propose appropriate changes and

influence, shape and support the implementation of policies and procedures in the setting

8.3 Take responsibility for improving practice through appropriate professional development

8.4 Promote equality of opportunity through championing children’s rights and anti discriminatory practice

8.5 Understand the implications of relevant legislation, statutory frameworks, including the EYFS and policy for EY settings and apply in practice

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EYPS Assessment Process The EYPS assessment process is a process is an integral part of the programme and all candidates undertaking EYPS assessment (irrespective of their pathway) will undertake exactly the same assessment process. The assessment process can broadly be divided into 2 distinct sections;

1. The Development and Progress Review, is generally undertaken mid way through the programme and is a practical, formative part of the assessment process.

2. The Assessment visit, is undertaken at the end of the programme and is the summative part of the assessment process. This will involve a visit to your setting by an assessor from Edge Hill University

Development and Progress Review Process It will:

Determine your understanding of the EYPS standards

Determine your progress in evidencing the standards

Determine your ability to communicate clearly and confidently

Provide you with interim feedback on your progress

Review and support your progress towards your progress towards achieving a successful outcome

Produce an action plan to support you towards successful completion of the programme.

The Assessment Process – Assignments During the programme each candidate will undertake, complete and hand in eight assignments. These assignments are obligatory, if a student does not submit all of them, or combines two or more, you will not be able to proceed to the assessment stage. Each assignment addresses one of the standards

The Assessment Process – Assessment Visit The purpose of the assessment visit is two-fold:

First to provide each candidate with the opportunity to provide both oral and documentary evidence of your work in your setting

Second to enable your assessor to complement the evidence of your written tasks through scrutiny of your documentation, a tour of your setting, an observation of practice, witness statements and through talking to you.

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The visit comprises of:

An interview with the candidate relating to the Standards.

Scrutiny of documentary evidence relating to the Standards

A tour of your setting

An observation of professional practice

Scrutiny of three witness statements You will use the Teaching Agency prescribed documentation throughout the assessment visit which is as follows: DR: 01 Candidate standards reflection DR: 02 Candidate action plan • Written assignment pro formas • Setting Details • Tour Notes • List of Documents • Witness statements • Record of Observation These documents are available through Learning Edge VLE services.

You will be notified of the ‘setting visit window’ and will be required to make selection of preferred dates. Confirmation of the actual date will be sent to your selected setting and you. The setting should be operating normally during the visit, and it is your responsibility to ensure that a private space is available for the assessor for the FULL duration of the assessment visit. Candidates should note that attendance at each of the 5 Face to Face Days is compulsory. Any candidate who does not attend a Face to Face Day will be required to attend an alternative Face to Face Day (at an alternative site on an alternative date) in order to proceed with the programme to final validation assessment.

Deferral from the Programme Should a candidate face circumstances, which make the continuation of the programme or undertaking of the validation assessment process difficult or unmanageable, they should make contact with the Pathway Leader in the first instance. Appropriate support and guidance can be provided and where appropriate the candidate will be offered the option to ‘defer’ from the programme for an agreed period of time. Candidates will be required to complete an EYPS deferral form which will then be agreed and counter signed by the Pathway Leader and Project Manager.

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Please note, candidates are required to undertake all module sessions and Face to Face Days either prior to the deferral or complete those which they have not attended on return to the programme. Candidates will negotiate a slot with the Pathway Leader for an alternative assessment block.

Deferral from the Programme Candidates will only be able to defer in exceptional circumstances. Should a candidate face such circumstances they should make contact with the Pathway Leader in the first instance. Candidates will be required to complete an EYPS deferral form to be agreed and countersigned by the Pathway Leader and Project Manager. Please note, candidates are required to undertake all module sessions and Face to Face Days either prior to the deferral or complete those which they have not attended on return to the programme. Candidates will negotiate a slot with the Pathway Leader for an alternative assessment block.

