bcuassets.blob.core.windows.net€¦ · Web viewBirmingham City University Primary. and Early Years. Partnership Handbook. Section 1. Partnership Agreement Roles and Responsibilities

Birmingham City University Primary and Early Years Partnership Handbook

Section 1 Partnership Agreement Roles and Responsibilities

Index

4 Primary and Early Years Partnership Contact Details

5 Introduction

6 Partnership Agreement

Roles and Responsibilities

8 Trainees

11 Partnership Models

Overview of School Based Training in Associate Schools


12 Teacher in Charge of School Based Training Opportunities

13 Associate School Class teacher

17 Associate School University Tutor

Overview of School Based Training in a Lead Partnership School


20 The School Mentor

24 Lead School Class Teacher

27 Lead School University Tutor

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Birmingham City University Primary Partnership Handbook

Section 2 School Based Training Guidance

Index

29 Safeguarding Status Confirmation

31 BA (Hons) School Based Training

33 PGCE Primary Early Years School Based Training

35 Assessment of Trainees

36 Professional Development Profile

37 Weekly Professional Development Meeting

38 Mid point/Progess Meeting

39 End point Review/Progress Meeting

40 School Experience File

41 Planning

42 Behaviour Management

43 Lesson Observations

44 Cause for Concern

45 Travelling to School

46 Job Interviews

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Birmingham City University Primary Partnership Handbook

Section 3

Organisation of Birmingham City University Primary and Early Years Partnership

Index

47 Trainee Placements

48 Placement Appeal Procedure

49 Partnership Models

50 Payments to Schools

51 Course Management

52 Quality Assurance Procedures

53 Selection and De-selection of Schools

54 Primary Early Years Strategic Leadership Committee

Section 4

Birmingham City University Policies and School Based Training Documents

55 Breakdown of Placements Policy and Procedures

57 Fitness for Practice Policy and procedures

67 Guidance for External Examiner Visits to Schools

69 Cause for Concern Form

70 BA (Hons) QTS Year 3 School Based Training Guidance

71 PGCE Primary Early Years 1a School Based Training Guidance

74 PGCE Primary Early Years 1b School Based Training Guidance

77 Formative Assessment Feedback Guidance

85 Summative Assessment Report

96 Lesson Observation Forms

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Contacting the Primary & Early Years Partnership TeamIf schools have a specific concern about a trainee currently in their school, contact should be made with the University Link Tutor in the first instance. Name Title Contact details

Helen Yorke Director of Partnerships 0121 331 [email protected]

Julie Harbottle

Ali Pemberton

Deputy Course Director – Partnership

BA (Hons) Primary Education with QTS

Deputy Course Director – Partnership

PGCE Primary/Early Years

0121 331 [email protected]


Julie Deere Senior Partnership Administrator 0121 331 [email protected]

Vicki Day Partnership Administrator 0121 331 [email protected]

Neelam Aslam

Haleema Ali

Julie Tims

Elsie Nabweteme

Partnership Administrator

Partnership Administration Assistant

Partnership Administrator

Partnership Administration Assistant





Louise Khalid

Paul Purser

Course Director

BA (Hons) Primary Education with QTS

Course Director

PGCE Primary/Early Years



Partnership Office: 0121 331 7702Partnership Fax: 0121 331 7307

The Partnership Team is based in Attwood Building, Room 104a, City North Campus

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mailto:[email protected]











Birmingham City University Primary and Early Years Partnership Agreement

The Partnership Agreement has been created in consultation with the Primary and Early Years Partnership Strategic Leadership Group, with colleagues in Partnership Schools and with trainee teachers.

Birmingham City University Primary and Early Years Partnership is a collaborative venture in which schools play a leading role to ensure the best possible outcomes for trainees, schools and pupils. All partners have a joint responsibility for ensuring that the training and professional development provided for trainee teachers is relevant and meets the needs of individuals, schools and the changing needs of the profession.

Birmingham City University School of Education is committed to working in partnership with schools to ensure that all trainee teachers become teachers who are:

Committed, Creative and Confident:

Committed to:

Being an outstanding teacher Creating a vibrant learning environment in which all learners will thrive Addressing the needs of all learners and their communities Their own professional development and learning Developing excellent subject and pedagogical knowledge

Creative in:

Engaging, inspiring and motivating all learners Informing learning and teaching through research and evidence Overcoming disadvantage and barriers to learning Reflecting on the impact of their professional practice

Confident to:

Act as a leader of learning Respond flexibly and proactively to change Communicate effectively with all partners in learning Accept responsibility and be accountable for their professional actions and decisions.

The Partnership Agreement outlines the expectations for School Based Training and the roles of each of the partners in providing excellent learning experiences for trainee teachers through a range of activities and to ensure that trainee teachers have a positive impact on learning outcomes for the pupils they teach.

The Partnership Agreement will be reviewed annually by the Partnership Strategic Leadership Groups.

The Partnership Agreement identifies the roles and responsibilities of all stake holders involved in initial teacher training in the Birmingham City University Partnership.

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Birmingham City University School of Education will:

Ensure full compliance with current procedures prescribed by the NCTL, with regard to trainee teachers and the safeguarding of children and young people;

Support trainees in all matters relating to their individual needs as registered students of the University, e.g. in respect of welfare, accommodation, services etc;

Adhere to the requirements of the disclosure barring service; Ensure that the programmes prepare trainees for school based training and their professional

responsibilities; Offer appropriate induction and training for all partnership schools and university staff; Ensure that partners are active participants in the development and improvement of initial teacher

education programmes through consultation on the planning of new courses, existing course review, membership of Strategic Leadership Groups;

Invite colleagues from schools to contribute to University based sessions where their expertise is current and relevant;

Invite colleagues from schools to take part in interview and selection days; Ensure that within the partnership quality assurance procedures are communicated, implemented

and any issues raised are addressed; Provide all schools with a named university tutor, who will maintain contact with the school; Offer mentor training to all Partnership Schools; Where possible offer school briefing and mentor training in school, or for a cluster of schools; Ensure that all schools are kept up to date with developments in Initial Teacher Training including

changing regulations; Provide a Partnership Handbook via the partnership website, to provide further information on the

Partnership, the ITT Programmes, the school based training requirements, the roles and responsibilities of staff and Quality Assurance arrangements;

Provide guidance on the roles, responsibilities, procedures and expectations for each school based training experience;

Take appropriate action to take account of factors which may affect the quality of school-based provision, such as changes in staffing, Ofsted reports, and particular circumstances of the school;

Communicate effectively with all involved in the partnership; Pay the participating schools the sum agreed per trainee as specified in the placement letter; Ensure that trainees, as students of the University, are at all points in their training, treated in

accordance with the University’s policies on equal opportunities and race relations as published on the Primary Partnership website: www.bcu.ac.uk/education/partnerships;

Manage and analyse partnership data to drive improvement.

Partnership Schools will:

Identify a member of staff to co-ordinate the school based training experience for trainee teachers in school;

Keep regular contact with named University tutor; Disseminate key information about the Partnership to relevant school colleagues; Develop and implement a whole school policy for working with trainees;

Attend briefing meetings and training as appropriate;

Offer as a minimum, one school based training experience per year and to try to maintain the number of placements offered in any one academic year unless exceptional circumstances prevent this;

Be willing to be active participants in the development and improvement of initial teacher education programmes through consultation on the planning of new courses, existing course review, membership of Strategic Leadership Groups;

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Be willing to contribute to University based sessions to share current and relevant expertise; Be willing to take part in interview and selection days; Be willing to support staff who wish to become School Mentors; Place trainees with appropriately trained experienced, and supportive classroom teachers; Inform the University of changes which will affect the provision of suitable placements such as the

outcomes of an Ofsted report; Ensure that trainees work in a context which provides examples of good practice in respect of equality

of opportunity and the avoidance of discrimination;

Monitor the trainee’s effectiveness during school based training and provide the support and challenge to meet the trainee’s needs;

Participate in the assessment of trainees against the Teachers’ Standards, and engage in partnership moderation;

Support the class teacher in providing a Weekly Professional Development Meeting to review progress, to formatively assess and to identify targets;

Support the class teacher and School Mentor in undertaking regular observations with verbal and written feedback;

Support the class teacher and School Mentor in providing progress meetings at the mid-point and at the end of school based training to assess, review and report trainee’s progress in meeting the requirements of the Teachers’ Standards;

Support the class teacher and School Mentor in completing the documents for each school based training placement;

Support class teachers and School Mentors in participating in partnership development activities including briefing sessions, moderation events and mentor training;

Ensure that no trainee receives less favourable treatment than another on the grounds of equal opportunities, e.g. ethnicity, religion, gender, disability or special needs;

Support the teacher in charge of placements or the School Mentor in organising the trainee’s induction.

Evaluate the School based training experience in collaboration with university tutor

In the event of a Breakdown of Placement or a trainee not completing school based training complete all relevant documents.

Signed on behalf of Signed on behalf ofBirmingham City University: School:

Kevin Mattinson Head of School of Education Headteacher

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For school based training to be effective in supporting trainees to become good or outstanding teachers it is important that all stakeholders understand their role in this process.

Responsibilities of the Trainee

Trainees are developing their professional practice throughout their course. Courses have been designed so that trainees gradually take on more responsibility in terms of their development of professional skills and attributes, the percentage of time and number of pupils taught, the development of subject and curriculum knowledge and pedagogical expertise. However, from the start, trainees are expected to take responsibility for their own learning and progress.

Trainees:

Must attend and participate in School Based Training Briefing sessions and engage with the information provided in order to prepare themselves thoroughly for school based training.

Will discuss their Targets for the school based training with their Personal Development Tutor. They will ensure their PDT approves their Targets.

Must telephone the school to introduce themselves and to ask if there is anything they need to know in advance of the first visit. Initial contact should be addressed to the Teacher in Charge of school based training. Trainees should seek clarification regarding what time school begins so they will arrive at least half an hour before this, and certainly no later than 8:30am on any day.

Should attend school every day and follow absence procedures when necessary.

Trainees should ensure that they receive a Health and Safety briefing, including safe guarding and child protection so that they are fully aware of the school’s policies and know what procedures to follow. Trainees must immediately inform the class teacher or other member of staff if they have any concerns for a child’s welfare.

Are responsible for negotiating a suitable programme of observation/teaching, following the guidelines for a particular school based training and ensuring that they gain as broad a range of teaching experience as possible so that by the end of the school based training they have taught across the whole of the curriculum.

Must include in their planning all elements as directed by university subject teams and work in-line with school policies and practices regarding planning.

Will complete all of the tasks in the School Based Training Booklet.

Will complete all tasks to meet the requirements of their course e.g. tasks in the Teaching of Reading Booklet, in the Developing Effective Assessment Booklet, in the SEN Booklet, in the Calculation Booklet.

Will complete the attendance register for each practice and ensure that it is signed and stamped by the class teacher.

Will ensure that the University Tutor and School Mentor or class teacher have signed the relevant page of the School Based Training Experience Booklet before the practice can commence, to show that they deem the trainee to be satisfactorily prepared for the school based training.

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Are responsible for ensuring that the School Experience File is up-to-date and available throughout the school experience.

Will produce a teaching plan for all teaching undertaken, whole class, small group and 1:1.

Will reflect on what works well in teaching and learning to meet the diverse needs of learners.

Will evaluate and challenge own practice, values and beliefs.

Will inspire, motivate and raise aspirations of learners through own enthusiasm and knowledge.

Will be creative and innovative in selecting and adapting strategies to help learners to learn.

Will value and promote social and cultural diversity, equality of opportunity and inclusion.

Will build positive and collaborative relationships with colleagues and learners.

Will plan and deliver effective learning programmes for all groups and individuals in a safe and inclusive environment.

Will evaluate own practice every day and file their evaluations in their School Based Training File along with the daily planning.

Are responsible for ensuring that the School Based Training Experience Booklet is completed and copied and handed in to the Partnership Office by the time and date stated on the cover. Trainees must hand this booklet in even if the School Based Training Experience has not been completed.

Are responsible for maintaining the Professional Development Profile and will systematically accumulate evidence from a range of sources towards the achievement of the Teachers’ Standards. The PDP file should be available for class teacher, School Mentor or University Tutor to discuss and review.

Must negotiate a time for the Weekly Professional Development Discussion meeting with the School Mentor and/or class teacher.

Must prepare for the Mid Point Review/Progress meeting and the End Point Review/Progress meeting by considering targets for future professional development, based on evaluation of their developing knowledge, skills and attributes and the impact they have had on children’s progress and learning.

