BA(Hons) Early YearsEducation Programme Handbook by Jacqui Basquill

Programme Handbook

BA (Hons) Early Years Education Full Time Programme

2015-2016

Disability Support Services Statement  

SpLD (Specific Learning Difficulties) Support Team Inclusion Team (Physical and Mental Health)

Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is important to contact us as early as possible. SpLD Support Team: Based in the University Library, 1st floor You can contact us in relation to:     

SpLD assessments (Dyslexia, Dyspraxia) Specialist SpLD support Using assistive technology Applying for Disabled Students’ Allowances (DSA) Visual stress / Meares-Irlen

The Inclusion Team: Based in the Student Information Centre (SIC), ground floor If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you on:    

Applying for Disabled Students’ Allowances (DSA) Specialist and/or personal support ‘Reasonable adjustments’ to learning, teaching and assessment Accessible facilities and equipment

SpLD Support Team In person: University Library, Ormskirk, 1st floor Tel: 01695 584372 E-mail: SpLD@edgehill.ac.uk

The Inclusion Team In person: SIC, Ormskirk, ground floor Tel: 01695 584190 E-mail: InclusionTeam@edgehill.ac.uk

Equality and Diversity – Policy Summary Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’ The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background. The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities. The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate. The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them. Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University.

Making Contact Students are encouraged to make any concerns known. The first point of contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student services@edgehill.ac.uk). The Student Information Officer will refer you on to an individual member of staff as appropriate.

A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.

Contents

Page no.

Disability Support Services Statement

Equality and Diversity

Welcome

Introduction

Roles and Responsibilities

Overview of Programme

Trainee Voice

Edge Hill Studentsâ&#x20AC;&#x2122; Union

Quality Assurance and Quality Enhancement

Teaching, Learning and Assessment

EHU ITT Professional Practices

Lines of Communication

Useful Contact Information for Trainees

The Role of the Personal Tutor

Employability, including References

Timetables and Assessment Schedules (XX Grids)

Code of Conduct

Attendance Expectations

Academic and Professional Review Meetings (APRM)

Exceptional Mitigating Circumstances (EMC)

Trainee Project Proforma

Assignment Extension Policy

On Programme Self Declaration Procedure

(updated 25.6.15) 4

Safeguarding â&#x20AC;&#x201C; Management of a Cause for Concern

Teaching Standards

(updated 25.6.15) 5

Welcome Welcome to the Programme The Early Years Team welcomes you to the BA (Hons) Early Years Education Programme and wishes you well with your studies. The programme is an exciting and innovative grounding in early years education designed to provide you with a high quality education and training experience and prepare you for work in the challenging and rewarding UK early years sector. You will work closely with the Teaching Standards (Early Years) and in either before you begin or in Years 1 or 2 will have the opportunity to apply for the Early Years Teacher Status - Undergraduate Route which you will work towards in over the remaining time on your programme. The experienced early years teaching and placement team will endeavour to provide a learning experience that will challenge you, whilst providing a rich combination of work-based and classroom-based opportunities to learn and develop to your full potential in this field. The course requires a great deal of commitment from you the student, and in turn will provide both personal enrichment and assist your future professional and vocational development. We aim to make your studies lively and interesting by providing high quality teaching, guidance and support. In return, we expect that you will actively engage with your own learning and participate with other programme members in paired and group activities. We recognise your commitment and value your feedback on how the programme is designed and delivered and your comments will make a valuable contribution towards shaping and refining the course still further.

The Team

Tim Lucas

Jackie Sumner

Jacqui Basquill

Luise Masterson Susan Westmoreland

Jan Ellis

Introduction This handbook is designed to provide you with a range of essential information relating to the background, content and overall structure of the programme. It should also answer some of the initial questions you may have about academic study. Module handbooks provide greater detail of each module. This handbook will show you what is expected throughout the course and support you in managing your time effectively. Please note however that some content may change and evolve as the course progresses. Your tutor will inform you where this is the case and updates will be made available via Learning Edge. Delivery of the programme The delivery of this programme will consist of face-to-face taught sessions supplemented by on-line activities, student-based activity, personal reflection and provision-based training (placements). All of the modules will combine face-to-face delivery with some online learning or individual tutorials. You will be fully trained in the use of Learning Edge, Edge Hill Universityâ&#x20AC;&#x2122;s Virtual Learning Environment during your induction session with Learning Services followed by a workshop later in the term. If you decide to access the information at home you will need access to the Internet. Sessions run over 10-week blocks normally with an Enhancement Week included at the mid-module point. Work-experience placements are a compulsory part of the programme and will be undertaken on 2 days of the week as agreed with the Placement Development Coordinator. Working hours will be agreed with each placement provider, but will typically be between 9am and 5pm each day. Each placement day must last for a minimum of 7 hours. (See separate Placement Handbook for more detail. Independent Study and Directed Learning: There is an expectation commensurate with the academic level of this degree programme that students will undertake a significant amount of study outside the classroom. Tutors will remind you of this during module inductions. Taught sessions will be supplemented by required reading, online activities, assignment work and the completion of a Personal Development Portfolio alongside a number of placement related tasks. Students will also be required to work together in study groups on occasions to complete seminar activities which may include short presentations.

Roles and Responsibilities

Programme Team Jacqui Basquill Jackie Sumner

Course Leader Year one and three Leader Senior Lecturer Early Years Year Two Leader

basquilj@edgehill.ac.uk

01695 587337

sumnerj@edgehill.ac.uk

01695 654319

Administrative Staff Professional Support Team

EarlyYearsPartnership@edgehill.ac.uk 01695 584556

Management of the [Early/Primary/Secondary/Further Education and Training] Area Karen Boardman Dr Tim Lucas

Head of Early Years

boardmak@edgehill.ac.uk 01695 650766

Assistant Head of Area

lucast@edgehill.ac.uk

01695 584727

You will be supported in a great many ways during the year. The following people will work with you closely during your time on the Programme:

Personal Tutors 2015-2016 Heidi Winrow Judith Farrell Susan Mullin Jackie Sumner Rob Randall Liz Ludden Jacqui Basquill

Personal Tutor Year 1 Personal Tutor Year 1 Personal Tutor Year 1 Personal Tutor Year 2 Personal Tutor Year 2 Personal Tutor Year 2 Personal Tutor Year 3

The Personal Tutor as identified above is the named person who will work with you throughout the year to support your academic and setting-based progress.

