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Guidance Handbook for Professional Tutors and Setting Based Mentors of Early Years Teacher Trainees on the School Direct (SD)

Programme

2017 - 2018

J.Sonnenfeld September EYTS Handbook 2017

Early Years Initial Teacher Training(Birth to 5 years)

ContentsItems PageIntroduction 3

Key University Contacts and Areas of Responsibility 4

An Overview of Roles and Requirements 5

Useful Documents and Links 8

Appendices: Templates:

1. Reflection of Weekly Meetings with Mentor 9

2. Mentor Weekly Observation Record 10

3. Programme Timetable 11

4. EYTS Trainee Performance Criteria 17

2

Introduction

Thank you for agreeing to support our Early Years Teacher Trainees on their journey to gain Early Years Teacher Status, specialising in child development and the Early Years Foundation Stage Curriculum (birth to 5 years).

The success of the trainee is greatly dependent upon the level of support and partnership working provided by the Professional Tutors, Mentors, settings and trainees. It is therefore important for you to understand your own role and that of others, including an overview of the requirements and expectations of the trainee to understand how you can best support them.

We recognise how difficult it is to give time from your job role to support a trainee but hope that you will be able to attend our training sessions, to provide you with the tools and information you need.We look forward to working with you,

Lesley Castling (EYTS Programme Lead) and Joe Sonnenfeld (Durham Teaching Alliance Manager)

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Key University and School Direct Contacts and Areas of Responsibility

Kim Holt – Head of Department, Northumbria University

[email protected]

Lesley Castling - Programme Lead, Lead Module Tutor

[email protected]

Leslie Patterson- Etherley Lane Nursery School, Headteacher and Lead Professional Tutor for SDDurham Teaching School Alliance

[email protected]

Kim Hall – Northumbria University Graduate Tutor and Lead Professional Tutor for SD Newcastle

[email protected]

Joe Sonnenfeld- Durham Teaching Schools Alliance Manager

[email protected]

Jo Madgwick- Lead Setting Based Mentor and Dept. Headteacher, Etherley Lane Nursery School.

[email protected]

Justine Gallagher- Recruitment and Marketing

[email protected]

Pam Graham – Module Tutor and Subject Head (Early Years).

[email protected]

Adam Fox - Administrator PG Cert Programme Support

[email protected]

Steven Hale- Administrator EYTS Programme Support

[email protected]

Chris Chambers - Finance [email protected] ExaminerDr Mioka Drummand (Grimsby University)

[email protected]

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mailto:[email protected]









Requirements of each placement - An overview:Placement 1 begins in the W/B 18th September 2017 (for approximately 12 weeks)

All Trainees will be placed in up to four different schools/settings during the course of the programme to gain a broad experience of teaching and learning with children aged: Birth to two Two to Three Three to Five (including Reception) Key Stage 1

The Professional Tutor (PT) Follows their designated trainee throughout all of the placements. At the beginning of each placement the PT and Mentor initially meet with the trainee to

have a discussion about trainee knowledge and experience. Targets and actions are agreed within the ITP. Organise dates for joint observations. A Quick Guide to using the Individual Training Plan including the relevant paperwork and examples is provided separately.

Carry out a joint observation with the Setting Based Mentor of the trainees practice on one occasion with each age group. The observation lasts 30 minutes and will be followed by a joint tutorial and support meeting for both the Mentor and trainee of up to 30minutes. The Performance Criteria are updated and highlighted to refelect the level at which the trainee is working. A Quick Guide to carrying out Assessed Observations including the relevant paperwork is provided separately.

Observations are recorded on the Observation Proforma. Each sub standard claimed is assessed and a grade awarded in consultation with the trainee and Mentor. SMART targets and actions are agreed and recorded on the Individual Training Plan (ITP) by the Trainee.

Meets again with the Trainee and Mentor towards the end of the placement for a Progress Review where they agree a grade for each over all Teaching Standard met. This is recorded on the Early Years Teacher Status Trainee Performance Criteria. A Quick Guide to carrying out A Progress Review including the relevant paperwork is provided separately.

A new training plan and Performance Criteria is created at the start of each placement. Complete a feedback form once per age group with the Mentor, during the joint assessed

observation, confirming the required mentoring activity has taken place and identifying any key issues encountered that we may be able to help with or be aware of. Trainees will also be completing a feedback form regarding their experience.

The School/Setting Based Mentor (SBM) Will be invited to attend one training session to prepare them for their role in supporting a

trainee Early Year’s Teacher. Facilitates the placement and provides support for the trainee during their time at the

setting. Liaising with the head teacher/manager and class teacher or room leader as appropriate.

Ensures that an induction is provided for the trainee before the start of the placement. Identify a suitable SEND pupil/child for the trainee to track as appropriate. Organise a timetable to allow the trainee to meet the teaching commitment. Check and sign all planning on a weekly basis, feedback to the trainee any concerns

regarding pace, appropriateness of task or differentiation. Is required to observe and meet with the trainee on a weekly basis. The discussion from this

meeting is recorded on the Mentor Meeting Form to make a judgement and highlight the trainees level of practice within the ‘Performance Criteria’ ensuring each entry is dated and


signed, to provide feedback and set targets/ review previous targets set within the ITP. A Quick Guide to using the Individual Training Plan including the relevant paperwork and examples is provided separately.

Carries out a joint observation with the Professional Tutor of the trainees practice on one occasion with each age group. This session also provides an in-house training opportunity between the Professional Tutor and Mentor.The observation lasts 30 minutes and will be followed by a joint tutorial including the trainee of up to 30minutes. A Quick Guide to carrying out Assessed Observations including the relevant paperwork is provided separately.

The trainees designated professional Tutor is the first point of contact should any queries or questions arise.