Must meet with their PDTs at least once a term to discuss their professional progress, and to set targets for development.

Understand that school based training is a learning experience and will seek and act upon advice.

Adhere to the school’s dress code and dress appropriately.

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Absence

Trainees are expected to attend school based training on all of the dates allocated, and to remain in the school for the whole day.

It is not acceptable to be absent during the school day for routine appointments (dentist, doctor, optician, hairdresser, etc.).

Any requests for leave of absence must be negotiated with both the school and the Primary and Early Years Partnership Team, e.g. to attend a family funeral.

Absence Reporting ProcedureIf you are absent from school for any reason, it is YOUR professional responsibility to:

1. Contact the class teacher to inform them of your absence as far in advance as possible and provide them with information regarding the lessons you plan to deliver that day.

2. Telephone school to report absence formally in accordance with school policy for staff. 3. Email [email protected] by 08:30am at the very latest on each day of absence; stating

your name, school, stage of course and reason for absence.4. If you are on block placement, even if you are not expecting a visit, you should also inform your

University Tutor by an agreed means.5. You must keep the school and university informed about continuing absence.

Trainees must make calls in person except in extreme circumstances.

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Partnership ModelsWe offer two levels of Partnership to schools: Leading Partnership Schools and Associate Partnership

Schools.

Leading Partnership Schools

School mentors will supervise, support and assess trainees throughout the school experience, including

signing off trainees’ School Experience Files, providing support and feedback on preparation, planning,

teaching and learning. School mentors will observe trainees teaching and identify development targets,

they will assess trainees’ progress at the interim points and identify developmental targets and assess

progress at the summative point and prepare a report on achievements and targets for development.

Birmingham City University trained School-based Tutors will be invited to become school mentors and

their schools will be invited to become a Leading Partnership School.

The benefits for schools are:

Mentor training packages will be offered to all schools at no cost

Schools can receive CPD vouchers which are redeemable against our Primary CPD Programme

Schools will work in a cluster of schools so that moderation meetings and mentor training etc can

be hosted by a cluster school

Schools can choose to receive IPads and/or monetary recognition for the School Experience

Placements they host

A named university mentor will support and advise mentors and schools

Associate Partnership Schools

Class teachers provide advice and support to trainees and university mentors assess trainees’ progress

at the interim and summative points. Associate Partnership Schools will receive monetary recognition for

the School Experiences they host.

We would strongly encourage Associate schools to look towards becoming Leading Partnership Schools where staff are trained as school mentors. To support schools we will provide mentor training at no cost to the school and a named university mentor will support schools during the transition of status.

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Overview of School Based Training in Associate Schools

Roles and responsibilities in Associate Schools

In Associate Schools there are no School Mentors so there will need to be a teacher who is in charge of placements across the school.

Teacher in charge of placements Responsibilities:

In consultation with the Head Teacher and teaching staff complete the Birmingham City University Placement Opportunities Form, which will be sent into schools in the summer term for placements in the following academic year.

Call BCU Partnership Team on 0121 331 7303 with any queries regarding placement opportunities with BCU.

On confirmation of a placement inform all relevant staff, including teaching and office staff, and parents.

Organise the trainee’s induction which will include:o Child Protection, Safeguarding and Health and Safety Briefingo Access to relevant policies including: Behaviour Management; SEND; Assessment,

Marking and Feedback; Teaching and Learning; Core Subjectso Overview of the school day including: school routines eg start and end of day, playtimes,

lunchtime, assemblies, extra-curricular activities, meetingso Overview of staff including roles and responsibilities o Outline the school’s expectations including: time keeping, dress code, behaviour

management, e safety, use of social media, planningo Outline opportunities in school for trainees eg involvement in an extra-curricular activity,

in CPD, access to excellent practiceo Discuss protocol in observing, shadowing teachers, including completing observation

forms and trainee actionso Share information about the context and ethos of the school and the school prospectuso Share latest OFSTED report and the school’s prioritieso A tour of the school and the school’s facilities

Support the class teacher as necessary, this may include: joint observation of trainee; extra support for trainees who are struggling; completing a short report for any trainee who withdraws or fails to complete school based training, detailing Ensure class teacher is informed about the dates for the School Briefing Sessions and the Moderation Meeting.

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Associate School Class teacherResponsibilities:

The class teacher is the trainee’s first point of reference during school based training.

Class teachers play a major role in the professional development of trainee teachers. They are responsible for welcoming them in to school life and will be their main source of support and guidance. The teacher will always be responsible for the class, although at times aspects of that responsibility may be delegated to the trainee once the trainee is competent to take this responsibility. In the event of the Class Teacher’s absence, another member of teaching staff should undertake responsibility for the trainee’s support.

Responsibilities:

Read the School Based Training Guidance for the relevant school experience, these are available www.bcu.ac.uk/education/partnerships. The trainee will have a copy and your University Tutor.

Attend the School Briefing and School Moderation Session for the relevant school experience, details of this will have been sent to your teacher in charge and can be downloaded at www.bcu.ac.uk/education/partnerships.

Planning and Preparation Days:

During the planning and preparation days, trainees gather a range of information about the school and class as well as getting to know the children. They will be asking a variety of questions about the following aspects: Context of the school; drawing on Ofsted information, considering how they may support school with development priorities. Class teachers’ support and assistance with this will ensure an effective start for the trainee and for the children.

The class teacher will need to identify groups that the trainee will plan for and teach, this planning will be personalised to the needs of the group. Learners who would benefit from one to one support should also be identified and their needs discussed so that trainees can plan to meet these needs. This teaching should start during the planning and preparation visits.

Inform the trainee of the range of ability in the class and identify pupils with particular needs, identify effective assessment strategies.

Inform the trainee of resources and materials available in school and give advice on the effective use and management of these

Ensure that the trainee has opportunities to observe good practice in other classes and key stages.

Ensure that the trainee has a range of teaching experiences including 1:1, small group and whole class

Develop an appropriate teaching timetable for the trainee for the School Based Training, information is provided in The School Based Training Guidance available at www.bcu.ac.uk/education/partnerships The trainee will also bring a copy into school and further copies are available from the University Tutor.

Discuss trainee’s targets and generate strategies for in-school support, this will include arranging for the trainee to observe other colleagues in school.

Ensure trainees have access (electronic or paper) to all relevant school policies.

Provide trainees with school planning templates and medium/weekly plans.

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http://www.bcu.ac.uk/education/partnerships

Trainees need to plan for all the sessions that they will be leading, trainees’ planning should be in line with school planning but will need to include all of the elements as directed by university subject teams.

Support trainee’s planning and identification of subject knowledge needs and identify appropriate activities, resources, ideas available in school.

Sign off the trainee’s planning and preparation in the School Based Training Booklet, if satisfactory to confirm the trainee is ready to start their School Based Training.

If the class teacher feels that the trainee is not ready to start the practice, the University Tutor should be contacted immediately.

Identify a schedule for Weekly Professional Development Meetings.

Identify relevant staff meetings that should be attended.

School Based Training Responsibilities:

Negotiate with the University Tutor a schedule of lesson observations, information about the number of observations are included in the School Based Training Guidance.

The first observation must be undertaken within 7 working days of the start of the School Based Training.

Carry out a joint observation with the University Tutor, where possible give verbal feedback jointly and both write individual feedback sheets.

Observations should be focused on the impact of the trainee’s teaching on children’s learning.

Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms are also available which trainees can collect from the university and bring into school.

Verbal feedback from the observation should be shared as soon as possible after the observation has taken place.

Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible.

If there is a Cause for Concern this should be clearly demarcated on the observation form against the relevant Teachers’ Standards and a ‘Cause for Concern’ form should be completed. (See previous advice)

Inform the University Tutor via telephone or email about any trainee causing concern and record relevant information on the ‘Cause for Concern’ form.

Trainees that are a cause for concern will not be demonstrating their understanding or application of the Teachers’ Standards at the appropriate level for their stage of training or will not be fully engaged or responding to advice and feedback.

Ensure that the trainee understands which aspects of their practice they need to improve and the strategies and actions they need to employ to achieve this improvement.

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A Cause for Concern form will be written identifying the reasons for the concern, the targets, the support available and the date when the targets will be reviewed.

Liaise closely with the University Tutor to ensure that appropriate support is available to meet the trainee’s needs.

In the event of a trainee not completing school based training write a report detailing the reasons for non-completion and the support offered to the trainee.

Ensure you schedule a Weekly Professional Development Discussion during which there should be time to discuss the progress the trainee has made and targets for further development, these discussions may include:

The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1; small groups; whole class; which subjects/topics have they taught; to observe other teachers

The trainee’s developing subject knowledge The effectiveness of the trainee’s planning and teaching on children’s learning and progress The consistency, effectiveness and the range of behaviour management strategies used The trainee’s effective use of formative assessment strategies How the trainee is meeting the needs of a range of learners The Formative Feedback Guidance will be used to inform discussions and trainees/class

teachers will underline criteria which have been met Trainees should develop a good understanding of their progress through these meetings If you have a cause for concern please complete a Cause for Concern form and email a copy

to [email protected]

Attend the Review/Progress meeting at the mid-point of the school based training with the University Tutor. This meeting is an essential element of the trainee’s formative assessment:

Review progress and achievements and use the Formative Feedback Guidance to inform discussions. Underline any further statements and consider progress against initial targets.

In discussion with the University Tutor identify the trainee’s achievement against the Teachers’ Standards. This judgement is recorded in the School Based Training Booklet.

Targets are negotiated and support needed identified. For weaker trainees this meeting should be carried out slightly earlier than the actual midpoint

date to enable the trainee maximum time to implement strategies and enhance their potential to succeed.

Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate and ratify the trainee’s comments.

Attend the Review/Progress meeting at the end of the school based training with the University Tutor. This meeting is an essential element of the trainee’s formative assessment:

Review progress and achievements against identified targets and use the Formative Feedback Guidance to inform discussions.

Formative Feedback Guidance will be highlighted to show all applicable statements related to the trainee’s achievements and be used to identify a grade.

A report is written identifying strengths and areas for development.

Trainees who are at the end of the course will be awarded a final grade. The University Tutor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade. This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are changed as a result of the moderation process.

Be prepared to accommodate visits by External Examiners and school visits as part of an OFSTED inspection.

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Associate School University Tutor

The University Tutor will act as the representative of Birmingham City University in the school. The University Tutor will contact the school and arrange a school briefing and will be the named university representative for the school.

Responsibilities:

Contact the teacher in charge of placements at the start of each placement to brief them on the outcomes and expectations of the placement and arrange a schedule of meetings.

Contact the class teacher to confirm schedule of meetings and maintain a telephone and/or email link.

Where possible lead school based training briefing sessions in the school.

Confirm that an appropriate teaching timetable, and support for preparation and planning, taking into account the trainee’s stage of training, has been arranged with the class teacher.

Meet the trainee and monitor the School Based Training Booklet and File and provide feedback on preparation, planning, evaluation and assessment.

Confirm that a schedule of Weekly Professional Development Discussion have been negotiated.

Negotiate schedule of formal observations of the trainee teaching with the class teacher, ensure that the first observations is within 7 working days of the start of the school based training.

Carry out a joint observation with the class teacher, where possible give verbal feedback jointly and both write individual feedback sheets.


Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships or accessed through ‘Form Connect’


Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible. Written feedback should be sent to trainees within 48 hours of the observation.

Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate.

Monitor and supervise students’ development on school based training of: TS 4 Planning and teaching TS 7 Behaviour management TS 6 Effective use of assessment TS 3 Subject and curriculum knowledge TS 2 Accountability for pupils’ progress TS 5 Teaching and learning strategies to meet the needs of all learners

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TS 8 & 1 Professional responsibility Professional Development Profile (PDP)

Assess students against the current statutory criteria for the award of QTS.

Monitor the progress of students on school based training, liaise closely with the class teacher and ensure that interventions are timely and appropriate.

Contact the class teacher as soon as possible after they have informed you of a trainee that is a cause for concern.




Inform the Deputy Course Director of the relevant course of trainees causing a concern and agree intervention plans and strategies as appropriate.

Liaise closely with the class teacher to ensure that appropriate support is available to meet the trainee’s needs.

When necessary arrange additional visits to school to ensure that the trainee makes appropriate progress.