Assessment and Portal Instructions As part of your assessment for EYPS you will need to sign up to an Assessment Visit. This is done using portals, which you access electronically. The portal is a separate web-address not accessed via blackboard. Setting Visit Portal - You will need your Edge Hill student number and your candidate number. You will need to log in to the assessment portal via the internet to register your chosen dates. The internet address is: http://mycampus.edgehill.ac.uk/pls/htmldb/f?p=133:101 Please note the setting visit portal will open and close on particular dates as identified on your programme timetable. You must choose three preferred dates for your setting visit and we will endeavour to accommodate one of your choices. You will need to enter your setting address to complete the process and you should follow the instructions on screen. You will receive an e-mail confirming the dates you have selected, when you enter your visit dates and setting details you press a save button. This saves your choices and setting details and sends an e-mail to your Edge Hill account. You will then be allocated an assessor and will receive notification of the assessor allocated for your visit and the actual date of the assessment visit. Development and Progress Review - You will be allocated a date and a time to attend a developmental review which will last approximately 45 minutes.

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Code of Professional Conduct for EYPS Students Faculty of Education Professional Code of Conduct Introduction

1. All EYPS and related early years degree programmes leading to a recommendation for the award of EYPS are programmes of professional training and education. All students are expected to conduct themselves at all times in an appropriate professional manner.

2. The EYPS programme uses a blended learning approach. Students

are expected to fully engage in the wide range of on-line learning opportunities and this will be monitored.

3. Where students undertake placements as part of their programme,

they are entitled to expect that their placement2-based training mirrors the professional experience of a teacher or practitioner and settings are entitled to expect that students will present and conduct themselves in a way that is consistent with the setting’s professional expectations.

4. This code has been drawn up taking account of the current Standards

for Qualified Teacher Status, Standards for EYPS, Criminal Records Bureau (CRB) legislation and Safeguarding legislation.

5. This code is additional and complementary to the Edge Hill University

Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary procedure for students. All students on EYPS or Early Years Foundation Degree programmes are students of Edge Hill University and are therefore both bound by and protected by the entitlements included in the Academic/Student Regulations in force at the time. These are issued at enrolment and subsequent updates are accessible via the web.

For all aspects of the programme you are following, whether at Edge Hill University or on placement, students are expected to demonstrate professionalism by:

2 In this code, the term ‘placement’ refers to all schools, colleges and settings which trainees attend in

their role as Edge Hill trainees.

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Respect for others including staff in settings and at Edge Hill University; other students; children and students in settings. This should be in line with Edge Hill University and setting/Local Authority policies, e.g. relating to equal opportunities, discrimination or bullying Willingness to listen to and act on feedback and advice from mentors; other staff in settings; Edge Hill University staff Full attendance Commit to attend all university-based sessions. You will reflect a 100% attendance record at Edge Hill University and while on placement including following procedures for notifying absence clearly set out in relevant programme documentation. Punctuality as required by settings and by the programme of lectures, seminars, workshops at Edge Hill University Taking responsibility for own learning: ensuring the requirements of all elements of the programme are carried out in line with the guidance in module and programme documentation and briefings; seeking to discuss issues or concerns with mentors and/or module tutors and personal tutors. Fully engage with the programme. Communications Maintain a professional approach to all communications including electronic communications and social networking.

E mail Use the Edge Hill University email system to communicate with tutors and staff in order to maintain an appropriate approach to e-safety and to comply with the University’s policy:

IT Acceptable Use Policy: www.edgehill.ac.uk/itservices/policies.htm

When on Placement The following additional professional requirements also apply when on placement Maintaining an appropriate standard of dress and appearance as required by the setting Carrying out duties as required by mentors and other staff in relation to child/session observation, meeting with and working with mentors and other staff; lesson planning, teaching and assessment of pupils; other appropriate and reasonable professional duties Appropriate behaviour and relationships towards all children and young people and the whole workforce employed by the setting, in both formal and informal contexts:

Showing due regard for the ethos and values of the setting; e.g. denominational settings

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Complying with Health and Safety requirements and procedures in a particular setting

Complying with Child Protection requirements

Complying with Edge Hill University’s Research Ethics requirements.