Module Leaders

Module Code

Module Title

Module Leader

EYT1000

Personal and Professional Development

Jan Ellis

EYT1001

Prime Areas of Learning

Jackie Sumner

EYT1002

Child Development

Susan Westmoreland

EYT1003

Early Years Pedagogy

Jan Ellis

EYT1004

The Inclusive Early Years Setting

Jan Ellis

EYT2000

Rob Randall

EYT2002

Personal and Professional Development Specific Areas of Learning (Mathematics and Literacy) Working Collaboratively

EYT2003

Transitions

Jacqui Basquill

EYT2004

Jacqui Basquill

EYT3002

Introduction to Early Years Research Personal and Professional Development and Employability Specific Areas of Learning (Understanding the World, Expressive Arts and Design) Leadership in the Early Years

EYT3003

Exploring the National Curriculum

Jacqui Basquill

EYT3004

Early Years Research

Jacqui Basquill

EYT2001

EYT3000 EYT3001

Jackie Sumner Jacqui Basquill

Tim Lucas Jacqui Basquill Jacqui Basquill

Overview of the Programme Level EYT1000 EYT1001 4 Personal and Prime Areas of Professional Learning Development

EYT1002

EYT1003

EYT1004

Child Development

Early Years Pedagogy

The Inclusive Early Years Setting

30 Credits Level EYT2000 5 Personal and Professional Development

30 Credits EYT2001

20 Credits EYT2002

20 Credits EYT2003

20 Credits EYT2004

Specific Areas of Learning (Mathematics and Literacy)

Working Transitions Collaboratively

Introduction to Early Years Research

30 Credits Level EYT3000 6 Personal and Professional Development and Employability

30 Credits EYT3001

20 Credits EYT3002

20 Credits EYT3003

20 Credits EYT1004

Specific Areas Leadership in of Learning the Early (Understanding Years the World, Expressive Arts and Design)

Exploring the National Curriculum

Early Years Research

30 Credits

20 Credits

30 Credits

20 Credits

Aims of the Programme The aims of the BA (Hons) Early Years Education are to enable students:   

to develop a theoretical framework, which will underpin their professional practice to show systematic knowledge and understanding of current legislation, frameworks and initiatives, in order to meet the needs of children, families and communities to reflect on and evaluate existing practice in relation to the Teacher's Standards (Early Years) in order to initiate and lead quality improvement

. It is a programme of professionalism, creativity and a commitment to effective, dynamic practice and teaching in working with young children which also aims to develop:  knowledge and understanding of early childhood development  problem solving, thinking skills and appropriate research methodology.  an understanding of the importance of the key factors that impact upon children's learning and development 10

ď&#x201A;ˇ ď&#x201A;ˇ

progression and transition from the Early Years Foundation Stage to Key Stage 1 and Key Stage 2 experience of working in early years settings supporting children's learning and development through leading practice

The BA (Hons) Early Years Education is a full time programme where students will develop as independent learners capable of critically evaluating their learning and setting appropriate targets for their own future development. The programme will develop knowledge, skills and understanding to support a possible future career within the children's workforce in early years settings. This degree will prepare students' knowledge and understanding well beyond that required of the Teacher's Standards (Early Years). The programme will seek to be as attractive and as accessible as possible to applicants with a wide variety of qualifications and interests. In order to meet the varying learning needs of students embarking upon the programme, the modules will be pivotal in developing academic and key transferable skills. A planned, progressive programme of study skills support, which complements the support available from the University, will be embedded within this programme. In addition, students will receive structured support from personal tutors who will be able to guide and support students in relation to their individual needs. The programme is designed to encourage students to become â&#x20AC;&#x2DC;lifelong learners'. Students will be encouraged and supported in developing personal study targets from the point of application onwards, and will be encouraged to progress to independent research at the end of their programme. Progress will be mapped through regular reviews of their Personal Development Portfolio. Opportunities will also exist for students to pursue aspects of personal study through the professional practice and research modules. Assessment methods will also allow students a degree of choice of the topics researched, through negotiated selection of areas of focus for assessment research.

Students’ Voices “All students should have the opportunity to be involved in quality enhancement and assurance processes…….. In considering approaches it is important that higher education providers create a culture and environment where students are encouraged to take up the opportunities on offer.” Chapter B5, QAA Quality Code Our aim within the Faculty of Education is to go beyond mere consultation, or representation of students in decision-making, and to try and create a genuine partnership with each and every student. We believe that where a genuine partnership exists, students not only identify enhancement opportunities but also offer ways to take forward those enhancements. Our principle means of developing this partnership is to create an environment in which all parties feel valued; and to create a wide range of opportunities for any student to engage in dialogue which leads to educational enhancement and assurance of quality. The following list sets out some of the main ways in which every student can have a voice within their programme: o o o o o o o

Evaluation; including The National Student Survey and The NQT Survey Staff-Student Consultative Forums (SSCFs) Focus Groups Boards and Committees Course Representation Curriculum Development Personal Tutor discussions

The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice to be recognised, celebrated and built upon; and secondly, it allows areas for improvement to be identified and acted upon. In the past year students have fed back many positive things relating to BA (Hons) Early Years Education; and, in addition, have raised the following points:  Students commented that teaching and learning across the programme was stimulating. They also commented that there was a lot of enthusiasm and passion in teaching practices by the course team.  Students felt that they were supported well by their academic tutors  Trainees reported high levels of satisfaction with their assignment feedback, confirming that this was received within agreed timescales. They felt that they received good constructive comments and that their Tutor was very approachable and helpful. They feel that they have a good student/tutor bond with all their tutors and know that they can contact them if they have any issues Based on all of the helpful feedback received the programme team has undertaken the following enhancements  Purchase of high quality Early Years resources identified by students as being useful whilst studying on the programme.  Visits to China Town (Liverpool).

 

Visit to Outstanding Early Years Setting. Visit to Merseyside Maritime Museum.

In 2015-16 the following enhancements are also planned     

Visit to Seven Stars Early Years Development Centre (Leyland). Forest School Experience. Paediatric First Aid training. Expert Speakers for example from the Faculty of Health and Social Care. Further purchases of Early Years resources and equipment to enhance the programme.

The table overleaf sets out the ways in which the student voice will be captured during the coming academic year.

Student Voice Overview

September

Potential Students

October

November

December

January

February

March

April

May

June

End of year ‘Big Evaluation’

Focus Group

July

Aug.

Feedback questionnaire after each open event/recruitment event Feedback questionnaire after each interview, including questions about the rigour of the selection process

Students

First Week/ Induction Day Survey

Partnership Programmes Board

HoA Focus Group

Faculty Board SSCF Student Consultative Meeting 1

Mid-year ‘Big Evaluation’

NSS Survey

SSCF Student Consultative Meeting 2

ISS Survey

Faculty Board

Partnership Programmes Board

Faculty Board

Feedback to students after: SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’ Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees.