Lead the Review/Progress meeting at the mid-point of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment: Review progress and achievements and use the Formative Feedback Guidance to inform

discussions. Underline any further statements and consider progress against initial targets. In discussion with the class teacher identify the trainee’s achievement against the Teachers’

Standards. This judgement is recorded in the School Based Training Booklet. Targets are negotiated and support needed identified. For weaker trainees this meeting should be carried out slightly earlier than the actual midpoint


Ensure the trainee has the appropriate support to continue to improve their practice.

Lead the Review/Progress meeting at the end of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment:




Trainees who are at the end of the course will be awarded a final grade. The University Tutor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

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This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are changed as a result of the moderation process.

Where possible lead an in school moderation session.

During whole cohort moderation meetings refine trainees’ grades to enable cohort/group tracking and monitoring of progress.

Quality assure lesson observations and feedback through joint observations with school colleagues, at least once during each school based training.

Quality assure and moderate assessment judgements made in school against the current statutory assessment criteria for the award of QTS.

Evaluate the school based training with the school and the trainee.

Quality assure lesson observations and feedback through joint observation with a university colleague, at least once during each school year.

Assist in the organisation of visits by External Examiners and school visits as part of an OFSTED inspection.

Meet with the trainee at the end of the school based training to discuss and evaluate progress and to sign School Based Training Booklet.

Attend training meetings.

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Overview of School Based Training in a Lead Partnership School

The School Mentor

All School Based Tutors who have undertaken appropriate professional development for the role will be invited to become School Mentors. In some Lead Schools there will be more than one School Mentor and the responsibilities related to the overview of placements may be shared between them.

Responsibilities for the organisation of placements:

In consultation with the Head Teacher and teaching staff complete the Birmingham City University Placement Opportunities Form, which will be sent into schools in the summer term for placements in the following academic year.

Call BCU Partnership Team on 0121 331 7303 if you have any queries regarding placement opportunities with BCU.

When you have received confirmation of a placement inform all relevant staff, including teaching and office staff, and parents.

Organise the trainee’s induction which will include: Child Protection, Safeguarding and Health and Safety Briefing Access to relevant policies including: Behaviour Management; SEND; Assessment,

Marking and Feedback; Teaching and Learning; Core Subjects Overview of the school day including: school routines eg start and end of day, playtimes,

lunchtime, assemblies, extra-curricular activities, meetings Overview of staff including roles and responsibilities Outline the school’s expectations including: time keeping, dress code, behaviour

management, e safety, use of social media, planning Outline opportunities in school for trainees eg involvement in an extra-curricular activity,

in CPD, access to excellent practice Discuss protocol in observing, shadowing teachers, including completing observation

forms and trainee actions Share information about the context and ethos of the school and the school prospectus Share latest OFSTED report and the school’s priorities A tour of the school and the school’s facilities

Responsibilities of School Mentors:

Establish contact with the University Tutor and keep them informed of any concerns. Arrange when the University Tutor will visit school and organise a joint observation with the

School Mentor or class teacher. Attend School Briefing Session, where possible this could be arranged in school with the

University Tutor. Liaise closely with the class teacher and support as appropriate. Monitor and supervise trainees’ development on school based training of:

TS 4 Planning and teaching TS 7 Behaviour management TS 6 Effective use of assessment TS 3 Subject and curriculum knowledge TS 2 Accountability for pupils’ progress TS 5 Teaching and learning strategies to meet the needs of all learners TS 8 & 1 Professional responsibility

Professional Development Profile (PDP)

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Assess trainees against the current statutory criteria for the award of QTS.

Confirm with the class teacher that an appropriate teaching timetable, and support for preparation and planning, taking into account the trainee’s stage of training, has been arranged.

Meet the trainee and monitor the School Based Training Booklet and File and provide feedback on preparation, planning, evaluation and assessment. Sign off the trainee’s planning and preparation in the School Based Training Booklet, if satisfactory to confirm the trainee is ready to start their School Based Training.

Identify relevant staff meetings that should be attended.

Organise with colleagues opportunities for trainees to observe and learn from good practice across the school.

Confirm with the class teacher that a schedule of Weekly Professional Development Discussion have been negotiated. Discuss who will take part in these meetings.

Negotiate schedule of formal observations of the trainee teaching with the class teacher, ensure that the first observations is within 7 working days of the start of the school based training.

Make focused observations of the trainee teaching and support him/her in evaluating their teaching and the impact on children’s learning and identifying targets for improvement.

Carry out a joint observation with the University Tutor, where possible give verbal feedback jointly and both write individual feedback sheets.


Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships or accessed through ‘Form Connect’


Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible. Written feedback should be sent to trainees within 48 hours of the observation.

Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate.

Ensure a Weekly Professional Development Discussion is scheduled and take part as agreed with the class teacher. During these discussions there should be time to discuss the progress the trainee has made and targets for further development, these discussions may include:



teachers will underline criteria which have been met

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Trainees should develop a good understanding of their progress through these meetings If you have a cause for concern please complete a Cause for Concern form and email a copy


Monitor the progress of trainees, liaise closely with the class teacher and ensure that interventions are timely and appropriate.




Inform the University Tutor about trainees causing a concern and agree intervention plans and strategies as appropriate.

Liaise closely with the class teacher to ensure that appropriate support is available to meet the trainee’s needs.

If necessary request additional visits to school by the University Tutor to ensure that the trainee makes appropriate progress.


Lead the Review/Progress meeting at the mid-point of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment: Review progress and achievements and use the Formative Feedback Guidance to inform

discussions. Underline any further statements and consider progress against initial targets. In discussion with the class teacher identify the trainee’s achievement against the Teachers’

Standards. This judgement is recorded in the School Based Training Booklet. Targets are negotiated and support needed identified. For weaker trainees this meeting should be carried out slightly earlier than the actual midpoint



Lead the Review/Progress meeting at the end of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment:




Trainees who are at the end of the course will be awarded a final grade. The School Mentor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

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Attend Partnership Moderation Meetings each academic year to ensure consistency across all judgements. Where possible moderation meetings can be organised with the University Tutor in school or with a group of schools.

Attend School Mentor training sessions at least once during each academic year.

Be prepared to host visits by External Examiners and school visits as part of an OFSTED inspection.

Liaise with the University Tutor at the end of the school based training to evaluate the training and discuss the implications.

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Lead School Class Teacher

Responsibilities

Class teachers play a major role in the professional development of trainee teachers. They are responsible for welcoming them in to school life and will be their main source of support and guidance. The teacher will always be responsible for the class, although at times aspects of that responsibility may be delegated to the trainee once the trainee is competent to take this responsibility. In the event of the Class Teacher’s absence, another member of teaching staff should undertake responsibility for the trainee’s support.

Responsibilities:

Read the School Based Training Guidance for the relevant school experience, these are available www.bcu.ac.uk/education/partnerships. The trainee will have a copy and your University Tutor.

Discuss with the School Mentor who will attend the School Briefing and School Moderation Session for the relevant school experience, details of this will have been sent to the School Mentor and can be downloaded at www.bcu.ac.uk/education/partnerships.

Planning and Preparation Days:

During the planning and preparation days, trainees gather a range of information about the school and class as well as getting to know the children. They will be asking a variety of questions about the following aspects: Context of the school; drawing on Ofsted information, considering how they may support school with development priorities. Class teachers’ support and assistance with this will ensure an effective start for the trainee and for the children.

The class teacher will need to identify groups that the trainee will plan for and teach, this planning will be personalised to the needs of the group. Learners who would benefit from one to one support should also be identified and their needs discussed so that trainees can plan to meet these needs. This teaching should start during the planning and preparation visits.

Inform the trainee of the range of ability in the class and identify pupils with particular needs, identify effective assessment strategies.

Inform the trainee of resources and materials available in school and give advice on the effective use and management of these

Ensure that the trainee has opportunities to observe good practice in other classes and key stages.

Ensure that the trainee has a range of teaching experiences including 1:1, small group and whole class

Develop an appropriate teaching timetable for the trainee for the School Based Training, information is provided in The School Based Training Guidance available at www.bcu.ac.uk/education/partnerships The trainee will also bring a copy into school and further copies are available from the University Tutor. Discuss with School Mentor.

Discuss trainee’s targets and discuss with the School Mentor strategies for in-school support, this will include arranging for the trainee to observe other colleagues in school.

Ensure trainees have access (electronic or paper) to all relevant school policies.

Provide trainees with school planning templates and medium/weekly plans.

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http://www.bcu.ac.uk/education/partnerships

Trainees need to plan for all the sessions that they will be leading, trainees’ planning should be in line with school planning but will need to include all of the elements as directed by university subject teams.

Support trainee’s planning and identification of subject knowledge needs and identify appropriate activities, resources, ideas available in school.

If the class teacher feels that the trainee is not ready to start the practice discuss with the School Mentor who will contact the University Tutor immediately.

Identify a schedule for Weekly Professional Development Meetings. Discuss with the School Mentor who will take part in these discussions.

Identify with the School Mentor relevant staff meetings that should be attended.

School Based Training Responsibilities:

Negotiate with the School Mentor a schedule of lesson observations, information about the number of observations are included in the School Based Training Guidance.

The first observation must be undertaken within 7 working days of the start of the School Based Training.

Be prepared to carry out a joint observation with the University Tutor, where possible give verbal feedback jointly and both write individual feedback sheets.


Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms are also available which trainees can collect from the university and bring into school.


Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible.

If there is a Cause for Concern this should be clearly demarcated on the observation form against the relevant Teachers’ Standards and a ‘Cause for Concern’ form should be completed. (See previous advice)



A Cause for Concern form will be written by the School Mentor identifying the reasons for the

concern, the targets, the support available and the date when the targets will be reviewed.

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Liaise closely with the School Mentor to ensure that appropriate support is available to meet the trainee’s needs.


Ensure you schedule a Weekly Professional Development Discussion during which there should be time to discuss the progress the trainee has made and targets for further development, these discussions may include:



teachers will underline criteria which have been met Trainees should develop a good understanding of their progress through these meetings If you have a cause for concern please complete a Cause for Concern form and email a copy


Attend the Review/Progress meeting at the mid-point of the school based training with the School Mentor. This meeting is an essential element of the trainee’s formative assessment:

Review progress and achievements and use the Formative Feedback Guidance to inform discussions. Underline any further statements and consider progress against initial targets.

In discussion with the School Mentor identify the trainee’s achievement against the Teachers’ Standards. This judgement is recorded in the School Based Training Booklet.

Targets are negotiated and support needed identified. For weaker trainees this meeting should be carried out slightly earlier than the actual midpoint


Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate and ratify the trainee’s comments.

Attend the Review/Progress meeting at the end of the school based training with the Scholl Mentor. This meeting is an essential element of the trainee’s formative assessment:




Trainees who are at the end of the course will be awarded a final grade. The School Mentor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are changed as a result of the moderation process.

Be prepared to accommodate visits by External Examiners and school visits as part of an OFSTED inspection.

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Lead School University Tutor

The University Tutor will act as the representative of Birmingham City University in the school. The University Tutor will contact the school and arrange a school briefing and will be the named university representative for the school.

Responsibilities:

Contact the School Mentor at the start of each placement to brief them on the outcomes and expectations of the placement and arrange a schedule of meetings and maintain a telephone and/or email link.

Where possible lead school based training briefing sessions in the school.

Arrange to visit the school during the practice and carry out a joint observation with the School Mentor or class teacher.

Confirm with the School Mentor that an appropriate teaching timetable, and support for preparation and planning, taking into account the trainee’s stage of training, has been arranged with the class teacher.

Meet the trainee and monitor the School Based Training Booklet and File and provide feedback on preparation, planning, evaluation and assessment and confirm with the trainee that a schedule of Weekly Professional Development Discussion have been negotiated.

Visit the school and carry out a joint observation with the class teacher or School Mentor, where possible give verbal feedback jointly and both write individual feedback sheets.

Discuss with the School Mentor and class teacher the progress and attainment of the trainee and ensure that trainee’s development needs are supported and interventions are timely and appropriate.

As soon as possible after you have been informed about a trainee causing concern contact the School Mentor and ensure that the trainee understands which aspects of their practice they need to improve and the strategies and actions they need to employ to achieve this improvement and that a Cause for Concern form has been written identifying the reasons for the concern, the targets, the support available and the date when the targets will be reviewed.

Ensure that the School Mentor sends a copy of the Cause for Concern form to you, monitor and discuss the contents and offer advice as appropriate.

Inform the Deputy Course Director of the relevant course of trainees causing a concern and agree intervention plans and strategies as appropriate.