1 BREACHES OF THE CODE OF CONDUCT On Placement Minor breaches of the Code of Conduct (for example, timekeeping, attendance or standard of dress) will be dealt with initially by discussion with mentors, informal warning and/or improvement targets set through the normal mentoring process. Provided that a student acts on such warnings and/or targets and is seen to comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined in the Code of Conduct with be implemented. If a student commits a serious breach of the Code of Conduct and his/her behaviour gives rise to concern about professional standards, the head, manager or principal of the setting will follow normal procedures in relation to staff discipline as appropriate. The Placement Coordinator will also be notified. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result in a student’s immediate removal from the school/setting/college and serious disciplinary consequences. These consequences will invariably include an academic and professional review with the Placement and Early Years and Playwork Project Manager.

At Edge Hill University

1. Code of Behaviour / Misconduct The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct. It covers everyone who is registered as a student at Edge Hill University. In addition, the Academic Regulations and Academic and Professional Review Procedures operate which include: B.6.1 Students must comply with all other Rules and Regulations of the University, as amended from time to time. Such Rules and Regulations are supported by sanctions including fines or exclusion from facilities and services.

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B.6.2 In addition to the Academic Regulations and the Academic and Professional Review Procedures, these Rules and Regulations include: (i) The Faculty of Education’s Code of Professional Conduct for UGPD Students (ii) The Faculty of Health’s Code of Professional Conduct (iii) The Faculty of Education’s Fitness for Practice Regulations (iv) The Faculty of Health’s Fitness for Practice Regulations (v) The Faculty of Arts & Science’s Fitness for Practice Regulations (vi) Research Ethics Policy (vii) Data Protection Policy and Procedures (viii) Provisions and Policies Relating to Confidential Information (ix) Complaints Procedures (x) Rules on Car Parking on University Premises (xi) Halls of Residence Licence Agreement (xii) Regulations Governing the Use of the Learning Resources Centres (xiii) Student ICT Acceptable Use Policy encompassing JANET Acceptable Use Policy governing internet and email systems (xiv) Staff and Student Equipment Loan Procedure and Conditions (xv) TV Studio Safety (xvi) Control of Substances Hazardous to Health (COSHH) Regulations (xvii) Code of Practice for Working in Microbiology (xviii) Code of Practice for Safe Working in Science (xix) Codes of Practice for Use of Small Boats and Inflatables; Tree Climbing and the Use of Ladders and Scaffolding; Procedures for the Event of Accidents in the Field; Working with Animals; Mountains and Uplands; The Sea Shore; Agricultural Land; Terrestrial Habitats; Freshwater; Pathogenic Organisms (xx) Use of the Gymnasium (xxi) The Conditions of Hire for Sporting Edge (xxii) The Guidance Notes for Swimming Pool Hire (xxiii) The Terms and Conditions For Membership of Sporting Edge (xxiv) The Regulations for Membership of Edge Hill University Club (xxv) The Regulations for Health & Safety and for the Conduct of Students & Disciplinary Procedures for Partner Institutions (For students studying on another institution’s campus only). (See Section A4 of these Regulations) (xxvi) The Regulations for International Students B.6.3 Serious or repeat breaches of local rules and conditions may involve recourse to the Student Code of Behaviour and Disciplinary Procedures. (See Section D of these Regulations

2. Academic and Professional Requirements

The Academic Registry Handbook sets out what is expected and required of students in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:

Academic failure

Malpractice

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Early Years Professional Status Professional Code of Conduct For EYPS students

I confirm that I have read and understand the Faculty of Education Early Years

Professional Status (EYPS) Professional Code of Conduct and agree to abide by its

terms Signed (student): Print name: Date Signed (Tutor): Print name: Date: EYPS pathway:

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EYPS Academic and Professional Review Procedures: Reviewed June 2010 Infringement of Code of Conduct or Potential of failure to meet professional standards or Concern about fitness to practice

EYPS tutor or [whilst on placement] Setting Manager/Setting Based Mentor/Edge Hill Supervising Tutor informs the Pathway Leader Pathway Leader meets with the student, discusses appropriate support, agrees action, maintains record of actions (copy on student file) Pathway Leader monitors the situation

Reoccurrence of infringement of Code of Conduct or Reoccurrence of potential of failure to meet professional standards or Continuing concern about fitness to practice.