Staff-Student Consultation The process of Staff-Student Consultation is set out below: Year Group

Programme

Area

Aim – To gather feedback at individual course and/or year level within the programme in order to celebrate achievements and successes, and to identify any issues; and provide prompt, on-going feedback.

Aim – To gather feedback on the programme as a whole in order to celebrate achievements and successes, and to identify any issues; and provide feedback via the production of the Staff-Student Consultative Forum (SSCF) Meeting Summary, within an agreed timescale.

Aim – To gather feedback across the Area in order to celebrate achievements and successes, and to identify any issues; and provide prompt feedback to students via the production of the Staff-Student Consultative Forum Meeting Summary, within an agreed timescale.

1 / 2 consultative representatives per group to be elected and trained in role

A minimum of two SSCFs per year to be planned

Programme Leader and SU to train all consultative representatives, and to confirm processes/expectations at the start of the year

For undergraduate programmes 1-3 trainees to attend from each year (undergraduate).

On-going feedback mechanisms to be established via e-mail/Blackboard, as appropriate, and Year Leader/Course Leader to receive on-going feedback Year Leader/Course Leader to produce an overview of actions on a termly basis for management team review Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report

Number of focus groups per year to be planned by the Head of Area or Assistant Head of Area

Timing to be planned by the Head of Area or Assistant Head of Area

For PGCE programmes, a representative from each group to attend

Chaired by Head of Area or Assistant Head of Area

Chaired by Programme Leader

Year Leaders to attend and appropriate partners

Minutes of meetings discussed, and actions confirmed, with Area Management Team

Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report

Focus to be confirmed but linked to Area priorities and issues raised at previous stages of the process across all programmes

Quality Assurance and Quality Enhancement External Examination Degreeâ&#x20AC;?awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which they lead; and the external examination system within UK higher education is one of the principal means for assuring both. Within the Faculty of Education we work with External Examiners and External Consultants, according to the needs of the Area; and both of these roles are taken by experts in their subject, or field of work. The External Examiner is a colleague from another Higher Education Institution, and the External Consultant is a colleague from a setting, school or college. External colleagues are independent experts who has no significant prior association with the programme team. Our externals are valued partners at Edge Hill University and the work they undertake allows programme teams to be assured of the quality of the programmes delivered and, at the same time, supports programme teams in identifying enhancement opportunities in order to continue to improve programmes. All external colleagues will visit a sample of trainees on placement, will observe them teaching, and may look at traineesâ&#x20AC;&#x2122; files. They will also talk with school colleagues. All of these activities allow externals to judge the quality of the programme being delivered. Externals also review samples of assessments in order to judge the accuracy and fairness of marking being undertaken; and, they will meet with a group of trainees at the university to discuss all aspects of their studies. At the end of the year externals attend the relevant assessment boards in order to confirm that the marks and awards being made are made fairly and rigorously. At the end of the examination process external colleagues write a report which outlines their findings, observations and judgements. This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are located in the relevant area of the VLE for you to read; along with the programme teamâ&#x20AC;&#x2122;s response to the report. The External Examiner(s) for your programme is/are: Dr Pam Jarvis; Senior Lecturer, Institute of Childhood and Education, Leeds Trinity University.

It is not appropriate for trainees to contact externals individually, however, many of you will have chance to talk with them as outlined above.

Teaching, Learning and Assessment The Faculty of Education’s approach to teaching, learning and assessment is built around a concept of a learning entitlement for all students/trainees that includes: 

programmes that provide academic and professional challenge and which are underpinned and informed by practice based research



explicit engagement that addresses learners’ academic and professional needs and develops their relevant skills and knowledge



a focus on learner centred approaches to teaching, learning and assessment



provision of a wide range of pedagogies designed to role model excellent practice and to promote effective learning opportunities



the effective integration of new and emerging technologies designed to enhance the learning potential of sessions, modules and programmes



assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes



comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement



opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the programme of study

Edge Hill University Professional Practices Whilst on Professional Practice, a trainee’s first point of contact with the University will be their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee in advance of the Professional Practice and provide their contact details. In the event that the trainee is unable to contact their tutor on an urgent matter, they must contact their Professional Practice Leader, who will direct the trainee to an appropriate member of staff. Professional Practice allocations Professional Practices are normally secured on behalf of all trainees by the Faculty Team. However, if a trainee is aware of a school/college/setting which they feel might provide a Professional Practice for them, as they have previously undertaken voluntary work there, a trainee can make direct contact with the school, college/setting. A Professional Practice Assistance Form will need to completed and signed by the setting. Please note, this may not mean that this is where the trainee undertakes their next Professional Practice as a Quality Assurance check needs to be undertaken to ensure the training the trainee will receive is of high quality. Timing of Professional Practices Due to the large variety of schools, colleges, settings within our extensive partnership we need to be flexible. This means that a trainee may start or end their Professional Practice at different points within a specific window of time. There are also occasions where schools withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results, changes in staffing, illnesses and maternity covers etc). If, for any of these reasons, the trainee begins their Professional Practice later than other trainees in their cohort, the trainee will continue to progress and develop through the delivery of an enhanced training programme. The trainee will continue as a full time trainee and have the opportunity to experience other aspects of the programme that their peers will engage with later on in the programme, for example a short placement at an SEND school. The programme is designed to be flexible so that aspects can be moved around in order to ensure that differences in Professional Practice dates and in training needs can be accommodated. Deferred Professional Practices A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional Practice after its commencement for reasons beyond their control. In this situation, the trainee will need to contact their Edge Hill University tutor and arrange to submit an application for acceptance of Exceptional Mitigating Circumstances. This is usually termed an ‘EMC’. Once an EMC has been accepted, the Faculty team will work towards securing a repeat Professional Practice. Where possible, this will normally be within the same academic year, so as to cause minimal disruption to the training programme. This requires special negotiation with schools, colleges, settings because of the unusual timing of the Professional Practice. The trainee will be informed as soon as possible, but please maintain contact with the Programme Leader and engage in some voluntary work whilst awaiting confirmation. Ensure that contact details are up to date and known to both Academic Registry and to the Programme Leader. 19