Complete a feedback form once per age group with the PT, during the joint observation, confirming the required mentoring activity has taken place and identifying any key issues encountered that we may be able to help with or be aware of. Trainees will also be completing a feedback form regarding their experience.

The Lead Professional Tutors and Mentors will organize a termly meeting for the purposes of training and moderation.

The Trainee Trainees are required to spend 3 ½ days in placement and are entitled to half a day per week

non- contact time. The Trainee should use their non -contact time to arrange to visit the new placement prior to beginning their subsequent placements.

Will be required to keep a Thursday available to attend face to face teaching and/or private study. See Programme for details.

Is required to carry out a ‘Professional Work Based Project’ with each of the three age groups that demonstrates their practice to meet around 10 to 15 Teaching Standards.The project is written up in the form of an academic assignment at Level 7, as part of the Post Graduate Certificate.

Over the course of the placement the trainee will increase their teaching responsibility, liaising with the class teacher/room leader and SBM.

Attends a ‘Progress Review’ at the end of each age phase with their Professional Tutor and Mentor.

Completes the Individual Training Plan on a weekly basis supported by their Mentor and informed by the discussion recorded on the Setting meeting Form .

Is responsible for keeping documentary evidence produced within a Portfolio which is shared with the Mentor and Professional Tutor at each meeting.

Will use planning proformas/assessment materials supplied by the setting. Is responsible for the safekeeping of the ITP, Portfolio and Early Years Teacher Status Trainee

Performance Criteria, these must be available at every observation and progress review session . The SBM highlights the Performance Criteria not the Trainee .

The Manager/ Headteacher is expected to:

Give the trainee the opportunity to enter into the full life of the school/setting during the placement, including where appropriate, inviting the trainee to attend staff meetings/assemblies

Provide a supportive environment for the trainee Engage in professional dialogue with the trainee related to their specific tasks Allow the Mentor time out to feedback to the Professional Tutor following the 3 observations.. Ensure that Mentors fully carry out their role and meet the requirements of the placement in

supporting the trainee teacher Organise a timetable to allow the trainee to meet the teaching commitment.

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Identify a suitable SEND pupil for the trainee to track Allow the trainee to take full responsibility for the whole room and the general daily duties of a

practitioner/teacher under the supervision of the Mentor/Room Leaders.

NB Should a professional Tutor and/or Mentor have any cause for concern about the trainees practice or welfare, they can contact the Lead Professional Tutor. A ‘Cause for Concern procedure’ is available to support a trainee, develop an action plan, address any issues and aim to get them back on track. Where this becomes necessary, the Professional Tutor and Mentor will be kept informed and work together to support the trainee in addressing action points.

Placement 2 Begins in the WB 8th January 2018 (for approximately 8 weeks) The above process is followed again with the different age group of children.

Placement 3, Key Stage 1 Experience takes place between 26th February and the 23rd March (2 weeks)Placement in Key Stage 1 will be within Durham and Newcastle schools involved in the Primary ITT Programme. KS1 placements should involve contact with children under the direction of the class teacher with opportunities for small group observation. These placements are designed to experience the continuum of the EYFS into the National Curriculum and are not assessed.

The trainee should observe maths and English throughout the school, supporting a group in each class each day. The trainee should spend some time with the class teacher prior to the lesson to talk through the lesson plan and to understand the activity they will be leading with their group. The trainee should complete 2 focussed observations over the course of the placement with the contact person in school, the focus of the observations should be to look at the structure of a maths and English lesson, also highlighting behaviour management strategies, planning, progress, assessment and subject knowledge In addition, trainees should be given the opportunity to observe a range of foundation subjects including PE and Science.

The trainee may also work alongside class teachers as they undertake their PPA. The purpose of this activity is so that teachers can talk through with the trainee the planning process, highlighting use of assessment, previous knowledge, the National Curriculum etc.

The trainee should continue to complete their reflective journal for the two weeks they are in school, suggested areas for reflection will be discussed with the contact person on day 1 of the placement.

Two weeks are also spent back in placement and are designed to provide an opportunity for the Trainee to work intensively on identified targets with their Professional Tutor.

Placement 4 begins W/B 26th March for approximately 8 weeks or until 120 days of placement has been achieved The process as for Placement 1 is followed again with the different age group of children.

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Useful documents and links:

a. Teacher Standards (Early Years): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/Early_Years_Teachers__Standards.pdf

b. Early Years ITT Requirements and Supporting Guidance: https://www.gov.uk/government/publications/early-years-itt-requirements-supporting-advice

c. Funding guidance: https://www.gov.uk/guidance/early-years-initial-teacher-training-funding-guidance d. Early years ITT a guide for providers: https://www.gov.uk/guidance/early-years-initial-teacher-training-a-guide-for-providers

e. Early years initial teacher training (ITT): a guide for employers: https://www.gov.uk/guidance/early-years-initial-teacher-training-itt-a-guide-for-employers

f. Get Into Teaching - early years detail: https://getintoteaching.education.gov.uk/become-an-early-years-teacher, which includes our early years teacher video: https://www.youtube.com/watch?feature=player_embedded&v=N4JVsQetOPA

g. Professional Skills Tests: http://sta.education.gov.uk/

h. Nursery World guide - In partnership with Nursery World we have produced a ‘Guide to Early Years Teacher Status’1. This is available as a downloadable PDF on Nursery World’s website, and was also distributed with the 27 July 2015 issue of Nursery World.