Pathway Leader meets the student, discusses issues, provides or signposts to appropriate support, maintains record of actions (copy on student file) Pathway Leader monitors the situation.

Emerging pattern of infringement of Code of Conduct or Failure to meet professional standards or Ongoing concern about fitness to practice.

Pathway Leader meets with student, discusses ongoing issues and reviews agreed actions, maintain record of actions (copy on student file) Student informed of the Academic and Professional Review Procedures Pathway Leader monitors the situation

Academic and Professional Review Process – Stage 1

Early Years and Playwork Project Manager, Pathway Leader meet with student and initiate Stage One Academic and Professional Review Procedure. Targets set, documents circulated to student, tutor/s and Early Years and Playwork Programme Manager (copy on student file). Review meetings agreed and maintained, student progress monitored and where appropriate removed from Stage 1. Stage 1 case reported to the Early Years and Playwork Management Board.

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Academic and Professional Review Process – Stage 2

Student fails to respond to targets set at Stage 1 Early Years and Playwork Project Manager informs Head of Area and Associate Dean. Project Manager and Head of Area/Associate Dean meet with student to discuss failure to respond to Stage 1 and initiate Stage 2. Review and agree actions, timescales and monitoring mechanisms. Project Manager monitors the situation and undertakes review meetings with student. Where appropriate removed from Stage 2 and 1 if successful. Stage 2 case reported to the Early Years and Playwork Management Board.

Failure to respond to Stage 2.

Head of Area or Associate Dean report to Academic Registrar Consideration of Fitness to Practice or withdrawal from programme undertaken.

Complaints Procedure

What To Do If Things Go Wrong If you wish to complain about any aspect of our services or programmes or any aspect of our provision outlined in our Charter, Edge Hill University has an agreed and published Student Complaints Procedure. This is available in your Student Handbook or through the Student Information Desk in the Student Information Centre. Why Complain? Edge Hill University is committed to providing services and provision of the highest quality as outlined in our Charter. Our Student Charter outlines what you can expect from us as a University (your rights) as well as defining your corresponding responsibilities (your responsibilities). We do however recognise that on occasion you may feel we have not met our specified standards and that you have legitimate cause for complaint. If this is the case, we encourage you to tell us. At the same time however, please make sure that, in raising possible matters of complaint, that you recognise your own responsibilities as a student, both in terms of your academic commitments and general behaviour and consideration towards others. This Complaints Procedure is intended to help students bring matters of concern about their experiences of our services and provision to our attention and to enable investigation of those concerns with the aim of satisfactory resolution. We regard student feedback, both negative and positive, as a valuable resource to help us improve the quality of our services and provision to students, as well as helping us resolve any particular problems arising for you. The complaints procedure seeks to be simple, clear and fair to all parties

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involved. It is based on the belief that complaints from students should be taken seriously, investigated promptly and dealt with as closely as possible to their origins. For this reason all complainants are requested to try to resolve the issue as informally as possible in the first instance with the relevant department or service area. The intention is that most issues can be effectively handled locally, in a spirit of conciliation. Thus, the formal complaints procedure should be seen as a last resort in the search for a solution. Edge Hill University therefore sees the use of its Complaints Procedures as a positive, non-threatening means for change to the benefit of all. The following guidelines provide a framework in which complaints made about Edge Hill University and/or its students or staff are dealt with fairly, quickly and efficiently. What Is A Complaint? A complaint is an informal or formal expression of concern in relation to an aspect of the University’s operations, services, staff or people associated with the University or using University facilities.3 A complaint is more than negative criticism or any objection to the merits of any decision or action taken by the University. It is a specific concern that requires a response from the University. The Student Complaints Procedure does not cover the following:

matters of academic judgement (that is about your academic performance) (see section on Academic Appeals below)

requests for new or different services or provisions

matters where there are separate policies or procedures, specifically:

Academic Appeals (An academic appeal is a request for a review of a decision of an Assessment Board or Panel which makes decisions about your academic performance, progression or award. For all matters relating to academic performance, including examinations and assessment, academic malpractice (cheating), academic progression, fitness to practise, expulsion or exclusion on academic grounds, contact Academic Registry in the Student Information Centre for the Academic Appeals Regulations.) Bullying & Harassment