Referred Professional Practices A Professional Practice is termed ‘referred’ when a trainee is required to repeat it as a result of having been graded as a ‘4’ on the grading criteria identified for that professional practice. In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s needs and provide very specific support. Obviously, this requires special negotiation and a careful choice of setting. The trainee will need to be patient throughout the process; where possible, the repeat Professional Practice will occur within the same academic year. However, where there are issues of time available and limited offers, it may be necessary for this to be undertaken at the beginning of the following academic year. A trainee is not automatically entitled to a ‘referred’ Professional Practice; this will be offered at the discretion of a Faculty School Experience Assessment Board. Contact Details for Professional Practice Any change in a trainee’s address or contact details, a trainee must ensure that they update the trainee Go Portal as appropriate, to ensure all information at the time of allocation is completely up to date. Blackboard Learning Edge Trainees are requested to access blackboard on a regular basis and also to check their Edge Hill email accounts, which will be used for urgent communications. As these are accessible through the Go Portal, it is a positive way of strengthening and fostering collaboration between trainees whilst on Professional Practice, enhancing the overall reflective experience. This is where you will be notified of your Professional Practice allocation Travel and Accommodation Policy If costly travel is incurred by a Professional Practice, then support towards your expenses may be claimed for, that is for any distances over and above that which equates to your normal journey from home to the university. Claim forms (known as Trainee Expense Forms) are available from the Faculty of Education Information Desk. The entire travel policy document can be found on the VLE. Occasionally there may be opportunities for trainees to complete a Professional Practice at a location that is an unreasonable distance from the home address and in these instances accommodation will be provided by Edge Hill University. Full details can be found in the Travel and Accommodation policy on the VLE. Additional support with other expenses, whilst on a remote Professional Practice can be found in this policy.

Additional information related to Professional Practices  



 

Issues of a more practical nature, such as transport, finance, etc., should be raised by completing the appropriate form, available from the FoE Reception Any concerns or personal issues regarding the Professional Practice, e.g., medical conditions, personal issues, financial issues, etc., should be reported within one working day of the notification of the Professional Practice by completing a Professional Practice Rejection Form, obtainable from FoE Reception. This will then be scrutinised by both the Professional Practice Leader and Course leader, who will need to support the submission, and the Assistant Head of Area/Head of Area who will make the final decision. Please be aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required. All trainees should have considered all other options, e.g., submitting a Transport Request Form (when required travel is very difficult), or applying for additional funding (when genuine financial hardship is a factor), as the refusal of a Professional Practice Rejection Form could result in failing the Professional Practice on a technicality, i.e., a trainee has been offered a suitable Professional Practice but have declined it. Trainees must complete a minimum number of days/hours in school/college/setting. If a trainee does not complete these days, they will not be compliant and they cannot be recommended for QTS at the end of the Programme. Trainees may need to make up extra days at the end of the Professional Practice. Trainees should work alongside qualified teachers when planning out of school/college/setting activities. The final arrangements and risk assessments must always be carried out by a qualified teacher. Some trainees and schools/colleges/settings will be visited by External Examiners during the final week of the experience. Details of External Examiner visits will be shared nearer the time. The role of the External Examiners is to act as critical friends to Edge Hill University and to offer views about how we can develop and improve our provision. Their role is not to visit trainees and schools/colleges/settings in order to make judgements about their performance.

Lines of Communication: Who do I ask if I have a query or a concern? If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group, including booklets and notices on Learning Edge? Have you checked with your members of your peer group?

If you have a personal concern or an academic query (e.g in relation to your academic writing)

If you have a concern or query in relation to your professional practice.

If you have a query relating to a particular module (including the content, tasks or assignment)

Please make contact with your Personal Tutor initially via email to arrange a time to meet. Your personal tutor will usually be able to resolve your issues or direct you to the most appropriate point of contact.

If your professional practice has not yet started please contact your personal tutor If your professional practice has started then please contact your Mentor (school based trainer) or your Visiting Tutor (Edge Hill based trainer).

Please contact the individual module tutor who teaches you for that module in the first instance.

Your module tutor will usually be able to resolve your issues, however, if necessary they may be referred to the Module Leader.

If necessary your personal tutor, visiting tutor or module leader will refer your queries or concerns on to your Year Leader. NB: Due to data protection we cannot discuss your training with anyone other than you.

Certain matters may be referred by the Year Leader, to the Programme Leader. NB: You should not make contact with the Dean of Education or the Head of Area.

For wider support outside the faculty please access support from Student Services or Learning Services. Student Services for Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday Tel –- 01695 584554 Leaning Services for Library/ IT help / Media Facilities /SpLD support

Tel – 01695 650800

https://www.edgehill.ac.uk/studentservices/student-information-desk/

Email, live chat or text message – ehu.ac.uk/askus

https://www.edgehill.ac.uk/ls/about/

Useful Contact Information for Trainees Careers Service Website: http://www.edgehill.ac.uk/careers/ Tel: 01695 584866 (out of hours answer machine available) Email General Enquiries: careers@edgehill.ac.uk Address: Careers Office - Student Information Centre (ground floor), Edge Hill University, St Helens Road, Ormskirk, L39 4QP.

Learning Services (including support services) Website: http://www.edgehill.ac.uk/ls/ Tel: 01695 584286 Email: enquiries lsdesk@edgehill.ac.uk Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/

Finance The Student Financial Support Team is based in the Student Information Centre at Edge Hill.

Academic Registry Academic registry is based in Student Information Centre (SIC) Tel: 01695 584554 â&#x20AC;&#x201C; Academic Registry Helpdesk Accommodation Email: www.edgehill.ac.uk/accommodation.

Counselling Tel: 01695 650988 Email: counselling@edgehill.ac.uk

The Role of the Personal Tutor What is a Personal Tutor? The Personal Tutor sits at the centre of the student ‘goal setting process’, linking together all aspects of a programme to ensure that each trainee is supported and challenged rigorously throughout their training within the Edge Hill University Partnership, in order to achieve their full potential. The Personal Tutor, will ‘own’ the progress and training of each trainee they work with, and be responsive and accessible when issues arise. They will report on their work at regular intervals throughout the year, demonstrating how each of their trainees is developing into a highly reflective and critical practitioner who evaluates his or her own practice and the impact this has on pupil progress and achievement, thus ensuring that each trainee makes outstanding progress. This is a personalised role for each trainee dependent upon their prior experiences, achievement and individual training needs.

What does a Personal Tutor do? The role of the Personal Tutor will vary depending upon the year of the programme a trainee is in. All Personal Tutors will receive training before they undertake the role and will receive staff development in this area as required. Their focus will include:

Undertaking scheduled tutorial meetings with tutees (a minimum of 3 during the year)



Tracking and monitoring of trainee progress and logging this centrally, and intervening when required



Being available to offer advice and guidance during Professional Practices



Offering support when required regarding training; and communicating with trainees regularly



Guiding trainees in relation to personal employability.