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http://sta.education.gov.uk/

https://www.youtube.com/watch?feature=player_embedded&v=N4JVsQetOPA

https://getintoteaching.education.gov.uk/become-an-early-years-teacher

https://www.gov.uk/guidance/early-years-initial-teacher-training-itt-a-guide-for-employers

https://www.gov.uk/guidance/early-years-initial-teacher-training-itt-a-guide-for-employers

https://www.gov.uk/guidance/early-years-initial-teacher-training-a-guide-for-providers

https://www.gov.uk/guidance/early-years-initial-teacher-training-funding-guidance

https://www.gov.uk/government/publications/early-years-itt-requirements-supporting-advice

https://www.gov.uk/government/publications/early-years-itt-requirements-supporting-advice

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/Early_Years_Teachers__Standards.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/Early_Years_Teachers__Standards.pdf

Appendix 1Reflection of Weekly Meeting with Setting Based Mentor (can also be

used to record meetings with Professional Tutors)Focus of meeting

Reflection of discussionRecord thoughts and learning as a result of professional dialogue, link to theory and practice in setting

Standards addressed

Next steps/Target set:

(Trainee should transfer these targets on to their ITP and update their evidence )

Traineesigned

Date

Mentor/Professional Tutorsigned

Date


Appendix 2

TRAINEE AND MENTOR WEEKLY OBSERVATION RECORD

Trainee Name; Names and Roles of Observers:

Setting: Date of observation:Age Range to be observed:Start time of observation: Finish time of observation:

(A ‘handful of Standards claimed, determined by the trainee)

To be completed by the trainee: summary of experience / activities /interactions to be observed

Std

Activity observed:Narrativ of activity observed:

Professional Tutor and/or Mentor Signatures:

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Appendix 3Northumbria University:- PG Cert Early Years Education with Early Years Teacher ITT – (Full Time School Direct (SD) and Part Time Graduate Employment Based (GEB) routes). Timetable for 2017/18

Teaching Programme is delivered to part and full time trainees together at Coach Lane Campus on Thursdays from 10am till 2.45pm, and comprises of:-Induction Programme:

Graduate Employment Based - 1 Induction day (Monday 11th Sept.), School Direct – 5 days Induction (Monday 11th Sept. – Friday 15th Sept.)

PG Cert Modules (3 x 20 credit modules at Level 7 taught over 7 days per module): Module 1 – TE7037 ‘Understanding the Teaching Standards (Early Years)’ Module 2 –TE7035‘Integrated Working in the Early Years’ Module 3 – TE7036 ‘Policy and Contemporary Issues in the Early Years’ 28 weeks (140 days) Focused time/Placement, working with: under 2’s, 2 to 3 year olds, 3 to 5 year olds age and 2 weeks with Key stage 1 Assessed Observations of Practice: weekly formative observations tracking and judging level of practice including target setting, and a

minimum of 1 jointly assessed observation by Professional Tutor and Mentor for moderation purposes.(NB KS1 is not assessed) Individual Professional Tutor and Mentor support sessions including 3 x Progress Reviews at the end of each age phase.

AcademicWeek

Session Date Venue Title/content Work to be Submitted

for Marking

Type of Assessment and Expected Return

Date7 Induction

Day 1(SD and GEB)

Monday11th

September

CLC East G101 Introduction to the Programme and PGCertModules. Getting to know each other and preparing to work together.Preparing for Study and Reflective Learning at Level 7Using the Library and Resources available to support study skills.Identifying Teaching Standards and areas of interest to research in preparation for Module 1 and age phase/placement 1.Reflective Diaries

(GEB only for rest of the week) 2

Tuesday12th

September

CLC East G101 Preparation for PlacementsEqual Opportunities, Anti Discrimination and the EYFS

3 Wednesday13th

CLC East G101 . Preparation for PlacementsSafeguarding, Health and Safety and the EYFS

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September .

4 Thursday14th

September

CLC East G101 Preparation for PlacementsHow Children Learn and the EYFS

.

5 Friday15th

September

CLC East G101 Introduction to Mentoring and Placements:-Durham Trainees attend Etherley Lane Nursery School in the morning and placements in the afternoon.Newcastle Trainees attend CLC in the morning and placements in the afternoon

Focus Age Group 1 Starts week beginning 18th September until Christmas break (Approx. 12 weeks)

9 Core Sess.1

Thursday28thSept

CLC East G101 -Module 1 Session 1Level 7 Study Skills and Preparation for Module 1 including Individual Training Plans

10 2 Thursday5th Oct.

CLC East G101 Module 1 Session 2 S8

11 3 Thursday12th October

CLC East G107 Module 1 Session 3S1 and S7

12 4Thursday

19th October

CLC East G107 Module 1 Session 4S2and S3Identifying programme reps.

23rd to 27th October Half Term/Reading WeekFocus Age Group 1 Assessed Observation (Summative) 30th October to -17th November

(Professional Tutors and Mentors observe the trainee together)14 5 Thursday

2nd

November

1. CLC East G107

2. TBC

Module 1 Session 5Formative Assessment – Presentations (2 groups)

Individual Presentations

Formative Assessment. Feedback from peers and tutors

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received on same day

15 6 Thurs, 9th November

TBC Module 1 Session 6S4 and S5

16 7 Thursday16th

November

CLC East G107 Module 1 Session 7S6Module 1 Evaluation

3-4 pm Staff and Tutor PGCert Programme Committee MeetingThursday 23rd November – Non Teaching Day - Tutorials (upon request)

18 10 Thursday 30th November

CLC East G107 Module 2 – Session 1Introduction to Module 2S8

Submission of 3000 word Assignment 1 by 9.30am

Summative Assessment Returned by 15th December

Progress Review Weeks with Professional Tutor and Mentor – 1st to 15th December – 2 trainees from each route will be moderated by another Professional Tutor(no University session 7th or 14th Dec)

University Christmas Break 18th December to 8th January

Focus Age Group 2/Placement 2 Begins Monday 8th January to 23rd March (approx. 8 Weeks)24 11 Thursday

11th JanuaryCLC East G101 Module 2 – Session 2

Focus upon S1 and S6Feedback from Moderation of assignment 1 markingProgress Review 1 Outcomes

25Start of

Semester 2

12 Thursday18th January

Rooms to be allocated for the duration of the modules/programme

Module 2 – Session 3S3Preparation for the Formative Assessment Exercise

26 13 Thursday25th January

Module 2 – Session 4Formative Assessment activity – presenting and developing project proposals

Formative Assessment Exercise

Formative Feedback provided by peers and tutors on the same day.