3 University of Newcastle, Australia

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(For all matters relating to allegations of bullying and / or harassment by a member of Edge Hill University contact Human Resources or Student Services. Please note that if a student wishes to raise a formal complaint of bullying or harassment against a member of staff, the staff Bullying and Harassment Policy will be used.) Disciplinary (All matters relating to complaints about student conduct and behaviour will be dealt with under the Student Code of Behaviour and Disciplinary Procedures. For all matters relating to appeals against disciplinary action or sanctions, students should follow the appeals process in the Student Regulations including the Student Code of Behaviour & Disciplinary Procedures for Students.) Research Misconduct (All matters relating to Research Misconduct are dealt with under the Research Ethics Code of Conduct and the Malpractice Regulations For Research Degrees. Students should contact the Graduate School Support Team in Academic Registry for further information.) Whistleblowing (The University operates a separate whistleblowing procedure. Students should contact Student Services for information, advice and guidance in the first instance.) We recognise that on rare occasions complex issues may arise where an issue can be classified as either a complaint or an appeal. Under these circumstances our procedures allow the facility for reclassification of an issue as either a complaint or an appeal. Such issues would not however be dealt with under more than one procedure. WHO CAN COMPLAIN? This procedure is for use by any student or prospective student, who seeks or receives a service from Edge Hill University. Complaints are usually made by individual students or by groups of students. A person’s capacity to make a complaint only exists in relation to issues which affect his or her interests, therefore a person does not have the authority to make a complaint on behalf of others. Complaints may not be lodged by a representative, a parent or any other third party. Complaints made by groups of students must therefore be confirmed and signed by all parties.

Students studying at Partner Colleges (franchised centres) are required to follow the Partner College’s (franchised centre’s) Complaints Procedures in

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the first instance. Students studying at Partner Colleges (franchised centres) do however have the ultimate right to complain to Edge Hill about academic matters. Any academic appeal should be made directly to the Academic Registrar at Edge Hill University. WHAT ARE THE GENERAL GUIDELINES FOR MAKING AND HANDLING COMPLAINTS? Handling of Complaints

As a general principle, the University seeks to respond to complaints in an open and constructive manner and in accordance with the principles of natural justice.

To this end, the University will:

ensure all parties to a complaint are advised on what to expect during the complaint handling process

carry out the complaint handling process in a transparent way, ensuring that all parties involved in the complaint have access to any allegations and evidence presented

provide all parties with the opportunity to participate in the process

treat all parties in a respectful manner

not discriminate or take action against any individual making a complaint, unless it is found to be malicious or vexatious

provide reasons for any decisions made.

All complaints will be taken seriously and, as far as is reasonable, be treated in a consistent fashion throughout the University. The same issue will not be dealt with under more than one internal process at the same time. Wherever possible, the concern(s) raised will be dealt with in totality through the investigation process. In line with our equality and diversity policy, all complainants will be treated equally and students who make complaints will not suffer any disadvantage or recrimination as a result of making a complaint. Only where complaints are proven to be malicious or vexatious may there be any recourse to disciplinary investigation and possible sanction against the complainant. As a general rule, complaints, which are made more than three months after the incident or action being complained about will not be investigated.

Confidentiality All complaints will be handled sensitively and with due consideration to confidentiality for students and staff. Any person named in a complaint however, will be informed of the complaint, supplied with a copy of the complaint and any evidence in relation to it and be informed of the outcome. They will also have a right of reply as part of the investigative process. A

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complaint cannot therefore be investigated if the student does not wish the substance of the allegation to be made known to the individual concerned. Anonymous Complaints All complaints require investigation. Where anonymous complaints are made however it is not possible to investigate the complaint. For this reason anonymous complaints will not normally result in action under this procedure. Third Party Complaints Complaints must be made by students themselves and not by others acting on their behalf. Collective Complaints If a group of students makes a collective complaint about the same issue, each student will receive an individual acknowledgement and response letter. Each student will also be asked independently to confirm that they wish to personally register the complaint. If any meetings are deemed necessary to investigate the complaint, only one meeting, to which all complainants will be invited, will be held. The Right To Be Accompanied At Any Stage Students wishing to make a complaint at any stage have a right to be accompanied. In the event that meetings or hearings are arranged to consider complaints, any student or member of staff asked to attend such a meeting or hearing has a right to be accompanied by a person of his/her choosing. Individuals are asked however to notify the University whom they wish to attend in advance of the meeting. Help, Support and Representation

Support and guidance on procedures and representation are available from a number of sources within the University. Student Services and the Students’ Union can provide general and specific support as requested. It is however the complainant’s responsibility to seek advice and support where necessary.