Liaise closely with the School Mentor to ensure that appropriate support is available to meet the trainee’s needs.

When necessary arrange additional visits to school to ensure that the trainee makes appropriate progress.



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Use the School Based Training Booklet and File to moderate the grade at the whole cohort moderation. Inform the school if a grade has been changed as a result of the moderation process. And discuss the reasons.

Where possible lead an in school moderation session.

During whole cohort moderation meetings refine trainees’ grades to enable cohort/group tracking and monitoring of progress.

Quality assure lesson observations and feedback through joint observations with school colleagues, at least once during each school based training.

Quality assure and moderate assessment judgements made in school against the current statutory assessment criteria for the award of QTS.

Quality assure lesson observations and feedback through joint observation with a university colleague, at least once during each school year.

Assist in the organisation of visits by External Examiners and school visits as part of an OFSTED inspection.

Meet with the trainee at the end of the school based training to discuss and evaluate progress and to sign School Based Training Booklet and to evaluate the school based training.

Contact the School Mentor at the end of the school based training to evaluate the training and to discuss implications.

Attend training meetings.

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Section 2School Based Training Guidance

Safeguarding Status Confirmation

All trainees, in accordance with statutory guidance, “Safeguarding Children and Safer Recruitment in Education” have been subject to Disclosure and Barring Service (DBS) (formerly Criminal Records Bureau, CRB) barred list and criminal records checks.

The DBS now only issue DBS certificates to applicants (in this case the trainee) and no longer send a copy to the university as the Registered Body. The Faculty receives the DBS Disclosure number and date from the university Admissions department. For non-salaried trainees, the Faculty will confirm that the barred list and criminal records checks have been completed by means of the Safeguarding Confirmation Form. Schools may wish to record this evidence in their single central record. Prior to the commencement of the school-based elements of their training, Admissions will have viewed the barred list and criminal records checks and have made decisions on suitability based on the applicant’s certificate and information from the update service where available. Should an applicant have a criminal record/conviction, the decision about refusal or acceptance to the programme will be made by a university DBS panel.

As the Registered Body, the Faculty has a legal duty under the 1997 Police Act to ensure that its partners do not have access to copies of DBS checks or to any information contained in a trainee’s Disclosure. It is an offence under the 1997 Police Act and a breach of the DBS Code of Practice to share any Disclosure information with any person who is not a member, officer or employee of the Registered Body; this includes revealing the existence of any information.As a provider, we have no statutory duty to subject a trainee teacher to more than one criminal records check during the course of their programmes, even when these extend beyond three years. Providers should refuse requests for repeat Disclosures unless a trainee gives cause for concern. The university should not make additional checks in respect of time spent in separate schools. We may, however, choose to make periodic checks of trainees on the update service, but would need to gain specific trainee permission.

ITT tutors who only have occasional contact with pupils and are not left unsupervised with children do not require a criminal records check provided that they are at all times in the company of individuals who have been checked; such individuals could include trainees. Having said this, where ITT tutors carry out any regulated activity with children and young people, schools can expect them to have obtained barred list and criminal records checks. All BCU tutors have been subject to these checks.

Any overseas student undertaking school-based experiences in England, should be subject to barred list and criminal records checks. The university will also have obtained certificates of good conduct and references in respect of trainees who have spent time living overseas.The true identify of applicants will have been established in a face-to-face session and appropriate identify documents are validated at the interview stage.

If there is a delay in receiving certificates from the DBS, head teachers have the discretion to allow trainees to start working in school subject to a satisfactory check of the DBS Children’s Barred List and completion of other normal recruitment procedures. The Faculty has the responsibility to keep head teachers fully informed of the progress with applications for checks. Schools may wish to ensure that suitable safeguards are in place, such as maintaining closer supervision for trainees who have not yet received a criminal records check.

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All appropriate university staff are aware of child safety issues and are able to raise concerns about what seems to be unsafe practice. Any expressed concerns are taken seriously and acted upon immediately.

Whilst barred list and criminal records checks are an essential safeguard, they only identify those who have been cautioned or convicted. It is important to note that some who are unsuited to working with children may not have previous convictions. We maintain vigilance during the selection process. If any concerns arise, information should be referred to the Police and DBS.

If, during their programme, a trainee is arrested, under investigation, charged with an offence or receives a conviction, we will exercise professional judgement on a case-by-case basis in considering whether to allow the trainee to continue the programme, to suspend them from the programme or to terminate their programme. If a trainee is removed or would have been removed had they not left, the Faculty has a duty under safeguarding laws to refer the case to the DBS. This refers to the removal as a result of the trainee harming or posing a risk of harm to children.

From December 2012, the DBS became responsible for all DBS checks and maintaining the Children’s Barred List. CRB branded certificates should be treated the same as DBS branded certificates. All trainee checks will be Enhanced Disclosure with a Children’s Barred List check for the Children’s Workforce.

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BA (Hons) Primary Education with Qualified Teacher Status

Assessment of School Based Training

All school experiences on this course are assessed on a Pass or Fail basis.In the case of a weak trainee his/her teaching programme will be modified and the situation monitored closely. However, in the final stages of the placement s/he should, wherever possible, return to the usual teaching programme in order to be assessed fairly.

Year One: School Based Training in either Early Years, KS1 or KS2 as a pair (in the same class).

In the latter part of the Spring term trainees begin preparing and planning for their first school experience, their block placement begins in the Summer term.

Trainees will work with the Host Practitioner’s guidance and medium term planning to produce individual plans for the lessons they are teaching.

Trainees can lead learning with small groups and 1:1, they build up to plan and deliver one lesson each day, planning his/her partner in as an additional adult. As they develop confidence each trainee will be required to plan and deliver at least one lesson each day, as a minimum. During the final two weeks each trainee should where possible teach 2 lessons on alternate days to give them experience of managing transitions.

This model is a suggestion but can be adapted to meet specific needs.

Trainees will make a contribution to the wider life of the school by, for example, attending staff meetings, supporting playground duty and engaging with extra-curricular activities.

A trainee may not progress to Year 2 until this placement has been successfully completed.

Year Two: School Based Training in either Early Years, KS1 or KS2.

Trainees prepare and plan for their school experience in the early part of the Spring term

Trainees undertake a six week block placement later in the Spring term.

Trainees plan and teach small groups, 1:1 and the whole class, they build up to teaching approximately 60% of the timetable

Trainees specialising in age phase 5-11 will teach all of the core subjects and a selection of foundation subjects and RE. (It will be useful for trainees to experience teaching subjects not covered during their Year 1 placement, where possible).

Trainees specialising in age phase 3-7 will teach across all areas of learning if placed in Nursery or Reception.

A trainee who fails this placement may be able to proceed to Year 3 following discussion with the Course Director and will repeat the placement in another school.

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Year Three: School based Training in either Early Years, KS1 or KS2 (final school experience).

Trainees undertake an eight week block placement in a class appropriate to their age phase choice. Those opting for 3-7 age phase will therefore be placed in an Early Years or Key Stage One class, whilst those opting for 5-11 will be either in Key Stage One or Two.

All trainees will build up towards teaching 80% of the timetable. They cover all areas of learning as agreed between the trainee and school

They should participate in class and school procedures such as keeping registers, supporting playground duty attending staff meetings.

It is envisaged that trainees will maintain links with their placement school for the rest of their course, and where possible take up other opportunities such as participation in the development of school policies, or engagement in extra-curricular activities.

Trainees also find it very valuable to be helped by school staff to prepare for their first appointment interview.

A sample of trainees will be seen by the External Examiner.

In the case of a trainee failing this placement, a re-sit placement in another school may be offered in the following autumn term at the earliest.

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PGCE Primary and Early Years

Assessment of School Experience

School Experience 1 a & b are formatively assessed. School Experience 2 is Pass or Fail. The External Examiner will visit a sample of trainees during School Experience 2. In line with university regulations for the course, trainees who fail a school experience are allowed one further attempt. Trainees who do not complete the first or second school experience must repeat these successfully before they can undertake the third school experience. A trainee who is unsuccessful on their second attempt at School Experience 2 will not be awarded Qualified Teacher Status at the end of the course.

Autumn Term: School Experience 1a

During the Autumn term trainees begin their attachment to the school in which they will undertake their first school based training experience which begins in November.

This school experience, where possible, will operate as a shared placement so trainees will work together to support their professional development.

Trainees can lead learning with small groups and 1:1, they build up to plan and deliver one lesson each day. As they develop confidence each trainee will be required to plan and deliver at least one lesson each day, as a minimum.

Trainees will work with the class teacher’s guidance and planning to produce individual plans for the lessons they are teaching.

Trainees will each teach the core subjects to the whole class, eg alternate weeks teaching maths and English, they will include their partners in their plans to support identified groups

During the final two weeks trainees should where possible teach 2 lessons on alternate days to give them experience of managing transitions.


The placement will be formatively assessed against the Teachers’ Standards in order to provide focused professional development targets.

Spring Term: School Experience 1b

During the Spring Term trainees return to the same school where they will complete a 5 week block placement.

This school experience, where possible, will operate as a shared placement so trainees will work together to support their professional development.

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Trainees will work with children and small groups identified by school data to support ‘closing the gap’ targets and will teach all core subjects and a selection of foundation subjects.


The placement will be formatively assessed against the Teachers’ Standards in order to provide focused development targets as trainees prepare to embark on their final experience.

Summer Term: School Experience 2

This is an eight week placement and trainees will build up towards teaching 80% of the timetable.

They cover all of the core curriculum and other subjects, as agreed between the trainee and school so that by the end of the practice they have taught all subjects in the primary curriculum.

They should participate in class and school procedures such as keeping registers, supporting playground duty attending staff meetings.

It is envisaged that trainees will maintain links with their placement school for the rest of their course, and where possible take up other opportunities such as participation in the development of school policies, or engagement in extra-curricular activities.

Trainees also find it very valuable to be helped by school staff to prepare for their first appointment interview.

This placement is summatively assessed and graded against the Teachers’ Standards.

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Assessment of trainees during School Based Training

We believe that teaching is all about the learner and that school experience is central to the learning of trainee teachers, as it enables them to put into practice innovative teaching and learning strategies based on and informed by research.

School staff, in consultation with the University Tutor, determine whether to recommend that the trainee's school experience is successful or not. However, the final decision will always be the responsibility of the University Tutor. In the case of a trainee graded at 'fail', recommendations about the nature of the repeat placement should be incorporated in the report on the trainee at the end of the placement. The role of the External Examiner is to ensure that all procedures have been followed correctly and there is parity of judgement across the course and similar courses. All trainee teachers are assessed against the Teachers’ Standards (2012) and to be awarded Qualified Teacher Status trainees must meet all of the standards by the end of their course.

The Teachers’ Standards 2012

Apply to all teachers, regardless of career stage.

Define minimum level of practice expected of teachers from the point of being awarded QTS onwards.

For the purposes of ITT, trainees will be assessed in a way that is consistent with what could reasonably be expected of a teacher prior to the award of QTS.

How should they be used?

Teachers, including trainees, should engage in appropriate self-evaluation, reflection and professional development activity.

Standards clearly set out the areas in which a teacher/trainee should be able to assess their own practice and receive feedback from colleagues.

As careers progress, teachers will be expected to extend the depth and breadth of knowledge, skill and understanding in relation to the Standards.

This applies in the context of trainees as they progress through the course.

To ensure that all stakeholders understand the scope and demands of the Teachers’ Standards we have developed a Formative Feedback Guidance. The statements in the Formative Feedback Guidance set out the minimum standard that is expected of a trainee teacher at the point of recommendation for the award of QTS. All trainees recommended for the award of QTS must meet all of the Standards at least at the ‘Establishing’ level. We expect all of our trainees to make good or very good progress in developing their professional competencies and attributes and to be meeting the Standards at the ‘Embedding’ and ‘Enhancing’ levels.

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Professional Development Profile (PDP)

During their school experiences trainees must gather evidence from their placement towards meeting each of the Teachers’ Standards. Evidence to support the Standards (for example, Lesson Observation Forms, photographs, children’s work, background reading, etc.) is collated in the PDP. Discussions with relevant staff are useful in developing trainees’ knowledge and understanding of key issues and concepts to support the development of their classroom practice. Notes made as a result of such discussions will serve as useful evidence.

What can be used as evidence?