27 14 Thursday Module 2 – Session 5

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1st February a.m. S4p.m. Developing Academic Writing to inform assignment 2

Focus Age Group 2 Assessed Observation – 5th to 23rd February

28 15 Thursday8th Feb

Module 2 – Session 6a.m. S5 Supporting children with SEND and the role of the SENCOp.m . S2

29 16 Thursday15th Feb

Module 2 Day 7a.m. S7pm S8Identifying gaps in meeting Teaching StandardsArrangements for submitting AssignmentEvaluation of Module 2Preparation for assessed observations and expectations of reading week.

Half Term/Reading/Writing Week – 12th to 16th February(Durham) or 19th to 23th February (Newcastle) Submission ofAssignment 2 –

23rd Feb.

Summative Assessment returned by 23rd March

Progress Review 2 with Professional Tutor and Mentor 5th – 23rd MarchBetween 26th February and 23rd March , Focus age group 3: 2 weeks in Key Stage 1 and 2 weeks in placement according to individual needs.

Professional Tutors make contact and age group 4 is arranged and assignment 3 discussed and planned.(No University Teaching Sessions for these 4 weeks but Individual Tutorials available by appointment)

Focus Age Group 4 begins 26th March for approx. 8 weeks

35 17 Thursday29th March

Module 3 Day 1Introduction to ‘Policy and Contemporary Issues in the EarlyYears’ Modulea.m Leadership in a multi - agency context (S8)Preparation for assignment - choosing a contemporary issue and

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work based project – Linking to Policy - Formative assessment activity. Preparing for employment – Presentation from EYPS Supply AgencyUniversity Easter Holidays 30th March – 16th April

38 18 Thursday19th April

Module 3 Day 2a.m. Contemporary issuesp.m. Behaviour Management – Policy and PracticePreparing for the Formative Assessment Activity3-4 pm Staff and Tutor PGCert Programme Committee Meeting

39 19 Thursday26th April

Module 3 Day 3a.m. Formative assessment activity – Debating Policy and Contemporary issuesp.m. planning to write assignment 3 and preparing for the assessed observations

Formative Assessment Activity

Formative Feedback provided by peers and tutors on the same day.

40 20 Thursday3rd May

Module 3 Day 4a.m Policy and Contemporary Issuesp.m Contemporary issues

41 21 Thursday10th May

Module 3 Day 5a.m. Contemporary IssuesPreparing for submission of documentary evidence and supporting assignment completion. Preparation for the Progress reviewsp.m Policy and Contemporary issues

Focus Age Group 4 – Assessed Observation 14th to 25th May42 22 Thursday

17th MayModule 3 day 6Policy and Contemporary IssuesProgression and Employment – Opportunities and Preparation.

43 23 Thursday Module 3 day 7

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24th May Policy and Contemporary IssuesEvaluating Module 3

Half Term/Reading/Writing Week 28th May Submission of Assignment 3 by

3rd June

Summative Assessment

returned by 25th

June45 24 Thursday 7th

JuneExit Interviews (by appointment)Submission of Documentary Files in support of EYTS assessment

Submission of Documentary File

Progress Review 3 week with Professional Tutor and Mentor – 4th to 15th JuneTrainees who have deferred or require additional time will continue to work with the required age group until Teaching Standards have been met and/or required

placement time achieved.

Timescale of events leading to the award of Early Years Teacher Status: EYTS Internal and External Moderation at Northumbria – week beginning 12th June PGCert. Exam Board and External Moderation of academic work 14th June, Progression Board 21st June TBC NCTL Informed of outcomes end June 17 PGCert Award Ceremony at Northumbria – July 17 PGCert Certificates issued July/August 17 EYTS Outcome Letter Issued to Trainee by Northumbria and SD Teams – July 17 Early Years Teacher Status Certificate Issued by NCTL August 17

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Appendix 4

Early Years Teacher Status Trainee Performance CriteriaSeptember 2017 entry

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EYTS Performance Criteria 2017/18Teachers’ Standards

(Early Years)Much of trainee’s practice is outstanding and never less than consistently good

Much of trainee’s practice is good, with examples of outstanding practice

Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good

1. Set high expectations which inspire, motivate and challenge all children.

1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.

They constantly encourage children to participate in, and contribute to, an atmosphere that promotes learning and development.

Their practice promotes the characteristics of an effective learning environment and they have introduced innovative ideas/approaches for the provision of play.

They demonstrate independence and initiative in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children.

They are reliable in encouraging children to participate in, and contribute to, an atmosphere that promotes learning and development. They also involve colleagues in identifying strategies for creating a respectful and just environment.

They demonstrate autonomy in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children.

They encourage children to participate in, and contribute to, an atmosphere that promotes learning and development.

With support from colleagues, they are able to provide stimulating activities and learning experiences across the indoor and outdoor environment.

1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.

They use a range of sources of evidence (e.g. observations, shared information with parents/carers and colleagues, understanding of child development) to consistently set high expectations of children in different training contexts across age ranges – babies, toddlers and young children,

They are able to independently set high expectations of children in their different training contexts across age ranges – babies, toddlers and young children.