What should you as a trainee do? You should engage fully in all scheduled Personal Tutor meetings; and attend Personal Tutor meetings ready to engage in discussions about your progress and goals. This includes the completion of pre-meeting tasks as appropriate. You should ensure that copies of relevant information are made available for Personal Tutors at planned meetings, such as Professional Practice End of Placement Forms. You should ensure that your Personal Tutor has all your current contact information. You should ensure that all your relevant teaching files, subject knowledge folders and Standards portfolios are maintained and up to date, as a Personal Tutor may wish to see these at any point.

It is to be emphasised that working with a Personal Tutor is a two way process and trainees are expected to prepare for Personal Tutor meetings in an appropriate way.

Please also refer to the diagram in this booklet which will guide you in understanding the most appropriate sources of support throughout your time on the programme if you have a query or a concern.

Employability Including References Employability/Applying for Jobs Support from Edge Hill University You will be given advice on job applications within your taught sessions. Further written advice is available from the Careers Centre, located on the ground floor of the Student Information Centre. To find out further information about the Careers Centre you can also visit:

http://www.edgehill.ac.uk/careers/

References When applying for jobs, you should state your first referee as your current/most recent employer. Edge Hill University are only able to provide you with a trainee reference.

Timetables and Assessment Schedules 2015/16 BA (Honours) Early Years Education Leading to EYTS -

Week beginning

Week

Year 1

Mon

Tues

Wed

Thurs

Fri

EYE 1000/1002/ 1003/1004

Placement

EYE 1001

Independent Study

31 August 15

7 Sep 15

14 Sep 15

21 Sep 15

First Week

28 Sep 15

5 Oct 15

12 Oct 15

19 Oct 15

26 Oct 15

2 Nov 15

9 Nov 15

16 Nov 15

23 Nov 15

30 Nov 15

7 Dec 15

14 Dec 15

21 Dec 15

Christmas Break

28 Dec 15

4 Jan 16

Assessment Dates

EYT1003A Assessment Week SSCF1

EYT1000 Portfolio Review 1

EYT1003B

Assessment Week

Activity Plan EYT1001

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

EYE 1000/1002/ 1003/1004

Placement

EYE 1001

Independent Study

11 Jan 16

18 Jan 16

27 Jan 16

1 Feb 16

Assessment Dates

EYT1002A

X X

8 Feb 16

15 Feb 16

22 Feb 16

29 Feb 16

7 Mar 16

14 Mar 16

21 Mar 16

28 Mar 16

4 Apr 16

11 Apr 16

18 Apr 16

25 Apr 16

EYT1000 Portfolio Review 2

X Activity Plan EYT1001

Assessment Week

SSCF2

EYT1002B

Easter Holidays

EYT1000 Portfolio Review 3 Activity Plan EYT1001

EYT1004A Presentation

X EYT1001

2 May 16

9 May 16

16 May 16

23 May 16

EYT1000 Submission of Portfolio EYT1004B

Assessment Week

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

EYE 1000/1002/ 1003/1004

Placement

EYE 1001

Independent Study

30 May 16

6 Jun 16

13 Jun 16

20 Jun 16

27 Jun 16

4 July 16

11 July 16

18 July 16

25 July 16

1 Aug 16

8 Aug 16

15 Aug 16

22 Aug 16

Assessment Dates

EYT1000 Action Plan Focus Group

BA (Honours) Early Years Education Leading to EYTS - Year 2

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

Independent Study

EYE 2000/2002/ 2003/2004

Placement

EYE 2001

31 August 15

7 Sep 15

14 Sep 15

21 Sep 15

First Week

28 Sep 15

5 Oct 15

12 Oct 15

19 Oct 15

26 Oct 15

2 Nov 15

9 Nov 15

Assessment Dates

EYT2003 A

Assessment Week

SSCF1 X

X X

16 Nov 15

23 Nov 15

30 Nov 15

7 Dec 15

14 Dec 15

21 Dec 15

Christmas Break

28 Dec 15

EYT2000 Learning Journal Review 1

EYT2002B

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

Independent Study

EYE 2000/2002/ 2003/2004

Placement

EYE 2001

Assessment Dates

EYT2000 Essay

4 Jan 16

11 Jan 16

18 Jan 16

27 Jan 16

1 Feb 16

Assessment Week

EYT2003A

X X

8 Feb 16

15 Feb 16

22 Feb 16

29 Feb 16

7 Mar 16

14 Mar 16

21 Mar 16

28 Mar 16

EYT2000 Learning Journal Review 2

X EYT2001A

Assessment Week SSCF2

EYT2003B

Easter Holidays

4 Apr 16

11 Apr 16

18 Apr 16

EYT2001B

EYT2004A

25 Apr 16

2 May 16

9 May 16

16 May 16

EYT2000 Submission of Learning Journal EYT2004B

Assessment Week

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

Independent Study

EYE 2000/2002/ 2003/2004

Placement

EYE 2001

23 May 16

30 May 16

6 Jun 16

13 Jun 16

20 Jun 16

27 Jun 16

4 July 16

11 July 16

18 July 16

25 July 16

1 Aug 16

8 Aug 16

15 Aug 16

22 Aug 16

Assessment Dates

EYT2000 Action Plan Focus Group

Close for Summer (21 July)

BA (Honours) Early Years Education Leading to EYTS - Year 3

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

Placement

EYE 2001

Enquiry Based Learning

EYE 2000/2002/ 2003/2004

31 August 15

7 Sep 15

14 Sep 15

21 Sep 15

First Week

28 Sep 15

5 Oct 15

12 Oct 15

19 Oct 15

26 Oct 15

2 Nov 15

9 Nov 15

Assessment Dates

EYT3002A Assessment Week SSCF1 X

16 Nov 15

23 Nov 15

30 Nov 15

7 Dec 15

14 Dec 15

21 Dec 15

Christmas Break

28 Dec 15

4 Jan 16

EYT3002B

Assessment Week

EYT3000 Essay Submission

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

Placement

EYE 2001

Enquiry Based Learning

EYE 2000/2002/ 2003/2004

11 Jan 16

18 Jan 16

27 Jan 16

1 Feb 16

X X

Assessment Dates

EYT3003A

8 Feb 16

15 Feb 16

22 Feb 16

29 Feb 16

7 Mar 16

14 Mar 16

21 Mar 16

28 Mar 16

X EYT3000 Personal Statement SSCF2

Assessment Week

EYT3003B

Easter Holidays

4 Apr 16

11 Apr 16

18 Apr 16

25 Apr 16

EYT3004A

2 May 16

9 May 16

16 May 16

23 May 16

30 May 16

EYT3001 Assessment Week

EYT3004B

Week beginning

Week

Mon

Tues

Wed

Thurs

Fri

Placement

EYE 2001

Enquiry Based Learning

EYE 2000/2002/ 2003/2004

6 Jun 16

13 Jun 16

20 Jun 16

27 Jun 16

4 July 16

11 July 16

18 July 16

25 July 16

1 Aug 16

8 Aug 16

15 Aug 16

22 Aug 16

Assessment Dates

EYT3000 Action Plan/ CEDP Focus Group

Close for Summer (21 July)