Faculty based training(taught sessions, assignments, audits, directed tasks, independent study)

Lesson Planning

Lesson observation feedback including

Examples of pupils’ work

Trainee evaluations

Use of assessment and monitoring to promote learning

Record keeping (pupil records, marking and feedback to show pupil progress)

Professional discussions

Ultimate responsibility for the PDP File lies with the trainee but contributions are expected from all those supporting the trainee, e.g. the class teacher, the School Mentor, the University Tutor and other appropriate members of university and school staff. Trainees will need, therefore, to have the document available at all times during the placement. It is intended as a working reflective journal in which good practice can be highlighted and pointers for improvement noted as they occur.

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Scheduled Meetings to Support the Assessment of TraineesFor school experience to be effective in developing the learning of a trainee teacher all stakeholders need to be aware of the trainee’s strengths and areas for development and to be able to use strategies to support and challenge them.

To facilitate these evaluations there are key meetings scheduled across the school based training.

Weekly Professional Development Discussion

These meetings are most effective when from the start of the block placement they have been arranged and scheduled through negotiation with the class teacher and/or the School Mentor.

There is no set format for the meeting and this is not an exhaustive list and of course it would not be possible to discuss all of these on a weekly basis but it would be useful to consider:


The trainee’s developing subject knowledge

The effectiveness of the trainee’s planning and teaching on children’s learning and progress

The consistency, effectiveness and the range of behaviour management strategies used

The trainee’s effective use of formative assessment strategies

How the trainee is meeting the needs of a range of learners

During this meeting the trainee should be supported and challenged to identify emerging strengths and to target areas for development, to support this process the class teacher or the School Mentor will use the Formative Feedback Guidance in the School Experience Booklet and discuss relevant statements. Statements should be underlined as they are achieved. This will support the trainee’s self-assessment and the setting of challenging targets. The trainee will complete the record of the weekly discussion in the School Experience Booklet.

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Mid Point Review/Progress Meeting

This meeting is led by the University Tutor or the School Mentor and includes the class teacher, if possible. The purpose of this meeting is to review the trainee’s progress against the Teachers’ Standards across the first part of the block placement and to set targets for the second part of the placement.

The Formative Feedback Guidance will support the discussions and the University Tutor or School Mentor will underline the statements achieved so far and for each Standard judge whether the trainee’s achievement is broadly at the ‘Emerging, Establishing, Embedding or Enhancing’ level.

The grid in the School Experience Booklet will be completed and an overall grade for achievement so far will be made by using a best fit judgement.

The trainee will be supported in identifying targets for improvements and strategies for achieving these targets will be discussed.

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End Point Review/Progress Meeting

This meeting is led by the University Tutor or the School Mentor and may include the class teacher. The purpose of this meeting is to review the trainee’s progress against the Teachers’ Standards by the end of the placement and write a report identifying the trainee’s strengths, areas for development and targets for continued professional development.

For BA QTS Years 1 and 2 and PGCE SE 1 a and b

The Formative Feedback Guidance will support the discussions and the University Tutor or School Mentor will highlight the statements achieved so far and for each Standard judge whether the trainee’s achievement is broadly at the ‘Emerging, Establishing, Embedding or Enhancing’ level.

The grid in the School Experience Booklet will be completed and an overall grade for the School Experience will be made by using a best fit judgement.

The trainee will be supported in identifying targets for improvements and strategies for achieving these targets will be discussed.

The University Tutor or School Mentor will complete the End of Practice Report. These comments provide valuable feedback for the trainee and will be used by their Personal Tutor in writing the trainee’s reference.

For BA QTS Year 3 and PGCE SE 2

At the penultimate Professional Development Discussion meeting the Formative Feedback Guidance should be completed and the statements reflecting the trainee’s achievements against the Teachers’ Standards should be highlighted. This document is then used to inform the completion of the Summative Assessment Report.

On this report the University Tutor or School Mentor identifies the grade that best reflects the trainee’s attainment against each Standard by the end of the school based training. In each Standard they record the details of the trainee’s achievements and progress during the school based training.

These comments provide valuable feedback for the trainee and will be used by their Personal Tutor to write the trainee’s reference. The School Mentor or University Tutor supports the trainee in identifying targets to support their continuing professional development and use a best fit judgement to identify the final grade.

The Summative Grades will be moderated and refined. The moderation process will be informed by the best fit grades for each standard, the School Experience File, and the quality of the evidence and reflective comments in the PDP.

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Trainees’ School Experience File

Trainees are required to keep a School Experience File, which forms part of the assessment strategy for the school experience modules. This file is an open document, which will be shared with teachers in school and Faculty tutors. The information that follows is a generic requirement for each practice.

The School Experience File should be divided and clearly labelled as follows:

Section 1 - Introduction & Background Safeguarding Status Confirmation Form (this should be shown to school on the first day

of your school experience alongside your photographic student ID card)

School Experience Booklet with relevant sections completed

List of staff and their responsibilities

A copy of the trainee’s teaching timetable showing precise times when lessons begin and end (if possible). A copy of this should be given to the University Tutor.

Section 2 - Medium Term Planning

Copies of the school’s medium term plans for the subjects/topics they will be teaching

Evidence of the trainee’s subject knowledge development and effective resources

Trainee’s medium term plans as applicable

Section 3 – Short Term Lesson Planning, Assessment & Evaluations

A lesson plan for every lesson/session taught must be created and included

Planning should be organised sequentially in weekly sections, day-by-day, and not grouped according to subjects.

Formative assessment and annotations should be included on short term lesson planning

Trainees must evaluate their professional development weekly.

Assessment File

In addition to the School Experience File, trainees will also keep an Assessment File which should be structured according to the Developing Effective Use of Assessment Booklet. This must be shared with relevant staff at regular intervals by the trainee. This will be discussed regularly at PDT meetings.

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Planning

All trainee teachers are required to plan and assess all learning sequences they lead, whether it is whole class, small groups or one to one teaching.

School Based Training 1Trainee teachers will use the class teacher’s weekly/medium planning to plan their daily lessons. Trainee teachers should plan as directed by the university subject teams. There are planning templates provided by the subject teams in this pack.

School Based Training 2Trainee teachers will work with the class teacher to develop weekly planning and will create lesson plans for all learning sequences they lead.

School Based Training 3Trainee teachers will create weekly/medium term and daily lesson plans for all their teaching. Where possible they will have the opportunity to work with the class teacher and other teachers in the year group to discuss planning, assessment and learning needs.

It can be very challenging to plan for effective learning and all planning starts as a thought process. Trainee teachers need to consider the following questions when creating plans:

What will the children be learning? What do they already know? What are the Learning Objectives and how are they linked to the curriculum? What will children know, understand, be able to do at the end of the learning sequence? What are the Success Criteria? How will you introduce the new learning and make links with what they already know? What are the main teaching activities? What are the independent learning tasks? How will you differentiate the teaching and the independent tasks to meet the needs of

all learners? What will happen in the plenary so that the teacher and the children know what progress

has been made? What assessment strategies will be used? What are the key questions? How will additional adults support learning? What resources are needed? What are the timings of the lesson? Is a risk assessment required? How will you evaluate the lesson to inform future planning?

Detailed guidance for planning is available in the Birmingham City University Primary Partnership Lesson Planning Guidance which can be downloaded from the Primary Partnership website: www.bcu.ac.uk/education/partnerships

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Behaviour Management

Trainees should ensure that they know the rules that apply in the placement school and that they are familiar with, and work within, the policies. Many schools have carefully structured systems of rewards and sanctions, and consistency is an important factor in behaviour management. Trainees must engage with the Behaviour Policy and observe and reflect on the implementation in the classroom.

There are many factors that contribute to establishing an effective learning environment. In particular trainees should consider:

The link between excellent and effective teaching and positive behaviour. Their personal style of implementing behaviour policies. Effective use of volume and intonation of voice. How to care for their voice:

o www.atl.org.uk/health-and-safety/staff-and-pupil-issues/voice-care.asp o www.youtube.com/watch?v=jExkenbRm2c o www.teachers.org.uk/voicecare

Their use of space and non-verbal cues including eye contact. Their verbal and non-verbal responses and how to manage their emotions. How to adapt & develop their behaviour management strategies. School systems that are in place to support good behaviour management and prevent &

deal with bullying. The importance of consistency in managing behaviour. The importance of positive appropriate & professional teacher-pupil relationships. The importance of praise. How rewards and sanctions are implemented. How effective time management and use of routines contribute to good behaviour. How behaviour is managed in various contexts throughout the school. Why children misbehave and demonstrate more challenging behaviour. How to take account of individual special needs to reduce the likelihood of misbehaviour. How to take appropriate action when confronted by more extreme behaviour.

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Lesson observations

These are a vital part of trainees’ school experience and as such it is important that these are detailed, constructive and give subject specific and pedagogical feedback and guidance.

Formative Lesson observations take place to:- Identify the trainee’s strengths and areas for development in classroom teaching- Monitor the trainee’s success in achieving previously agreed targets- Offer strategies and ideas to help the trainee improve and identify new targets- Develop the trainee’s capacity to develop their own teaching through prompted reflective

analysis- Provide evidence of the steps taken toward success of all children.

During discussion and feedback the trainee should be encouraged to analyse the lesson, it is important for trainees to:

- Develop the ability to analyse their own teaching objectively- Recognise their own strengths and weaknesses- Give examples of the impact of their teaching on children’s learning- Highlight children who made good progress - Identify children who struggled

Observers should:- Establish a constructive atmosphere eg start with a positive comment- Identify strengths with examples from the lesson- Identify possibilities with examples linked to the lesson- Identify development issues with constructive feedback to support the trainees- Agree targets these should take into account children’s progress.

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Cause for Concern

If there are areas of concern in a trainee’s teaching or professional conduct relating to the Teachers’ Standards, trainees need to be made aware of them as quickly as possible to give them the maximum opportunity to seek further advice and address the identified issues. Trainees whose progress requires improvement will not be demonstrating their understanding or application of the Teachers’ Standards at the required level, as indicated in the relevant School Based Training Booklet and/or are not fully engaged or responding to advice and feedback. If a Cause for Concern is identified, a ‘Cause for Concern’ sheet should be completed clearly stating what the issue is, which Teachers’ Standards it links to, the targets which have been agreed and a date for review. A copy of this should be sent to the partnership team, please fax (0121 331 7307) or email a copy to [email protected] .

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Travelling to school

The School of Education has to source over 1400 primary and Early Years placements per year across a wide geographical area. A number of factors impact on the ability of schools to make offers: Ofsted; staffing issues; placements already offered; external demands and internal changes. These in turn impacts on the allocation of places to trainees. The Birmingham City University Primary Partnership works closely together to ensure that school based training meets the learning needs and professional development of all trainees.

Trainees are responsible for making their own way to and from school.

To ensure excellent outcomes from their school based training experience all trainees will need to be in school for as long as is necessary to effectively prepare and assess all learning that they lead. However, trainees must be in school at least 30 minutes before the start of the school day, and at least 30 minutes after the end of the school day.

Local bus and train details can be obtained from www.transportdirect.info

For car travel www.bing.com/maps/directions may provide quicker or more direct routes. Often planning journeys that avoid motorways are more efficient.

Walking – www.walkit.co.uk

Travel Expenses

Guidance about travel claims is available on Moodle and from the Finance Office, on the first floor of Attwood Building (Room A105).

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Job Interviews

Trainees on final placements, particularly PGCE will be seeking their first post during their final practice. Trainees should be allowed to visit prospective schools but, where possible, should arrange these outside of the school day. Where this is not possible, the number of visits should be limited and attendance monitored carefully. There will be a requirement to make up time if a number of days are missed. All final block trainees should try to organise a mock interview with the Head Teacher or appropriate member of staff to prepare for real interviews.

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Section 3

Organisation of Birmingham City University Primary and Early Years Partnership

The BA (Hons) Primary Education QTS and the PGCE Primary & Early Years course teams work with the Partnership Team to secure school based training places for trainee teachers on their courses.

The School Based Training Process

Where trainees are placed

Trainees will only be placed in a school that is a member of the BCU Partnership. All partner schools sign The Partnership Agreement and guarantee to provide trainees with agreed levels of support. In return, the University guarantees to offer partnership schools appropriate training and to support trainees and schools during placement. Being in Partnership allows schools and the University to build good relationships and to work together consistently to enhance trainees’ experiences.

There are many factors which mean that schools are only able to offer a limited number of placements each year so trainees should not be disappointed if a school that they know to be in Partnership does not offer a place for the practice.