In the course of different setting/school experiences they have shown that they use their understanding of individual children’s needs to set developmentally appropriately high expectations, believing that all children have the potential to make progress.

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1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.

There are high levels of mutual respect between the trainee and children. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

They generate high levels of enthusiasm, participation and commitment to learning.

They are well respected by learners and effectively promote children’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

They confidently use strategies in place in settings to promote positive behaviour and can apply these appropriately in the context of the setting’s policies. They encourage children to reflect on their behaviour in order to identify positives.

They consistently demonstrate professional behaviour, respect for children, colleagues, parents and carers and support the ethos of the setting/school.

They demonstrate enthusiasm for working with children and young people and for teaching and learning.They are able to develop positive relationships with individual children and groups. As a consequence of this children are engaged in their learning

Expectation – for example by the end of the programme a trainee should be able to: Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others. Treat children with respect (e.g. know their names, give timely feedback). Model the use of appropriate language. Plan and teach sessions which challenge, motivate and inspire. Keep accurate and timely records. Establish a safe environment in which children treat each other with respect

Teachers’ Standards(Early Years)

Much of trainee’s practice is outstanding and never less than consistently good



2. Promote good progress and outcomes by children

2.1 Be accountable for children’s progress, attainment and outcomes

They systematically create opportunities for independent and autonomous learning.As a result, the majority of children make very good progress from their ‘starting point’.

They assume a high level of responsibility for the attainment progress and outcomes of the children

They regularly create opportunities for independent and autonomous learning.As a result, the majority of children make very good progress.

They assume responsibility for the attainment, progress and outcomes of the children they teach through their observation, planning and assessment.

They plan teaching and learning activities which encourage independent learning. As a result, all groups of children make at least satisfactory progress.

They understand how practitioners are accountable for the attainment, progress and outcomes of children and have taken some responsibility for this with

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they teach through their observation, planning and assessment..

guidance from the practitioners, Early Years Professional (EYP) or other professional.

2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.

They demonstrate confident judgement based on their knowledge of child development in planning for child progression both with individual sessions and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.

They demonstrate a sound understanding of child development and how to develop child learning over time, using independent learning and an appropriate level of challenge.

They are able to explain how effective teaching strategies are informed by an understanding of how children learn and offer a rationale for choices made in the context of practice.

2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.

They are skilled in tuning into children and model warm and responsive relationships promoting good attachments. They have a strong understanding of the benefits of positive attachments based on a theoretical grounding.

They are skilled in tuning into children and model warm and responsive relationship promoting good attachments.

They understand attachment theory and can support warm interactions with children, prioritising this aspect of practice and modelling this to others.

2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.

They actively promote engaging and effective methods that support children in reflecting on their learning. They plan activities that support sustained shared thinking with children and engage in high quality interactions.

They regularly provide children with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.

They support children in reflecting on their learning and identifying their progress and emerging learning needs. They engage in sustained shared thinking with children and promote quality interactions.

2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.

They are sensitive to all children’s needs and consider how to communicate and support all children, valuing their input and using active listening skills. They show high levels of interpersonal skills and emotional intelligence

They consider how to communicate and support all children, valuing their input and using active listening skills.

They are able to use active listening and emotional intelligence to create positive bonds with children.

2.6 Develop children’s confidence, social and communication skills through group learning.

They use planned and unplanned opportunities to enable children to play together in a way that promotes communication and interaction and which enable all children to make decisions and choices, to take risks in their learning and exercise self-control.

They are skilled in engaging children in group learning contexts, planned or unplanned, using strategies that help children feel confident in their interactions and communication with others.

They use planned and unplanned experiences that enable children to play together and where they can try out new activities and develop their communication skills.

2.7Understand the important influence of parents and/or carers, working in partnership with them to support the

They identify relevant information about children’s needs and circumstances, levels of development and past

They communicate effectively with parents/carers to identify information about children’s needs, development,

They recognise the important role that parents/carers play in children’s learning and development. They use a range of

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child's wellbeing, learning and development.

achievements through discussions with parents/carers. They plan provision carefully to meet children’s needs within the setting and implement strategies to support parents/carers to continue to engage in their child's play, learning and development in the home environment.

circumstances, interests and achievements and use this to inform provision. They pass on detailed information about children’s learning and development in the setting so parents/carers can support children at home on a regular basis.

opportunities to build equitable relationships with parents so that they can exchange information and plan effective provision to meet children’s needs.

Expectation – for example by the end of the programme a trainee should be able to: Demonstrate, in planning and teaching, knowledge of individuals’ attainment Identify and plan for all to include high attainers, children with SEN, those for whom English is an additional language Acquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by children Provide feedback to children and opportunities for them to reflect on their attainment and how to make progress. Identify and follow – up issues of under-attainment by children e.g. discuss with EYP, parents and wider professionals Can demonstrate their knowledge of attachment theory and the benefits this brings. Show their excellent communication skills with children of all ages, listening actively using emotional intelligence. Is clear on how to respond to non-verbal/pre-

verbal children and to support their developing language. Demonstrate quality interactions with children using sustained shared thinking. Work with parents to promote better outcome for children.

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3. Demonstrate good knowledge of early learning and EYFS.

3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.

They consistently demonstrate sound child development knowledge which enables them to plan independently, confidently and appropriately play based learning for babies and children, in a way that stimulates their thinking and interest, and facilitates progression for all children, both within the early years and later on at school.

They demonstrate a sound and well developed knowledge and understanding of early child development and use this effectively to plan for children’s learning in a way which meets children’s needs and interests and enables them to develop a positive disposition for future leaning.

They adequately demonstrate sufficient knowledge of child development and understand how children’s learning progresses across and within the age ranges. They demonstrate and understanding of how experiences within early years settings can be directly linked to progress at school.