Code of Conduct Faculty of Education Initial Teacher Training (ITT) Professional Code of Conduct Introduction All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are programmes of professional training and education. As a trainee studying on an ITT programme you are expected to conduct yourself at all times in an appropriate professional manner. You are entitled to expect that your professional practice settings mirror the professional experience of a teacher, and settings are entitled to expect that you will present and conduct yourself in a way that is consistent with the professional expectations of a teacher. This could mean, for example, attendance at start of day staff meetings, or attendance at an after school club. The Professional Code of Conduct is additional and complementary to the Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT programme is a student of Edge Hill University and you are therefore both bound by, and protected by, the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web. The Professional Code of Conduct is additional and complementary to both the Edge Hill University Student Charter and a professional practice setting’s own policies and practices. This code has been drawn up in collaboration with the ITT partnership. The code takes into account the relevant and current policy and legislative frameworks including the Teachers’ Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and Safeguarding legislation. This code sets out the Faculty’s expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as a representative of the university, from the point of enrolment onwards.

Behaviour and attitude: As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you are expected to demonstrate consistently high standards of personal and professional conduct. You will maintain and model the highest standards of ethics and behaviour. For all aspects of the programme you are following, you will: 1. Demonstrate high standards of honesty and integrity 2. Treat pupils/learners in all settings, and others, including fellow trainees and all staff in the Edge Hill University Partnership, with humility and dignity 3. Show respect for the rights of others including individual liberty and mutual respect and tolerance of those with different faiths and beliefs 4. Show due regard for the ethos and values of the university and any other setting. You will follow the policies, procedures and codes of practice and conduct, including safeguarding pupilsâ&#x20AC;&#x2122; well-being, in accordance with statutory provision 5. Demonstrate professional behaviour and relationships towards all staff, pupils/learners and trainees in both formal and informal contexts, including via social media. You will observe boundaries in line with a teacherâ&#x20AC;&#x2122;s professional position and responsibilities 6. Take responsibility for your own learning and development, ensuring a professional and accountable approach to all aspects of the programme 7. Take responsibility for managing the demands of the profession by looking after your personal well-being and actively developing resilience strategies 8. Show an active willingness to engage with, listen to and act on feedback and advice from trainers across the Edge Hill University Partnership 9. Actively reflect on your learning and teaching experiences in order to target set, action plan, improve, achieve and attain highly 10. Participate and actively engage in all learning and teaching experiences, and activities; and engage with the full range of feedback mechanisms, such as trainee surveys, trainee consultation and focus groups 11. Ensure that the requirements of all elements of the programme are carried out in line with the guidance in module, course and programme documentation, and at briefings. This includes subject specific codes of practice

Professional responsibilities: In addition, this will mean that you are required to: 1. Commit to attend all training sessions. You will reflect an exemplary attendance record that can be reported within your completed reference from the Edge Hill University Partnership. You will follow the procedures for notifying absence which are clearly set out in the programme documentation and avoid last minute cancellations of meetings wherever possible 2. Complete, adhere to and retain all compliance-related documentation in an appropriate manner. This will include DBS Enhanced Disclosure and good health and good character declarations 3. Fully engage with the programme that you have enrolled upon, as required by the teaching and learning strategy for your programme; including attendance at all Personal Tutor meetings 4. Take responsibility to access, read, fully understand and engage with the policies, procedures and practices across your training programme; and ensure all safeguarding procedures are fully adhered to 5. Maintain a professional approach to all communications, including e communications and social networking, ensuring that comments made do not bring yourself, your family, your colleagues, or the Edge Hill University Partnership into disrepute 6. Use the Edge Hill University email system to communicate professionally with staff, to maintain an appropriate approach to e-safety and to comply with the universityâ&#x20AC;&#x2122;s and settingâ&#x20AC;&#x2122;s policy1 7. Be punctual at all times 8. Use the relevant support networks to raise any issues/concerns you may have with your training 9. Maintain an appropriate standard of professional dress and appearance, particularly whilst on professional practice and in relation to special activities 10. Ensure that all assessed work relevant to your training programme is available if requested 11. Take full advantage of the range of professional development opportunities, including the NQT/Former Trainee programme, in order to support your ongoing training and development

1IT

Acceptable Use Policy https://go.edgehill.ac.uk/wiki/display/itservices/IT+Acceptable+Use+Policy

Breaches of the Professional Code of Conduct When at Edge Hill University: 1.

Code of Behaviour/Misconduct

The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct. 2 You must comply with all rules and regulations of the university. The current versions of all university polices are housed on the Edge Hill University intranet and it is your responsibility to make yourself aware of these. Some rules and regulations may be supported by sanctions, including fines, or exclusion from facilities and services. 2. Academic and Professional Requirements The academic and professional requirements of each ITT programme are specified in The Edge Hill University Programme Handbook, produced on an annual basis. The handbook sets out what is expected and required of you in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:   

Academic failure Malpractice Failure to meet the academic and professional requirements of the programme.

Within the Edge Hill University Academic Regulations, please refer to Appendix 19: Academic and Professional Review procedures and the Fitness for Practice Regulations 3. Academic and Professional Review procedure The ITT Academic and Professional Review Procedure acts as a necessary first stage in the tracking and monitoring of trainees’ progress on their ITT programme. The process is designed to be supportive of you in outlining clear actions to support your success, progression and achievement. In addition, the procedure allows decisions to be made with regard to your suitability to teach and/or remain on the programme. The process involves four stages including a preliminary stage and is detailed in the appropriate Programme Handbook.