As a result of the national shortage in primary ITT placements, especially in Key Stage One, trainees may, on occasions, be asked to support the placement process by making known, contacts they have with the schools, to the course team. However, all placements will be negotiated, arranged and confirmed with School by Partnership staff.

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Trainees will be allocated a University Tutor who is

responsible for supporting the trainee and school

throughout the placement.

September - Schools are approached for additional places so that all trainees

can be accommodated (this process involves phone calls, emails and letters and is on-going throughout the

year).

Trainees are informed of their placement location

via Moodle or email

June/July/August - Trainees are allocated

provisional school places based on training needs.

June/July - Initial offers received from schools.

At this point some schools are unable to offer places

due to unconfirmed staffing and request a September

call back.

April -POP Packs sent to partnership schools and

settings.

The University has to source and organise over 1400 placements each year across a wide range of geographical locations in and around the West Midlands and across all age phases from Nursery to Post-16.

Placement Appeal Procedure

If after receiving placement details a trainee feels they have grounds to make an appeal for a change in placement the matter will be reviewed by a placement panel. Trainees will need to provide evidence so that the panel can give it fair and due consideration. All relevant evidence must be supplied at the time of submission of the Placement Appeal Form. This form is available on Moodle in the SPS module. On completion it should be emailed to the Primary and Early Years Partnership Administrator ([email protected]). A deadline for submitting Placement Appeal Forms will be communicated to all trainees when placements are announced.

A panel comprising of members of the BA (Hons) Primary Education QTS and the PGCE Primary & Early Years leadership teams will consider the evidence presented in the form and a final response will be sent to trainees via email. The panel’s decision is final.

School placements are made on the basis of the training requirements of the course the trainee is enrolled on and information given to the Partnership Team by trainees, which is held on its database. It is the responsibility of trainees to notify the Partnership Office of any changes that need to be made to their records. Placements will not be altered if trainees have failed to keep their records up-to-date.

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Partnership ModelsWe offer two levels of Partnership to schools: Leading Partnership Schools and Associate Partnership

Schools.

Leading Partnership Schools

School mentors will supervise, support and assess trainees throughout the school experience, including

signing off trainees’ School Experience Files, providing support and feedback on preparation, planning,

teaching and learning. School mentors will observe trainees teaching and identify development targets,

they will assess trainees’ progress at the interim points and identify developmental targets and assess

progress at the summative point and prepare a report on achievements and targets for development.

Birmingham City University trained School-based Tutors will be invited to become school mentors and

their schools will be invited to become a Leading Partnership School.

The benefits for schools are:

Mentor training packages will be offered to all schools at no cost

Schools can receive CPD vouchers which are redeemable against our Primary CPD Programme

Schools will work in a cluster of schools so that moderation meetings and mentor training etc can

be hosted by a cluster school

Schools can choose to receive IPads and/or monetary recognition for the School Experience

Placements they host

A named university mentor will support and advise mentors and schools

Associate Partnership Schools

Class teachers provide advice and support to trainees and university mentors assess trainees’ progress

at the interim and summative points. Associate Partnership Schools will receive monetary recognition for

the School Experiences they host.

We would strongly encourage Associate schools to look towards becoming Leading Partnership Schools where staff are trained as school mentors. To support schools we will provide mentor training at no cost to the school and a named university mentor will support schools during the transition of status.

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Payments to Partnership Schools:

Model PGCE SE 1 a & b PGCE SE 2 BA QTS SE 1, 2 & 3

Associate Partnership

School

£200 per trainee £100 per trainee £100 per trainee

Leading Partnership

School

£650 per trainee £325 per trainee £325 per trainee

Leading Partnership Schools will be able to access CPD opportunities offered by Birmingham City University or choose to receive iPads in lieu of payments.

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Course Management

A joint Staff and Student Board is established for each ITT. This Board has a central role in the School of Education’s Quality Assurance processes and provides a formal opportunity for staff and trainees to discuss the course in detail. The Board is accountable to the HELS Faculty Boards for ensuring that courses meet their aims and outcomes through systematic monitoring and evaluation. It is chaired by the Course Director and meets once each term. The membership of the Board of Studies includes tutors who teach on the course, trainees and partnership school representatives.

The Course Director has overall responsibility, under the Head of School, for the day-to-day operation of the course and for maintaining and enhancing its quality.

It is vital to effective course development that all those involved in the Partnership have a forum to exchange ideas and disseminate information. As well as being represented on the Board of Studies, Partnership Schools play a major role in the Primary and Early Years Strategic Leadership Committee.

If colleagues wish to discuss any points related to particular courses they should contact the appropriate Course Director in the first instance.

The Examination Board for each course considers the results of all assessments and makes decisions regarding the progression of trainees on the course and their final award. All staff teaching on the course are entitled to attend, as are the External Examiners appointed to the course.

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Quality Assurance Procedures

Courses are subject to a range of Quality Assurance processes, some instituted at University level, some at Faculty level and some at course level. These are inter-related and are intended to complement the external measures operated by NCTL and OfSTED.

The internal processes for all Birmingham City University courses are the:

Course approval process, managed by the Executive Dean and Associate Deans on behalf of Senate

External Examiner system, in which appropriately qualified, impartial examiners from outside the University are appointed to consider a sample of the assessed work for each module and to make judgements about the appropriateness of the standard of trainees and of the marks awarded by tutors. External Examiners visit a sample of trainees in school.

Annual monitoring procedure by which the Faculty critically appraises the course each year to ensure that the standard of the award and the quality of the trainee learning experience are maintained

Academic audit which is managed by the Pro-Vice-Chancellor (Academic) and administered by the Quality Assurance and Audit section of the Academic Registry on behalf of Senate and the Board of Governors

Annual Report on the Student Experience at Birmingham City University, a central university system for gathering feedback on trainees’ perceptions of their educational experience. The Executive Dean of each Faculty provides a management response to the outcomes of the survey, which is followed up by the Vice-Chancellor and the Pro-Vice-Chancellor (Academic)

Module evaluation system, in which trainees are asked to evaluate each module using a questionnaire which contains both Faculty-wide and module-specific questions. Module leaders report on the outcomes of the evaluation and issues raised by trainees during the process to the Course Director and Head of School. The responses of the course team are analysed in the annual course evaluation report.

External ExaminationAll school experiences are subject to External Examination. Examiners see a range of achievement, including trainees who are recommended as ‘fail’, to ensure that assessments by tutors are comparable with those who assess courses in other institutions. They will also consider the quality and management of the course within the context of placements. External Examiners report to the Examination Board responsible for the course and submit a written report to the Pro-Vice-Chancellor of the University.

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Selection and De-selection of Schools

The term ‘school’ is used generically to refer to a range of educational institutions including Early Years settings.

Schools join the Primary and Early Years Partnership by one of two routes; either the school approaches the University or the University approaches the school.

A school may approach the University where the teaching staff in the school have expressed a particular interest in working alongside Initial Teacher Training.

Alternatively, the University will approach a school where the school can offer the experience particularly required by a trainee teacher. On occasion, geographical location becomes a factor.

Birmingham City University Primary Early Years Partnership initially considers a range of criteria to ensure that a school is suitable to join the Partnership. This will include the latest OFSTED report, the geographical location and the age range of the school. If it is decided that the school should be considered for selection, a visit will be made to the school to discuss the nature of the courses offered by the Faculty. At this point The Partnership Agreement will be discussed and, if the school and Faculty representatives agree that each partner can meet its terms, the Head Teacher will sign it. The Executive Dean of Faculty will give final approval and trainees will then be placed in school under the guidance of a University Tutor.

The Faculty enters into a formal agreement with each school before the onset of any trainee placement. This defines the commitment of both partners to the provision of effective training of and support for trainees on all teacher-training courses. The selection and de-selection of Partnership Schools is dependent on the ability of the school to meet the terms of The Partnership Agreement.

Essential procedures to be undertaken by schools joining the Partnership:

The Head Teacher must sign The Partnership Agreement

If the school wishes to become a Leading Partnership School, School Mentors must be trained to support trainees’ development. The Faculty recognises the School Mentor training of other Higher Education Institutions (HEIs)

If the school wishes to be an Associate Partnership School the school should identify a Teacher in Charge of Placements who will be the main school contact with the Faculty.

The Partnership Agreement document is valid for a period of five years. Being in Partnership is an indication of a willingness to accept trainees on placement and is not a guarantee that trainees will be placed in the school. Schools are asked annually to indicate the placements for which they are willing to take trainees. Schools are able to make offers in the light of their own circumstances, which may vary from year to year.

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The Primary and Early Years Partnership Strategic Leadership Committee

Its membership comprises:

Director of Education partnerships Head of the School of Education (or Deputy Head of School) BA Honours Primary Education with QTS Course Director BA Honours Primary Education with QTS Course Deputy Directors PGCE Course Director PGCE Deputy Course Directors Representation from Partnership schools

The remit of this Committee includes responsibility for the Primary and Early Years Partnership Handbook, determining the roles and responsibilities of trainees, School Mentors, and University Tutors, Mentor Training, overview of the ITT courses, including The Partnership Agreement, placement documentation, moderation, evaluation procedures and monitoring and reviewing improvement planning.

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Birmingham City University Policies and School Based Training Documents

Breakdown of Placements Policy and Procedure

1 Introduction

The policy is intended to be used in cases where a placement arrangement has broken down. The Faculty needs to ensure that there are transparent and consistent procedures for dealing with a placement which has ended before the allocated timescale. The intention of the policy is to ensure parity of treatment for students whose placements are ended for reasons other than academic failure and where there is not an immediate concern about the student’s personal or professional ability to enter the teaching profession. Where there is ambiguity over whether the case should be referred to a Fitness to Practice panel or not, a decision will be sought from an Associate Dean or the Head of the School of Education.

For the purposes of this policy, written communication from participants can take the form of email correspondence and documentation.

2 When the Policy should be used

2.1 The Policy should be followed when a placement has been terminated, for example: A situation where the head teacher, or a senior member of staff in the placement

organisation, has made a decision to terminate that placement, but where the student’s professional or personal suitability for the profession does not seem to be in question. This will include circumstances in which internal events in the placement organisation have led to a situation in which the provider no longer feels able to support the student.

A placement where the Faculty Partnership Manager, after consultation with the Faculty tutor responsible for liaising with the placement organisation and Course Director, judges that the placement situation is such that the student can no longer be appropriately supported and has suspended the placement, pending the decision of the Breakdown of Placements Panel.

No practice may be terminated by Faculty staff except in the above situations or under the procedures outlined in the University’s Fitness for Practice procedure.

2.2 The Policy should not be used in the following circumstances: Illness or personal circumstances of the student. A student who fails to complete a practice

through illness or other personal circumstances, can make an application for a deferral on the grounds that the failure to complete the practice was due to exceptional extenuating circumstances.

A student withdrawing from a placement without the support of the Partnership Manager or Course Director. All placements have a required first date of attendance, a student who decides to withdraw from a placement at any point on or after that date without the authorisation of their Course Director will be awarded a fail grade for the placement. If the student wishes to claim that his/her withdrawal was due to any failure on the part of the Faculty or the placement provider, s/he may invoke the Student Complaints Procedure or may make a representation against the decision of the examination board on the grounds of material error.

Where there are concerns about the student’s professional suitability to enter the teaching profession. Such cases should be referred to the Fitness to Practice Panel.

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Guidance for Trainees: Primary External Examiner Visits to School

You have been selected to host an External Examiner for your primary Initial Teacher Training course during this placement. Please be assured that this is nothing to worry about and that the system exists to quality assure the university’s procedures for school placements and is not designed to affect judgements based on your placement. This guidance is designed to ensure you are clear about the purpose of the visit and how this will be organised. An External Examiner is an academic from another institution delivering similar provision in the field of education who works with us to quality assure our procedures.

On the External Examiner’s arrival at school: You will be introduced to the External Examiner and you should introduce them to

relevant staff (please remember that the purpose of this visit is to quality assure the University’s assessments for this Teaching Practice)

You must provide the External Examiner with a copy of the lesson/session plan and your up to date TP file and PDP file. External Examiners are aware that your planning will be in-line with the setting in which you are working.

Please ensure that your files are organised as advised to enable the External Examiner to navigate their way around them easily. Time for these visits is limited.

The External Examiner will observe a lesson/session and record their observations on the External Examiner Observation proforma. (The pro-forma is for their records and you may not receive a copy, but you will receive verbal feedback and engage in professional dialogue about strengths, development points and general issues).