To contact Student Services call 01695 58 4554 or call in to the Student Information Centre. To contact the Students’ Union call 01695 584255 or e-mail your Faculty Vice President, see below: Faculty of Health suvphealth@edgehill.ac.uk Faculty of Arts & Sciences suvpfas@edgehill.ac.uk Faculty of Education suvpeducation@edgehill.ac.uk Complaints to the Chancellor, Vice-Chancellor, Governors and Other Senior Members of Staff

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If a complaint is received directly by the Chancellor, the Vice-Chancellor, the Governing Body or a senior member of staff, it will be acknowledged and referred to the Director of Student Services and the appropriate manager, who will make sure it is dealt with and enters the procedure at the appropriate point. Multi-faceted Complaints If the complaint covers a variety of issues, a manager will be nominated to provide a co-ordinated response. Remedy or Redress If a complaint is upheld at any stage Edge Hill will seek to take such action as may be appropriate in relation to remedy or redress. If a complaint is not found to be justified at any stage Edge Hill will communicate this to the complainant, giving reasons for the decision that the complaint was deemed to be unfounded. Reimbursement of Expenses If a complaint is upheld, Edge Hill will meet any reasonable ‘out of pocket’ expenses connected with the formal stage of the procedure. This may include travel and subsistence costs incurred in connection with the student’s attendance at a complaint hearing. Any legitimate expenses will only be paid on production of valid receipts. Recording of Complaints Every department or service area must notify the Student Information Desk at the Student Information Centre of every formal complaint received, giving details of the complaint, the date received, its resolution and outcome, including the date of resolution. Records of any correspondence or investigation of the complaint should be kept throughout the procedure under confidential cover and destroyed in line with the University’s guidelines on the handling and storage of confidential information. Time Limits

Staff will make every effort to keep to the time limits set out in this procedure. However, where, for good reason, this is not possible, the complainant will be kept informed of progress.

HOW, WHERE, AND WHEN AND TO WHOM TO COMPLAIN? The procedure aims to be simple, clear and fair to all parties involved and seeks to allow issues to be explored in a supportive conciliatory framework. Informal resolution is encouraged at every stage of the process. The formal complaints procedure should only be used as a last resort.

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STAGE 1 – The Informal Stage Members of the Edge Hill University Community are encouraged to raise any issues at an early stage and to discuss the matter with the person concerned. Many apparent concerns result from misunderstandings, which can often be quickly resolved by talking through the matter. You can either:

Ring the person concerned

Call in and see the person concerned, but please make sure you make an appointment in the interests of all concerned;

Write to the person concerned Informal complaints should normally be responded to within 7 working days of receipt of complaint. The informal stage will frequently be an oral process and records of such complaints will not normally be retained or recorded centrally, unless the complainant and the member of staff dealing with it wish to do so. If this is the case, a complaints form should be completed and used in the normal way.

STAGE 2 – The Formal Stage

A complaint that cannot be satisfactorily resolved informally may then be submitted formally. Complaints must be made within 3 months after the incident or action being complained about . You should complete a Complaints Form and hand it in to the Student Information Centre Student Information Officer, who will forward it to the appropriate Dean of Faculty/Director of Service. The Dean of Faculty/Director of Service will either investigate the matter him / herself or will delegate responsibility to another manager of appropriate standing and background to undertake the investigation on his or her behalf. The manager dealing with the formal complaint however must be independent of the complaint itself. The Dean of Faculty/Director of Service or his or her designated alternate will:

Provide a written acknowledgement of the complaint.

Inform any member of staff concerned that a complaint has been submitted and provide them with a copy of the complaint.