3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations

They confidently demonstrate an in-depth and very well developed pedagogical subject knowledge and use this to consistently exploit learning opportunities and provide new and challenging experiences which extend learning for all children.

Using their knowledge of each child’s needs, they demonstrate effective strategies to implement provision which deepens existing learning, develops current interests and encourages children to engage in new experiences.

They can provide opportunities to encourage children to engage with new experiences and create an environment in which children are willing to try. They are able to respond to subject specific questions which learners ask in order to facilitate progress.

3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.

They adopt a critical, reflective and evaluative approach to the EYFS. They identify ways in which good practice within the EYFS can inform and support the next phase of leaning and development and ensure the curriculum is implemented in a way that meets the needs of all children and their families. They confidently and consistently demonstrate a secure knowledge of educational processes and the curriculum within Key Stage 1 and 2.

Taking an evaluative approach to the EYFS, they use and reflect on their experience, knowledge and understanding of providing a curriculum which takes into account the needs of children and their families. They have a good understanding of provision in Key Stages 1 and 2 and make good use of this knowledge to effectively support transitions.

They have a secure understanding of the prime and specific areas of learning and development within the EYFS and the principles which underpin them. In addition, they have a sufficient understanding of Key Stage 1 and 2 and can explain how provision in the EYFS lays the foundations for learning.

3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading

They independently draw on their extensive knowledge and understanding of systematic synthetic phonics and its role in teaching and assessing reading

They demonstrate a secure knowledge of systematic synthetic phonics and use this to effectively provide planned and unplanned experiences for children

They have sufficient knowledge of the use of systematic synthetic phonics in early literacy and effectively apply this, using appropriate strategies to activities

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and writing, to teach literacy and promote a love of books and reading very effectively across the 0-5 age phases

which promote a love of literacy and reading across a range of age phases

and experiences they implement with specific age ranges.

3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

They independently draw upon their extensive knowledge and understanding of the principles and practices of teaching early mathematics, using this to select and employ effective teaching strategies which promote curiosity, problem solving, reasoning and numeracy very effectively across the 0-5 age phases

They demonstrate a secure knowledge of the principles and practices of teaching early mathematics and use this to effectively provide planned and unplanned experiences for children which promote curiosity, problem solving, reasoning and numeracy across a range of age phases

They have sufficient knowledge of the use of principles and practices of teaching early mathematics and effectively apply this, using appropriate strategies to activities and experiences they implement with specific age ranges.

Expectation – for example by the end of the programme a trainee should be able to: Can the trainee demonstrate a sound understanding of curriculum content, planning methods and assessment strategies to effectively deliver appropriate

learning experiences across the age ranges? Do they demonstrate a knowledge of normative development for babies and children? Do they demonstrate a range of planning methods and styles of delivery to effectively engage children? Does the trainee demonstrate sound literacy and numeracy skills? Do they show an understanding of appropriate expectations for 0-5 year olds in the areas of literacy and mathematics? Can they demonstrate an awareness of how early educational experiences relate to progression within KS 1 and 2 and later life?

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4. Plan education and care taking account of the needs of all children

4.1 Observe and assess children’s development and learning, using this to plan next steps.

They are keen observers, able to make sense of what they see. By using their strong observation skills trainees can assess children’s development and plan stimulating activities to support next steps which meet the child’s interests and needs.

They are able to observe and assess children’s learning and plan activities to support next steps based on the child’s interests and needs.

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They are able to make meaningful observations and link these to their knowledge of the child and child development. This allows appropriate planning for next steps to take place.They employ a range of teaching strategies and resources.

4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.

They plan innovative sessions using well-chosen imaginative and creative strategies and that match individuals’ needs and interests.They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placements.

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 make a positive contribution to the development of curriculum and resources in their placement settings

They plan individual activities that are appropriately structured to support children in developing their knowledge, skills, understanding, interest and positive attitudes.They maintain the pace of the learning appropriate for babies, toddlers and young children, are able to respond flexibly to what is happening and have the confidence to adapt their practice in order to respond to the needs of the learners.

4.3Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.

They understand the key role parents play in supporting children outside of the setting/school. By deliberately forming strong relationships with

They know that parent partnerships are important in supporting the home learning environment and engage with parents appropriately.

They work with parents to support their children’s learning and development.

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parents they can encourage and develop the home learning partnership

4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.

They show a willingness to try out a range of approaches to teaching and learning

They can create an environment in which the learners are usually engaged

4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.

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 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 review and reflect on their own planning and implementation of learning experiences/opportunities and use their evaluations to meet the needs of the children more closely so that they build on and sustain progression in children’ learning.

They work collaboratively with more experienced colleagues, where appropriate to adapt and/or develop the setting/school’s plans, curriculum frameworks, etc.

Expectation – for example by the end of the programme a trainee should be able to:Plan in detail for all sessionsIndicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of learnersIntegrate assessment into planning and include evaluation and next stepsPlan activities which form a coherent programme and show how evaluation has informed planningBuild relationships with parents to support their child engagement in home learning.Demonstrate that their presence is emerging/developing/evidentBe able to follow plans and contribute to planning

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5. Adapt education and care to respond to the strengths and needs of all children.

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5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

They use emotional intelligence and relational pedagogy to promote enhanced children’s well-being. They are acutely aware of how to support babies, toddlers and young children.

They clearly recognise how to deal with any potential barriers to development. They have a range of strategies that they can apply to reduce these barriers and they respond to the strengths and needs of their children through the application of well-targeted interventions.

They are aware of a range of factors that are potential barriers to wellbeing and understand how to use some strategies to reduce these barriers.