External Examiners will consider: Your Teaching Practice/School Experience Booklet to ensure all required actions to

date are complete. If you are making progress towards the action points agreed at the Mid-Point

Review/Progress Meeting and in previous observations/weekly professional development discussions.

If your lesson/session plans contain clear and appropriate learning objectives. Independent tasks/activities that you plan and the evidence they show of appropriate

differentiation. If your evaluations reflect on the impact that your teaching has had on children’s

learning to inform future practice; being analytical rather than descriptive. If there is evidence of the use of a range of appropriate formative assessment

strategies. Lesson/session observations; ensuring that they have been completed at appropriate

points; covering a range of subjects/areas of learning. If you are receiving regular verbal and written feedback, with appropriate targets

being set. The clarity of feedback you receive relating to subject knowledge and pedagogy. Your engagement with weekly professional development discussions to drive practice

forward.

Feedback/Discussion

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The External Examiner will wish to discuss issues that are relevant to the coherence of School and University-Based Training and any of the themes specific to this practice, which External Examiners have been asked to focus on collectively by the course management team. Prior to the visit, you will be advised of the specific visit foci.

Class teacher, School Mentor (if applicable) – areas for discussion:The External Examiner will also meet with relevant school-based colleagues and discuss:

The coherence of School and University-Based Training. The support and guidance provided by the University, particularly if the trainee has

been identified as a “Cause for Concern”. The quality of training for class teacher and School Mentor. Clarity of roles and responsibilities. Communication Clarity and usefulness of University documentation.

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PGCE School Based Training Guidance 1a

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PGCE School Based training Guidance 1b

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Formative Feedback Guidance SE1a and SE1b

The statements in the formative feedback guidance set out the minimum standard that is expected of a trainee teacher at the point of recommendation for the award of QTS. All trainees recommended for the award of QTS must meet all of the Standards at least at the ‘Establishing’ level. We expect all of our trainees to make good or very good progress in developing their professional competencies and attributes and by the end of SE 3 to be meeting the Standards at the ‘Embedding’ and ‘Enhancing’ levels.

Please use the guidance in discussion with the trainee to identify progress made, emerging strengths and to plan for professional development.

Underline in PENCIL applicable statements during Weekly Professional Development Discussions and Progress Meetings 1 and 3.

In Progress Meeting 2, please highlight in PINK all applicable statements and use these to make a ‘Best Fit’ judgement to describe the trainee’s achievement at the end of SE1a.

In Progress Meeting 4, please highlight in ORANGE all applicable statements and use these to make a ‘Best Fit’ judgement to describe the trainee’s achievement at the end of SE1b.

This formative feedback guidance has been developed to support trainees and their mentors in developing their understanding of the Teachers’ Standards:

PreambleTeachers make the education of their learners their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their learners.

PART ONE: TEACHINGA teacher must...• Set high expectations which inspire, motivate and challenge learners • Promote good progress and outcomes by learners• Demonstrate good subject and curriculum knowledge • Plan and teach well-structured lessons • Adapt teaching to respond to the strengths and needs of all learners • Make accurate and productive use of assessment • Manage behaviour effectively to ensure a good and safe learning environment • Fulfil wider professional responsibilities

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating learners with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard learners’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit learners’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality.Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Establish a safe and stimulating

environment for learners, rooted in mutual respect

Beginning to encourage learners to participate or contribute. Beginning to recognise appropriate expectations of learners. With support, can maintain a purposeful and safe learning environment.

Is beginning to develop a rapport with individual and/or groups to engage them in learning

Routinely encourage learners to participate or contribute; establish an atmosphere conducive to learning by setting high expectations; believe that all learners have the potential to make progress.

Develop a rapport with learners/groups so that most are engaged in their learning.

Reliably encourage learners to participate or contribute; establish an atmosphere conducive to learning by setting high expectations of learners that are generally appropriate.

Well respected by learners; effectively promoting learners’ resilience, confidence and independence when tackling challenging activities.

Constantly encourage learners to participate or contribute; creatively establish an atmosphere highly conducive to learning by setting high expectations of learners that are appropriately differentiated.

High levels of mutual respect between trainee and learners. Very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

Set goals that stretch and challenge learners of all backgrounds, abilities and dispositions

Demonstrate consistently the positive attitudes, values and behaviour which are expected of learners

Positive attitudes, values and behaviour towards learners, colleagues, parents/carers are beginning to develop. Support and enthusiasm for the school ethos, working with learners and/or for teaching and learning are at an early stage.

Demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; demonstrate enthusiasm for working with learners and for teaching and learning.

Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school. Most learners are enthused and motivated to actively participate in learning.

Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; generate high levels of enthusiasm, participation and commitment to learning.

TS1 Set high expectations which inspire, motivate and challenge learners

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Be accountable for learners’

attainment, progress and outcomesIs beginning to understand teachers’ accountability for learners’ attainment, progress and outcomes. Is beginning to contribute to this through planning and teaching under supervision.

Understand teachers’ accountability for learners’ attainment, progress and outcomes; take some responsibility for this with guidance.

Reliably assume responsibility for learners’ attainment, progress and outcomes.

Constantly assume a high level of responsibility for learners’ attainment, progress and outcomes.

Plan teaching to build on learners’ capabilities and prior knowledge

Short and medium term planning acknowledged the need for learners’ progression; is beginning to take account of prior achievement.

Short and medium term planning and teaching demonstrate some understanding of, or provision for, learner progression taking into account prior achievement.

Short and medium term planning reliably considers prior learning of learners; demonstrate sound understanding of the need to develop learner learning.

Demonstrate confident judgement in planning for learner progression both within individual lessons and over time; able to justify a rationale as to how they are building on prior achievement.

Guide learners to reflect on the progress they have made and their emerging needs

Planning and/or teaching begin to provide tentative opportunities for learners to reflect on their learning. Some learners are provided the opportunity to identify broad progress or learning needs.

Plan lessons that support learners in reflecting on their learning and include suitable opportunities for learners to evaluate and improve their performance.

Regularly provide learners with the opportunity to reflect on specific aspects of their own learning and use this to inform future planning and teaching.

Actively promote engaging and effective methods that support learners in reflecting in detail on their learning. Set appropriately challenging tasks, drawing on sound knowledge of learners’ prior attainment.

Demonstrate knowledge and understanding of how learners learn and how this impacts on teaching

Is beginning to demonstrate an awareness of how learners learn and can select from a basic range of teaching strategies and interventions.

Understand how learners learn and use this understanding to select a range of teaching strategies to facilitate learning and overcome potential barriers to learning for groups of learners using targeted interventions.

Use knowledge and understanding of how learners learn to select effective teaching strategies to encourage independent learning and to set appropriately challenging tasks which enable learners to overcome potential barriers and make good progress. Use well-targeted interventions, routinely checking learners’ understanding.

Use detailed knowledge and understanding of how learners learn to select the most effective strategies to encourage independent learning and to set appropriately challenging tasks which enable all learners to overcome potential barriers and consistently make good progress. Consistently anticipate and use well-targeted interventions, systematically and effectively checking learners’ understanding.

Encourage learners to take a responsible and conscientious attitude to their own work and study

Plans for teaching and learning provide some opportunities for potential independent learning.

Plan teaching and learning activities which encourage independent learning, to enable learners/groups to make satisfactory progress.

Effective teaching strategies encourage independent learning and set appropriately challenging tasks which enable the majority of learners to make good progress.

Regularly create opportunities for autonomous learning to enable the majority of learners to make very good progress.

TS2 Promote good progress and outcomes by learners

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Have a secure knowledge of the

relevant subject(s) and curriculum areas, foster and maintain learners’ interest in the subject, and address misunderstandings

With support, can apply subject/curriculum knowledge to plan lessons that begin to meet learner needs.

Know and understand subject/curriculum areas applicable to the age of the learners; begin to maintain and develop learner interest.

Well-developed knowledge and understanding of relevant subject/curriculum areas and use this effectively to maintain and develop learners’ interest.

In-depth subject/curriculum knowledge used to plan confidently for progression; stimulate and capture learners’ interest and motivation for enquiry.

Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Sufficient subject /curriculum /pedagogical knowledge to be aware of key concepts and errors/misconceptions; begin to take account of these

Recognise the need to clarify and update their subject/curriculum/pedagogical knowledge as a start to continuing professional development.

Use subject /curriculum /pedagogical knowledge that begins to secure learners’ understanding; address key errors/misconceptions.

Employ appropriate professional development strategies to develop and extend subject/curriculum/pedagogical knowledge.

Apply subject /curriculum /pedagogical knowledge to secure learners’ understanding; address errors/misconceptions.

Employ appropriate professional development strategies to extend and update subject/curriculum/pedagogical knowledge.

Apply well developed subject /curriculum /pedagogical knowledge to deepen learners’ understanding; address errors/misconceptions effectively.

Proactive and astutely aware of professional development by extending and updating subject/curriculum/pedagogical knowledge.

Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Recognise the need to promote high standards of communication, reading and writing; can apply to teaching with guidance.

Promote good standards in communication, reading and writing for all learners and begin to exploit relevant opportunities.

Model high standards of written and spoken communication in all professional activities; encourage and support learners to develop these skills.

Model very high standards of written and spoken communication in all professional activities. Successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

Where this is applicable:Developing knowledge and understanding of the some key principles and practices of teaching and assessing reading and writing, including systematic synthetic phonics; beginning to apply this with support.

Where this is applicable:Sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; beginning to apply this.

Where this is applicable:Secure knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; applying this effectively.

Where this is applicable:Very strong understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; applying this very effectively.

If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Where this is applicable:Developing knowledge and understanding of the some key principles and practices of teaching and assessing early mathematics; beginning to apply this with support.

Where this is applicable:Sufficient knowledge and understanding of the principles and practices of teaching and assessing early mathematics; beginning to apply this.

Where this is applicable:Secure knowledge and understanding of the principles and practices of teaching early mathematics; applying this effectively.

Where this is applicable:Very strong knowledge and understanding of the principles and practices of teaching early mathematics; applying this very effectively

TS3 Demonstrate good subject and curriculum knowledge

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Impart knowledge and develop

understanding through effective use of lesson time

Can employ teaching strategies/resources from a basic range. Lessons show some structure that can help learners to develop knowledge, skills and understanding.

Pace of learning is developing; understands the need to create an environment where learners are engaged.

Employ a range of teaching strategies and resources; plan individual lessons that are appropriately structured to support learners in developing their knowledge, skills and understanding.

Pace of learning sometimes adapted in response to learners’ needs; creating an environment in which learners are usually engaged.

Show a willingness to try out a range of approaches to teaching and learning; plan lessons that take account of learners’ needs and interests through differentiated learning outcomes and matched activities/resources.

Pace of learning routinely meets the needs of learners; creating an engaging environment.

Plan lessons that use well-chosen imaginative and creative teaching and learning strategies that engage all learners’ interests and curiosity.

Pace of learning is varied and creatively used.

Promote a love of learning and learner’s intellectual curiosity

Parts of lessons can motivate, inspire and enthuse learners

Lessons usually motivate, inspire and enthuse learners in their love of learning

Lessons actively motivate, inspire and enthuse learners in their love of learning.

Lessons consistently motivate, inspire and enthuse learners in their love of learning.

Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding learners have acquired

With support, can design and set some appropriate homework/other out of class activity that contributes to learners’ progress.

Design and set appropriate homework/other out of class activities to sustain learners’ progress and consolidate learning.

Homework/other out of class activities are creatively planned to enable learners to make good progress and consolidate learning.

Wide-ranging and inspiring homework/other out of class activities engage learners to facilitate very good levels of progress and consolidation of learning.

Reflect systematically on the effectiveness of lessons and approaches to teaching

Is beginning to evaluate and reflect on own teaching and recognises the need to develop practice and improve the impact on learners.

Evaluate successful and less effective lessons with some reference to impact on learners; using this to further develop practice.

Systematically evaluate the effectiveness of their practice and its impact on learners, using this to adapt future practice.

Critically evaluate their practice in a highly reflective way; accurately judge the impact of teaching on learners; use this to inform future practice.

Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Where appropriate, in collaboration with school colleagues, contribute tentatively to curriculum planning that will foster learner engagement.

Make appropriate contribution to curriculum planning that will support learner engagement

Make a positive contribution to the development of curriculum planning and resources.

Show initiative in contributing to curriculum planning and developing and producing effective learning resources.

TS4 Plan and teach well-structured lessons

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Know when and how to

differentiate appropriately, using approaches which enable learners to be taught effectively.