Review the complaint and decide whether or not to call a meeting to discuss the complaint with you and any other named party within the complaint.

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Investigate the complaint

Seek to resolve the complaint.

Provide a written response to the complainant outlining whether or not the complaint is upheld or dismissed. In cases where there is also a respondent, this information will also be shared with the respondent.

Written responses to complaints will be given within a reasonable time, normally no longer than 14 working days. Copies of complaints forms may be obtained from all Faculty Offices, the Student Information Centre Student Information Desk and the Students’ Union. At this stage the majority of complaints will be resolved satisfactorily with no further action being necessary. If however, you are not satisfied with the response received following the outcome of Stage 2, you can take the complaint further and proceed to Stage 3 of the complaints procedure. STAGE 3 – INTERNAL REVIEW If you are still not satisfied by the response to your complaint you may send your written complaint, together with any documentary evidence relating to the complaint, to the Pro Vice-Chancellor for Students & External Relations within 10 working days of receiving the response at Stage 2. No new grounds for complaint may be introduced at this stage. (If the Pro Vice-Chancellor for Students & External Relations has been involved in the complaint previously, the complaint should be sent to the Pro Vice-Chancellor of Academic Affairs & Quality Management). The Pro Vice-Chancellor for Students & External Relations will decide whether to review the complaint him / herself or to convene a panel to hear the complaint and review the evidence. Please note: This procedure also allows for the Pro Vice-Chancellor for Students & External Relations to designate an alternate Senior Manager to consider the complaint. Membership and Conduct of the Complaints Panel

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The complaints panel will normally comprise three people, including the Pro Vice-Chancellor for Students & External Relations (the Chair)4, and 2 members of the University selected by the Pro Vice-Chancellor for Students & External Relations. Selection of panel members will be on the basis of no previous involvement in the complaint at either Stage 1 or Stage 2. In the case of all complaints reviewed by a complaints panel, the complainant can request that a representative of the Students’ Union be appointed as an independent observer of the complaints panel proceedings. In the case of a complaint where there is a specific named staff respondent, a representative of the relevant Staff Union can also be requested to act as independent observer to the proceedings. Information on panel membership will be given to both parties to the complaint in advance of the panel hearing. Any request to veto any member of the panel for good reason must be made in advance to the Pro Vice-Chancellor for Students & External Relations5, stating clearly the reason for the request. The panel will investigate the complaint including all documentary evidence relating to the complaint. The panel may seek to resolve the complaint on the basis of the documentation provided. As necessary, the panel will invite all parties to the complaint to a panel meeting to present evidence and to be questioned on the evidence presented. After investigation of the complaint the Chair will submit a written report & response6 to all parties involved in the complaint, outlining whether the complaint is justified or not and determining what actions, if any, are necessary to resolve the issue. Written responses to complaints at this stage will be given within a reasonable time, normally no longer than 30 working days. On completion of this stage we will send you a Completion of Procedures letter. The letter will outline to you the results of the investigation into your complaint. This letter also confirms that the internal complaints procedures of Edge Hill University in relation to your complaint have been completed. STAGE 4 – Independent Review If you are still not satisfied with the outcome and any decision taken at Stage 3, you can pursue your complaint further by submitting your complaint to the Office of the Independent Adjudicator. The Office of the Independent Adjudicator for Higher Education (OIA) provides an independent scheme for the review of student complaints.

4 or his / her designated alternate Senior Manager.

5 or his / her designated alternate Senior Manager.

6 normally in the form of a letter

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Any student not satisfied with the outcome and any decision taken at Stage can submit an application in writing to the OIA scheme using a Scheme Application Form. This form is available from Student Services or the Students’ Union, or alternatively it can be downloaded from the OIA web site, www.oiahe.org.uk or requested by telephone or letter. This is Stage 4 of the procedure. Please note that time limits apply. See OIA leaflets for further information. The OIA cannot look at any complaint if:

It relates to a matter of academic judgement (that is about your academic performance);

The matter is or has been the subject of court proceedings;

It is about a student employment matter;

It concerns an Institution which is not a higher education Institution, or

It is an admission matter. The OIA will normally only consider your complaint if: (i) you have exhausted all internal procedures; (ii) there had been a material administrative error or irregularity in the

conduct of the investigation of the complaint (iii) the University had contravened any of the basic principles of natural

justice (iv) the University had failed to act within a reasonable period of time, as

specified in the complaints procedure The OIA will not undertake a review of the complaint if they consider on the face of it: (i) there is no case to answer (ii) the Higher Education Institution has satisfactorily dealt with the complaint, see page 4 of the OIA Guide.