They begin to deploy these strategies working alongside experienced practitioners as appropriate

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.

They use their strong knowledge and understanding of child development to work sensitively with all children. They show ethical practice at all times and treat all children and families with equity.

They are able to use their underpinning knowledge of child development to ensure all children can achieve, regardless of their circumstances.

They have a sound understanding of how young children develop and take account of this in their practice.

5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities,

They quickly and accurately discern their children’s strengths and needs and are proactive in differentiating and employing a range of effective strategies

They understand the needs of the children they look after and are able to support them to fulfil their potential.They are aware of how important

They know their children well enough to recognise their different needs and strengths and can provide a supportive environment for them.

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and be able to use and evaluate distinctive approaches to engage and support them.

to secure their progression, differentiating and stretching according to their needs. This is done in partnership with both parents and other professionals as needed.

They have an astute understanding of, and actively promote, effective inclusive strategies to ensure holistic wellbeing, development and learning of children.

children’s wellbeing is and employ appropriate strategies to support this. They are aware of inclusion and adapt provision accordingly to engage and support children.

They have some understanding of the challenges and opportunities of working in a diverse society and are able to identify strategies to promote inclusion.

5.4 Support children through a range of transitions

They are sensitive to children who may be undergoing a transition. They draw on their depth of knowledge of different transitions and their impact to support children’s well-being, working with families and others as appropriate.

They are able to articulate a range of transitions that children experience and can work with families to minimize the impact of children.

They support children and families through transitions and know how to promote the holistic wellbeing of all children. They employ strategies such as emotional intelligence and relational pedagogy to do this.

5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals

They carry out their own research to find out about a child’s needs and the support that may be available and initiate discussion with practitioners, parents/carers and, if appropriate, other professionals, to suggest ways of supporting children.

They are pro-active in identifying children in need of additional support and are confident in implementing strategies and approaches that will promote their learning and development. They work with parents/carer and other professionals to support the child.

With the support of colleagues, they can identify children who may be in need of additional support. They understand the process of putting support in place according to a child’s specific needs and recognise the importance of sharing information across a partnership of parents, practitioner and professionals.

Expectation - for example by the end of the programme a trainee should be able to:Demonstrate that they can use different approaches to support the learning and development of all children, according to their need, e.g. in questioning, in discussionUse different tasks for different children within a settingGive appropriate feedback to individuals according to their strengths and needsUse different resources to support learning of individuals within a settingPromote holistic wellbeing for all children and support families equitablyAre aware of the wide range of transitions and how they can promote and help children in these situationsIdentify children’ strengths and needs (see Standard 2)Discuss children’s progress with parents and wider professionals accessing support where appropriate, with confidence and knowledge

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6. Make accurate and productive use of assessment.

6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).

They are confident in making accurate assessments of children’ attainment against statutory frameworks (See Annex 1 Teachers’ Standards Early Years).

They independently use a range of assessment strategies very effectively to monitor progress and to inform future planning and practice.

They assess children’s progress regularly and work with them to accurately target further improvement and secure progress.

They are able to assess children’ attainment accurately against statutory frameworks (See Annex 1 Teachers’ Standards Early Years).

They effectively employ a range of appropriate formative and summative assessment strategies. They use these strategies to monitor children’s progress and to inform planning and practice

They independently monitor children’s progress and maintain accurate records setting clear and relevant next steps for individuals and groups.

They have a secure knowledge and understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks.

Their planning incorporates a range of formative and summative assessment strategies, designed to support children in making progress. They use these strategies to evaluate the impact of teaching on the progress of children and as a basis for modifying their practice where necessary.

With guidance from experienced practitioners, they monitor children’s progress and maintain accurate records setting clear and relevant next steps for individuals and groups.

6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child

They independently engage and work closely with parents and/or other professionals to ensure that they are an intrinsic part of the child’s assessment.

They ensure that parents form part of the assessment process and engage with other professionals as and when needed.

They work constructively with children, families and other professionals to share information about children progress in learning and development.

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6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.

By building strong parent partnerships they can ensure holistic support for children to progress and achieve their goals. This is achieved through use of regular constructive feedback and dialogue with both children and parents

They discuss assessments with children so that they know how well they have done and what they need to do to improve. They are aware of the importance of parents within the feedback loop and use formal and informal strategies to share information.

They provide appropriate feedback to children and parents/carers to help them to make progress.

Expectation – for example by the end of the programme a trainee should be able to: Acquire knowledge of assessment criteria for all stages and ages taught e.g. EYFS, NC levels Apply this knowledge in practice in marking summative assessments Routinely demonstrate use of formative assessment Use assessment data to inform planning Develop children’ understanding of their next steps in learning and development Work holistically with children, families and other professionals to assess and support children’s learning. Give feedback to children that encourages them to evaluate their own learning and promotes self evaluation

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7. Safeguard and promote the welfare of children, and provide a safe learning environment.

7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child

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 have good understanding of the legal requirements when working with the under 5’s and can independently act on this

They understand the legal requirements of working with the under 5’s and they employ practices which demonstrate this understanding.

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They understand, and work within, the legal framework in respect of health and safety, safeguarding and the promotion of children’s health and welfare.

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

They consistently have high expectations for children’s learning, development and well-being, and use a range of strategies to promote a safe environment. They employ appropriate practice in order to create an environment highly supportive of learning.

Using their understanding of policy and practice, they ensure that the environments is safe and promotes children’s health and safety and welfare This will be adapted depending on the age range of the children they work with

They are aware of the needs of the age ranges they work with and they promote an environment where children’s health and safety and welfare are paramount

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

They have a strong understanding of safeguarding and the underlying policy frameworks. They are clear on how to recognise when a child may be in danger and lead practice by being proactively alert. They work collaboratively with all staff to ensure children are protected.