2Student

Support & Regulations - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

Whilst on professional practice: 1. Minor breaches of the Code of Conduct will be dealt with initially by discussion with the mentor and/or visiting tutor, an informal warning, and/or improvement targets set through the normal training process. Provided that you act on such warnings and/or targets, and comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined below will apply. 2. If you commit a serious breach of the Code of Conduct and your behaviour gives rise to concern about professional standards, the head, manager or principal of the setting will follow normal procedures in relation to staff discipline as appropriate. Relevant Edge Hill University tutors will also be notified and appropriate action will be taken. This may include the triggering of the Academic and Professional Review Meeting procedure (APRM) involving the Programme Leader and Assistant Head of Area at stage 2. 3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result in your immediate removal from the school/setting/college and serious disciplinary consequences. These consequences will usually include a Stage 3 Academic and Professional Review Meeting with the Assistant Head of Area/Head of Area.

Edge Hill University Faculty of Education Partnership Initial Teacher Training (ITT) Professional Code of Conduct

I confirm that I have read and understand the Edge Hill University Partnership Initial Teacher Training (ITT) Professional Code of Conduct and agree to abide by its terms

Signed (trainee):

Print name:

Date:

Signed (tutor): Print name: Date:

ITT programme:

Attendance Expectations There are a number of requirements that are consistent across the programme. Students must: 

Have a 100% attendance and a good participation record. Attendance is compulsory across all modules including work placements. Students will have responsibilities to fellow students and will be expected to contribute actively to sessions. Occasional absence related to illness or personal difficulties will not be penalised but non-explained absence will be investigated. Students should explain absences to academic staff in advance where possible, and demonstrate their understanding of the contents of the session missed in an appropriate, negotiated manner. Students must also ensure that they are available to undertake any necessary reassessment at the end of each academic year.



Each tutor will keep a register for each session and will report more than one unexplained absence to the relevant Module Leader who will then inform the Course Leader. This allows for the tracking and monitoring of student progress and for action to be taken where patterns of non-attendance begin to occur. The Year 1 tutors are responsible for ensuring that all relevant information is shared with the Course Leader. The team meet on a regular basis as a Course Management Team.



It is expected that you will prepare for forthcoming sessions by reading recommended extracts of text, completing directed and independent study and tasks and identifying related materials and experiences that will be relevant. Suggestions for readings and activities to extend or consolidate knowledge and understanding are given under directed and independent study in the booklet and the recommended websites should be consulted according to interest and need. However these are by no means exhaustive and you should use the bibliography and the wider resources of the library to assist you. You are advised to keep a file containing materials issued by tutors and notes from sessions, independent study and your responses to them. However, this is not part of the assessment process but will be beneficial when completing assignments.



Students are required to pass every module in order to progress through to the next year or level of the programme.

Academic and Professional Review Meetings (APRM) Academic and Professional Review Procedures (APRM): 2015/16 Early Years Education Tracking and monitoring of trainees reveals a specific support need, or, infringement of Code of Conduct APRM Stage 1, including Initial Tutorial Meeting:

Stage 1 APRM, including Initial Tutorial Meeting, initiated3 Trainer alerts trainee and Year Leader, and maintains a record of communication Trainer meets with trainee. Identification of issues and actions/targets agreed. APRM doc.tut completed Trainer monitors situation and maintains the overview

Tracking and monitoring of trainees reveals ongoing/further specific support needed; reoccurrence of infringement of Code of Conduct; or targets not met

Trainer notifies Year Leader

Year Leader meets with trainee. Identification of issues and actions/targets agreed. APRM doc.1 completed Year Leader informs Programme Leader, monitors situation and maintains the overview Tracking and monitoring of trainees reveals ongoing/further specific support needed; re-

Stage 2 APRM initiated

The APRM staged process will normally be followed as set out in the flow chart; however, certain circumstances may require the process to begin at a specific stage 43

occurrence of infringement of Code of Conduct; or targets not met

APRM Stage 2

Tracking and monitoring of trainees reveals ongoing/further specific support needed; reoccurrence of infringement of Code of Conduct; or targets not met

APRM Stage 3

Assistant Head of Area and Programme Leader meet with trainee. Identification of issues and actions/targets agreed. APRM doc.2 completed Programme Leader monitors situation and maintains the overview

Stage 3 APRM initiated

Head of Area and Assistant Head of Area meet with trainee. Identification of issues and actions/targets agreed. APRM doc.3 completed Programme Leader monitors situation and maintains the overview

Tracking and monitoring of trainees reveals ongoing/further specific support needed; reoccurrence of infringement of Code of Conduct; or targets not met

Stage 4 APRM initiated

APRM Stage 4

Head of Area alerts Associate Dean (ITT and Quality). Head of Area reports to Academic 44

Registrar and Director of Student Services with regard to institutional consideration within Fitness to Practise regulations.

Exceptional Mitigating Circumstances (EMC) The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The guidelines can be found on the Academic Registry wiki https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014 If you have questions about the content please discuss with the Programme Leader who will advise you on the best course of action.

Research Ethics Policy and Proforma Section A: Personal Details Name: Course: Title of Project: Supervisor(s):

Section B: To establish whether your project requires approval from the Faculty Ethics Research Committee (FREC) Yes 1. 2.

3. 4.

Will your project involve collecting and analysing data rather than solely consisting of a literature review? Will your data be anything other than the material routinely produced and collected as part of your teaching or professional practice (e.g., lesson plans or evaluations)? Will your data be anything other than documentary data (e.g., policy documents, schemes of work, awarding body specifications)? Will your data be anything other than publically available secondary data that is in the public realm (data already collected for another purpose) such as national archives or DfE performance tables? Will you collect new data from or with persons (e.g., interview or questionnaire) purely for purpose of completing this project?

If you have answered yes to all of these questions your project will require approval from the Faculty Ethics Research Committee. You must not begin data collection until you receive approval and this form has been signed off by an FREC representative. Failure to comply with this procedure is considered by the university as academic malpractice that will result in failing the module associated with this project and may also result in you being withdrawn from your course.

Section C: To be completed only if your project requires FREC approval Before designing your project you will need to become familiar with the standards expected to be followed in educational research by reading the British Educational Research Association Ethical Guidelines for Conducting Educational Research. If the participants in your study involve persons under the age of 18 years you may also find it helpful to read the Ethical Guidance for Undertaking Research with Children and Young People. These documents can be found on the Faculty of Education Research wiki: https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics

Project Details What are the research question(s) for your project?

Who are the intended participants?

How will you access these participants?

What is the proposed design of your study?

What is the proposed method of data collection?

Ethics Checklist 1. 2. 3. 4. 5. 6.