If you experience difficulties or you are not sure who to contact, call in or ring for advice to the SIC Student Information Desk Ext. 4554. For outside calls: 01695 584554 Students & staff on the Aintree Campus please tel: 0151 529 3113

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COMPLAINTS: OUR PROMISE TO YOU EDGE HILL UNIVERSITY WILL:

handle your complaint in a quick, polite and straightforward way;

investigate your complaint thoroughly;

inform you of when you can expect a reply if one cannot be given in the first instance;

keep you up to date on progress. ACTIONS In all cases of complaint, Edge Hill University seeks to ensure that appropriate and reasonable action is taken.

LEARNING FROM YOUR COMPLAINTS

In order that Edge Hill University can learn from your complaints each Dean of Faculty / Director of Service and the Pro Vice-Chancellor for Students & External Relations will keep accurate and complete records of any complaints received and any resulting correspondence, interviews and interactions. Outcomes on complaints will be submitted to Student Services who will prepare an annual report on complaints received and their resolution. This will help us to improve services throughout Edge Hill University and monitor the effectiveness of the complaints procedure.

EYPS Complaints Procedure

The responsibility for dealing with complaints and appeals rests with the EYPS provider rather than the Teaching Agency

Edge Hill University in partnership with Mpowernet, Anglia Ruskin University as the Prime Organisation have implemented quality assurance procedures which are intended to ensure that your training experience is of high quality. However, we recognise that, occasionally, some trainees may feel dissatisfied with some aspect of their training. Complaints are taken seriously and are an important part of our quality assurance procedures as they can alert us to areas where there may be opportunities to improve our provision. A complaint may refer to any aspect of Edge Hill provision including, but not limited to, the quality of training materials, tutoring, training venues and equipment, online systems, telephone help or administration.

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Any trainee may lodge a complaint. External parties may also register complaints where they are affected by, or connected with, Edge Hill training. Making a complaint Step 1 - Raise your concern with the EYPS tutor It is essential that trainees discuss any areas of concern with their EYPS tutor soon as they arise. Once the tutor is aware of a problem he/she will, if possible, seek to resolve the matter satisfactorily. If a telephone complaint (Step 2) or formal written complaint (Step 3) is subsequently made, we shall take into account whether the matter was raised with the tutor/facilitator in the first instance and the efforts made by the tutor to resolve the matter at that stage. Step 2 - Telephone the EYPS Project Team It is often possible to offer clarification about a particular concern over the telephone. If your tutor has been unable to resolve your concern satisfactorily and you wish to take the matter further you should speak with a member of the EYPS Project Team on 01257 517126/7. Step 3 - Submit a formal written complaint If, after following Step 1 and Step 2, you feel that your concerns have not been resolved satisfactorily then you should write to the EYPS team at Edge Hill setting out the grounds for your complaint. Your letter should be addressed to: Valerie Farrow Early Years and Playwork Project Manager Edge Hill University Woodlands Centre Southport Road Chorley Lancashire PR7 1QR Receipt of a written complaint will be acknowledged within three working days. Step 4 – Complaint forwarded to Mpowernet at Anglia Ruskin University Your letter will be forwarded to the Quality Manager in Mpowernet at Anglia Ruskin University, as Anglia Ruskin University are the Prime Organisation for the EYPS Contract. Anglia Ruskin University will then send confirmation of receipt of your complaint within three working days and provide a detailed written response within 20 working days.

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The response time may be extended if further investigation is required in order to provide a satisfactory and complete response. Making use of the complaints procedure will have no impact on subsequent working relationships with Edge Hill University or Mpowernet, Anglia Ruskin University. Where appropriate, complaints will be treated confidentially and will not be discussed with anyone other than the parties involved.