Using their underpinning knowledge, they demonstrate that have a strong grasp of child protection issues. They are aware of how to recognize when a child is in danger and know what steps are needed to protect the child. They take opportunities to lead others to provide a consistent approach to safeguarding.

They are familiar with the setting’s child protection polices and their responsibility within them. They are proactive in ensuring all children in the setting are protected to the best of the trainee’s ability.

Expectation – for example by the end of the programme a trainee should be able to:30

Demonstrate they are aware of local and national policy and legal frameworks on safeguarding, health and safety, health and children’s wellbeing. They can employ exemplary practice to ensure children's wellbeing and health and safety is considered at all times. They have a strong knowledge of safeguarding and can take a lead role in protecting children; this may be demonstrated through their everyday practice, for

example, ensuring parents/carers or visitors abide by setting policies or contributing to the establishment of a safe working culture.

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8. Full wider professional responsibilities

8.1 Promote equality of opportunity and anti-discriminatory practice.

They are aware of social justice and use this understanding to promote equity. They value children and families as individuals and welcome them to the setting. They promote their equality of opportunities policies and challenge appropriately those who do not do the same.

They ensure all children and families are treated fairly and with equity. They are aware of equality of opportunity and ensure they and their colleagues follow this principle

They understand issues relating to social justice and promote equality of opportunity for all.

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8.2 Make a positive contribution to the wider life and ethos of the setting.

They actively extend their knowledge of working with the under 5s so that they can take the initiative in making a significant contribution to the wider life and ethos of the setting/school.

They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the setting/school.

They understand and are able to support the ethos of the setting/school and make a contribution to the wider life of the setting/school in appropriate ways.

8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.

They build strong professional relationships and are pro-active in bringing colleagues together to work collaboratively to enhance provision for children.

They are pro-active in seeking opportunities to communicate, both verbally and in writing, with parents and carers in relation to children’s achievements and well-being, in formal and informal situations. They are effective in communicating with parents/carers in relation to individual child emergent needs.

They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so.

They communicate effectively, both verballyand in writing, with parents and carers in relation to children’s achievements and well-being.

They can build professional relationships with various colleagues and demonstrate the skills to work collaboratively.

They communicate with staff to assist in supporting the progress and achievement of individual and groups of children.

They recognise the importance of communicating with parents and carers in supporting children’s achievement and monitoring children’s well-being.

8.4 Model and implement effective education and care and support and lead other practitioners including Early Years Educators

They actively engage in activities (e.g. research/reading/training) that ensure they are implementing early years care and education of the best quality.

They are proactive in creating opportunities

They ensure that they are up to date with current ideas about what is good practice in early years care and education. This has a direct impact on their own practice and they share their knowledge with other practitioners.

.They have sufficient knowledge and understanding of early years care and education to enable them to implement provision that promotes children’s wellbeing and supports their learning and development.

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where they can share their knowledge with other practitioners to support the implementation of good practice across the setting/school

They are willing to share their knowledge with others to help them develop their practice.

8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.

They are proactive in seeking advice from relevant professionals in relation to children with individual needs.

They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. Where appropriate, this is cascaded to the team. They take a proactive stance in providing feedback to staff about changes and developments in the sector.

They know when to ask for advice and guidance from colleagues or specialist staff about individual children with specific needs. This is shared with other staff in the setting/school where appropriate.

They are pro-active in developing their own professional learning, through research/training/sharing good practice. They seek out and value the feedback from more experienced colleagues, and use it to further develop their own practice and leadership.

They are supported to identify when it is appropriate to ask for information and advice from colleagues or specialist staff about individual children with specific needs.

They are responsive to advice from more experienced colleagues in relation to developing their practice and leadership.

8.6Reflect on and evaluate the effectiveness of provision, and shape and support good practice.

They are highly effective in setting and monitoring personal professional development targets and use this to enhance their practice and leadership.

They engage others to reflect on the quality and effectiveness of the provision and use this to lead action planning and the implementation of enhancements which promote good practice.

In evaluating their own practice and leadership, they are pro-active in identifying personal professional development targets and identify opportunities to address and meet these targets. They review their targets independently to ensure that they are being addressed.

They use their evaluations of practice to identify enhancements and opportunities which will promote positive outcomes for children.

In evaluating their own practice and leadership, they are able to identify personal professional development targets and identify opportunities to address and meet these targets, with the support of colleagues.

They can evaluate practice and contribute to the development of the setting/school to promote children’s outcomes.

8.7 Understand the importance of and contribute to multi-agency team working.

They demonstrate understanding of how the holistic knowledge of children and families that they have as an Early Years Teacher makes a significant contribution to multi-agency working. They consistently contribute to processes and procedures that will inform the work of a multi-agency team.

If working in a multi-agency team, they can take a lead role in sharing their knowledge and expertise to support children’s outcomes.

They use their knowledge and understanding of children and their families to contribute to processes and procedures that will inform the work of a multi-agency team.If working in a multi-agency team, they are confident in sharing their knowledge and expertise to support children’s outcomes

They recognise the benefits and challenges of working in a multi-agency team

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Expectation – for example by the end of the programme a trainee should be able to: Show how they promote equality of opportunity and model this to others Appropriately challenge practice as and when needed to ensure all children and families are respected. Engage with the setting to widen and support the ethos Assisting with extra-curricular activities Communicate with parents (letters, parents evenings, etc.) Work effectively with staff Contribute to feedback on quality improvement and develop action plans to support this. Establish good working relationships with colleagues Contribute to a multi-agency team, either in person, or in other ways, such as sharing information with colleagues, ensuring that record keeping/documentation is of a high

standard/taking appropriate action if concerned about a child

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