Beginning to recognise the different needs and strengths of learners; begin to differentiate with support so that learners make satisfactory progress.

Recognise the different needs and strengths of learners; uses some differentiation so that learners make satisfactory progress.

Routinely recognises the different needs and strengths of learners; reliably uses differentiation to meet the needs of learners to facilitate good progress.

Quickly and accurately discern learners’ strengths and needs; proactive in creatively using differentiation strategies.

Have a secure understanding of how a range of factors can inhibit learners’ ability to learn, and how best to overcome these.

Initial recognition of some potential barriers to learning and begin to suggest strategies to address them.

Recognise a range of potential barriers to learning and begin to use strategies to address them.

Understand how to deal with barriers to learning through application of well-targeted interventions and appropriate deployment of support staff.

Have a good understanding of a range of barriers to learning; employ a range of effective intervention strategies to secure progress for learners/groups; focused deployment of support staff.

Demonstrate an awareness of the physical, social and intellectual development of learner, and know how to adapt teaching to support learners’ education at different stages of development.

Basic awareness of physical, social and intellectual needs at different stages of development. With support is able to suggest different teaching approaches to engage or support the range of learners.

Sound understanding of physical, social and intellectual at different stages of learners’ development in planning and teaching; able to implement distinctive teaching approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Account is taken of physical, social and intellectual needs at different stages of learners’ development in planning and teaching; effective evaluation of distinctive teaching approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Creative approaches are used in response to physical, social and intellectual needs at different stages of learners’ development in planning and teaching. Astute evaluation of distinctive approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Have a clear understanding of the needs of all learners, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

TS5 Adapt teaching to respond to the strengths and needs of all learners

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Know and understand how to

assess the relevant subject and curriculum areas, including statutory assessment requirements.

Basic understanding of statutory assessment requirements for the subjects and age phases taught.

Recognises the need for accurate assessment against national benchmarks.

Secure understanding of statutory assessment requirements for the subjects and age phases taught.

Assessments broadly accurate against national benchmarks with support.

Good understanding of statutory assessment requirements for the subjects and age phases taught.

Assessments accurate against national benchmarks.

Excellent understanding of the statutory assessment requirements for the subjects and age phases taught.

Confidently and accurately assess learners’ attainment against national benchmarks.

Make use of formative and summative assessment to secure learners’ progress.

Planning and teaching make use of a basic range of formative and summative assessment strategies that indicate that learners make some progress.

Planning and teaching informed by a developing range of formative and summative assessment strategies to ensure learners make satisfactory progress.

Employ a range of appropriate formative and summative assessment strategies effectively and adapt teaching within lessons in light of learners’ responses.

Employ a range of assessment strategies very effectively in their day to day practice to monitor progress and inform future planning. Systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.

Use relevant data to monitor progress, set targets, and plan subsequent lessons.

Show a basic understanding that school and pupil data is used to set targets for groups and individuals; with support uses data to identify next steps in learning.

Understand how relevant school and pupil data is used to set targets for groups and individuals; use that knowledge to monitor progress.

Use relevant school and pupil data to set targets for groups and individuals; use data to monitor and secure progress.

Use relevant school and pupil data to set challenging targets for groups and individuals; use data to monitor and secure good progress.

Give learners regular feedback, both orally and through accurate marking, and encourage learners to respond to the feedback.

With support, provide some feedback orally and/or through marking to help learners identify next steps; some opportunities are provided for learners to respond to feedback.

Provide appropriate feedback both orally and through marking to help learners make progress; learners given opportunities to respond to feedback

Assess learners’ progress accurately and provide regular and constructive feedback both orally and through marking; learners encouraged to respond to feedback.

Assess learners’ progress accurately and provide consistent and precise feedback both orally and through marking; learners supported in responding to feedback.

TS6 Make accurate and productive use of assessment

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Have clear rules and routines for

behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

Understands the school’s behaviour policy and beginning to apply rules and routines; is aware of the responsibility for promoting good and courteous behaviour in the classroom and, to some extent, around the school.

Work within the school’s behaviour policy and can apply rules and routines consistently and fairly; take opportunities to promote good and courteous behaviour in the classroom and around the school.

Use the school’s behaviour policy to apply rules and routines consistently and fairly; consistently promote good and courteous behaviour in the classroom and around the school.

Confidently use the school’s behaviour policy; applying rules/routines consistently and fairly; actively encourage learners to behave well and display high levels of courtesy in the classroom and around the school.

Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Usually manages classes appropriately with regard to expectations of behaviour and is beginning to use some strategies including sanctions, rewards and praise to minimise disruption; learners are usually involved and motivated.

Manage classes effectively with regularly high expectations of behaviour; use a range of strategies including sanctions, rewards and praise allowing lessons to flow smoothly so that disruption is unusual; learners are involved and motivated

Manage classes effectively with routinely high expectations; use a range of strategies, including sanctions, rewards and praise to promote positive attitudes towards the teacher, their learning and each other to establish a purposeful learning environment; learners are involved and highly motivated.

Manage classes effectively with consistently high expectations; use a range of strategies, including sanctions, rewards and praise to promote very high levels of engagement, collaboration and cooperation; create an environment highly supportive of learning; learners are consistently involved and highly motivated.

Manage classes effectively, using approaches which are appropriate to learners’ needs in order to involve and motivate them

Maintain good relationships with learners, exercise appropriate authority, and act decisively when necessary.

Beginning to establish positive relationships with learners and appropriate authority. Recognises the need for additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated

Establish good relationships with learners and mostly exercise appropriate authority; with some independence seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.

Develop and maintain good relationships with learners and consistently exercise appropriate authority; seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.

Highly effective relationships with learners established and consistently/confidently exercise appropriate authority; actively seek targeted support in addressing the needs of learners where significantly challenging behaviour is demonstrated

TS7 Manage behaviour effectively to ensure a good and safe learning environment

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Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Make a positive contribution to the

wider life and ethos of the schoolBeginning to understand the school ethos. With prompts can contribute to the wider life of the school.

Support the ethos of the school, showing an inclination to contribute to the wider life of the school in appropriate ways.

Regularly contribute to the wider life and ethos of the school.

Proactively contribute in a significant way to the wider life and ethos of the school.

Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Beginning to build professional relationships with colleagues; basic skills in working collaboratively; recognises the need to seek information/advice from specialist staff about learners’ needs.

Can build professional relationships with colleagues and can work collaboratively; with some independence seeks information/advice from specialist staff about learners’ specific needs.

Effective in building good professional relationships with colleagues and work well collaboratively; seek advice from relevant professionals in relation to learners’ specific needs.

Build strong professional relationships and effectively collaborate with colleagues on a regular basis; proactively seek advice from relevant professionals in relation to learners’ specific needs.

Deploy support staff effectively Beginning to communicate with support staff and direct the supporting of learning.

Communicate with and direct support staff to assist in supporting learning.

Take responsibility for effectively deploying support staff in their lessons in supporting learning.

Take responsibility for creatively deploying support staff in lessons to support the full range of learners with their learning.

Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Describes professional practice; with support can identify basic development targets and suggest ways to address these. . Responds to direction from colleagues.

Evaluate professional practice to identify development targets and opportunities to address these; respond well to advice from colleagues.

Actively evaluate professional practice to identify challenging targets; actively seek and value feedback from colleagues, using it to develop professional practice.

Critically evaluate professional practice to identify challenging/focused targets; deliberately seek out wide-ranging opportunities to develop professional learning; respond positively and proactively to advice/feedback from colleagues.

Communicate effectively with parents with regard to learners’ achievements and well-being.

With support and guidance, can communicate with parents/ carers about learners’ achievement and/or well-being.

Communicate with parents/carers in relation to learners’ achievements and well-being.

Communicate effectively with parents/carers in relation to learners’ achievements and well-being.

Astute communication with parents/carers in relation to learners’ achievements and well-being.

TS8 Fulfil wider professional responsibilities

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Summative Assessment ReportAt the Final Review Meeting use the completed Formative Feedback Guidance to make a ‘best fit’ judgement for the trainee’s final grade. Please complete the summative report providing details of the trainee’s achievements and progress during the school based training. These comments provide valuable feedback for the trainee and will be used by their Personal Tutor to write the trainee’s reference.

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TS1 Set high expectations which inspire, motivate and challenge pupils

Trainee’s AttainmentThis column illustrates the link between the Formative Feedback Guidance and the numerical grades.

Summative Assessment Report – please complete providing practice based examples of trainee’s achievement and progress.

Grade 1 EnhancingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:

They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning.There are high levels of mutual respect between the trainee and pupils. 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. Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; generate high levels of enthusiasm, participation and commitment to learning.

Best fit Grade: 1 2 3

Grade 2 EmbeddingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:

They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different learning contexts.They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school. Most learners are enthused and motivated to actively participate in learning.Grade 3 EstablishingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:

They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils 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 most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning

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TS2: Promote good progress and outcomes by pupils


Summative Assessment Report: – please complete providing practice based examples of trainee’s achievement and progress.

Grade 1 EnhancingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement. They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment. They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

Best fit Grade: 1 2 3


They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes into account the prior learning of the pupils. They regularly provide pupils 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 the learners to make progress. As a result the majority of pupils make good progress.

Grade 3 EstablishingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:

They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons 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 pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.

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TS3 Demonstrate good subject and curriculum knowledge


Summative Assessment Report: – please complete providing practice based examples of trainee’s achievement and progress.

Grade 1 EnhancingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest. They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. 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, in communication, reading and writing. If teaching early reading they have an in-depth understanding of systematic phonics and if teaching early mathematics they have an in-depth understanding of different teaching strategies.

Best Fit Grade: 1 2 3

Grade 2 EmbeddingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils’ interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities if teaching early reading they have a well-developed understanding of systematic phonics and if teaching early mathematics they have a well-developed understanding of different teaching strategies.

Grade 3 EstablishingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, if teaching early reading they have an understanding of systematic phonics and if teaching early mathematics they have an understanding of different teaching strategies.

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TS4 Plan and teach well structured lessons


Summative Assessment Report:

Grade 1 EnhancingTrainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests and engage all learners. Pace of learning is varied and creatively used. They are highly reflective in critically evaluating their practice. 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 producing effective learning resources in their placement settings.



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 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 employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning and can respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They review and reflect on their own planning and teaching to prepare future activities and tasks. They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the school’s medium-term plans, schemes of work, and curriculum frameworks.

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TS5 Adapt teaching to respond to the strengths and needs of all pupils




They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. Have a good understanding of a range of barriers to learning and employ a range of effective intervention strategies to secure progress for learners/groups and support staff are deployed effectively. They have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners with particular needs.



They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff.


They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They have a developing understanding of the needs of all pupils and are able to articulate different teaching approaches and strategies needed to engage and support pupils with particular needs. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners.

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TS6 Make accurate and productive use of assessment



Grade 1 EnhancingTrainees who have achieved the Standards at this level to be recommended for QTS will have demonstrated that:Good understanding of the statutory assessment requirements for the subjects and age phases taught. They can confidently and accurately assess pupils’ attainment against national benchmarks. They use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning. They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. Use relevant school and pupil data to set challenging targets for groups and individuals; use data to monitor and secure good progress. They assess learners’ progress accurately and provide consistent and precise feedback both orally and through marking and they support learners in responding to feedback.



Good understanding of the statutory assessment requirements for the subjects and age phases taught They are able to assess pupils’ attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses. They maintain accurate records of pupils’ progress and use these and school and pupil level summative data to set targets. They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.


They have a secure understanding of the statutory assessment requirements for the subjects and the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is often informed by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They understand how school and pupil level summative data are used to set targets for groups and individuals, and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records, setting new targets for individuals and groups. They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.

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TS7 Manage behaviour effectively to ensure a good and safe learning environment


Summative Assessment Report


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 consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.



They work within the school’s framework for behaviour and apply rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.


They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning so that disruption is unusual and learners are involved and motivated. They can establish good relationships with learners and mostly exercise appropriate authority and they understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour isDemonstrated.

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TS8 Fulfil wider professional responsibilities


Summative Assessment Report


They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They critically evaluate their professional practice to identify challenging/focused targets and deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being.



They regularly contribute to the wider life and ethos of the 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 deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are proactive in relation to their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively with parents and carers in relation to pupils’ achievements and well-being.


They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct support staff deployed in their lessons. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. In evaluating their own practice they are able to identify subsequent or on-going 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 pupils’ achievement and monitoring pupils’ well-being.

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Lesson Observation Forms

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