Yes

Participants can freely provide consent to participate Participants understand what the project is about Participants are informed that they can withdraw from the study during or after data collection I confirm that participants are not deceived or caused any distress by their participation. I have attached a participant information sheet that explains what the aims of the study and what participation will involve. I have attached a consent sheet that allows participants to provide written consent, informs participants that they can withdraw from the study during or after data collection up to a specified time (e.g. two weeks) and explains how the researcher can be contacted if they wish to withdraw participation retrospectively. I have read the British Educational Research Association Ethical Guidelines for Conducting Educational Research

If you have answered no to any of these questions your project may require an additional level of scrutiny by the FREC. Please contact the FREC Chair (Prof. Dave Putwain putwaind@edgehill.ac.uk) or the FREC Secretary (Julie Kirby kirbyjul@edgehill.ac.uk) Section D: Supervisor/ FREC Approval Trainee to confirm all details are correct Signature of trainee:

Date:

Supervisor(s) Please tick one of the following options: Does the project require FREC approval Signature of supervisor(s):

Yes ď&#x201A;Ł

No ď&#x201A;Ł Date:

FREC Representative Signature:

Date:

This form must be attached to the trainee project that is submitted and a copy sent to the FREC secretary.

Assignment Extension Policy Trainees who experience difficulties that may adversely affect their ability to submit work for assessment by the published hand-in date are advised to contact their Module Leader as soon as possible. Trainees are encouraged to attempt to submit their work by the published hand-in date but in some cases this is not possible and in these circumstances it is reasonable to grant an extension. The maximum extension period is two weeks. An extension has to be approved by an approved member of the programme team. A form is provided for this process and must be signed before the extension is granted. Extensions must be agreed at least 48 hours before the published hand in time.

On Programme Self-Declaration All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. In addition, Statutory guidance, Safeguarding Children and Safer Recruitment in Education, requires providers to ensure that entrants on all routes, including salaried schemes, have been subject to a Disclosure and Barring Service (DBS) criminal records check, including a check of the childrenâ&#x20AC;&#x2122;s barred list, and they should keep records showing that trainees have obtained these. All trainees undertaking programmes leading to the award of Qualified Teacher Status (QTS) must therefore inform their Head of Area without delay of any issues relating to their health and physical capacity to teach; and any change relating to a criminal record, which arise after enrolment on a programme. In addition, the details of any criminal convictions must be detailed on the document overleaf and shared with the Head of Area. The flow chart overleaf sets out the detail of the relevant procedures.

Self-Declaration Procedure

Health Issue disclosed - Faculty Assistant Registrar (FAR) requests further information and informs Head of Area (HoA)

Character issue (i.e. a criminal offence) disclosed at enrolment Faculty Assistant Registrar (FAR) organises Disclosure and Barring Services (DBS) panel and results to be passed to Academic Registry

During programme trainee declares a character issue (following DBS clearance) OR the University are made aware of an offence

HOA to make initial decision related to trainee's ability to undertake a Professional Practice

HoA to report issue to ITT Leadership Team, maintaining anonymity, for decision to be confirmed - ILT to make decision as to next steps

Trainee cleared and proceeds with programme

HoA to report outcome to trainee

Team Leader produces DBS letter and confirms with FAR that letter has been produced

Trainee not cleared trainee is supported in leaving the programme

Trainee completes Self-Declaration Form and submits form to Academic Registry

DBS Panel arranged

DBS letter produced and passed to CL/PL to distribute to trainee

Safeguarding – Management of a Cause for Concern MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT Safeguarding is everybody’s responsibility and there may be occasions where we need to act quickly to identify and minimise any risks to children/vulnerable adults. This policy sets out the actions that must occur if a student/trainee has a concern for the safeguarding and welfare of a child/vulnerable adult during the Professional Practice element of their programme. It also clarifies how a student/trainee will be supported throughout any process of enquiry.

POLICY TITLE

MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT

NEXT REVIEW DATE

June 2016

REVIEW RESPONSIBILITY

N. Baker

LAST REVISION MADE

July 2015

MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT The following sets out the actions to be taken by a student/trainee and Faculty staff Student has concerns relating to safeguarding of a child/vulnerable adult

Student/trainee must inform the Faculty of Education DSO immediately (within 24 hours) using the designated email safeguarding@edgehill.ac.uk and must be copied to the appropriate HoA.

Student/trainee must inform the school/college/setting’s DSO immediately (within 24 hours) using the details provided during the induction into the Professional Practice.

The HoA will ask the trainee to complete an incident reporting form and submit this to the Faculty DSO, who will refer to the appropriate body, as necessary (and concerns of a serious nature will be reported directly to the local authority’s Safeguarding Officer).

The school/ college/setting’s DSO will guide and support the student/trainee in following the school/college/setting’s relevant procedure.

The HoA will advise the student/trainee to seek support from their Personal Tutor.

The FoE’s DSO will contact the *relevant school/college/setting’s DSO to ensure the appropriate procedures are in place.

As appropriate, the HoA will work with the relevant Personal Tutor to ensure the student/trainee is supported in their Professional Practice.

The FoE’s DSO will seek and record the outcome, and share with HoA and with other colleagues within the University, as necessary. The FoE’s DSO will ensure the partnership database details are amended, as necessary.

Student/trainee to be informed of outcome by HoA.

DSO – Designated Safeguarding Officer FoE – Faculty of Education HoA – Head of Area * The FoE (DSO) is Nadine Baker, Associate Dean (ITT & QME), email: bakern@edgehill.ac.uk, Tel: 01695 584336. Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported (please note the specific details should not be shared). 54

STRICTLY CONFIDENTIAL

INCIDENT REPORTING FORM

TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE

(Please include the full names of all concerned)

Name of reporting student/trainee: ...................................................................................... Student no.: ………………………………………………………………………………. Programme: ………………………………………………………………………………. Name of Personal Tutor: ..........................................................................................

Professional Practice and name of school/college/setting: .................................................................................................................................. Date of alleged incident, or cause for concern: ........................................................ Time of alleged incident, or cause for concern: ……….………………………………. Reported to (please include name(s) and role(s)): ...................................................

Nature of alleged incident, or cause for concern: .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... 55

Name of Designated Safeguarding Officer in school/college/setting: ........................................................... Incident reported to Designated Safeguarding Officer in school/college/setting on: .........................................

Signed: Student/Trainee: ………………………………..................................... please also print name

Date: ……………

To be returned to the relevant Head of Area to forward to the Faculty Designated Safeguarding Officer.

STRICTLY CONFIDENTIAL OUTCOME

TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED, FOLLOWING THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR CONCERN

....................................................................................................................………….. .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ……………………………………………………………………………………………….. Signed: ……………………………………………………………… Faculty DSO: ……………………………….................................. Date: ……..…….. please also print name

Teaching Standards (Early Years) Teacher's Standards (Early Years) Preamble Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the of the Early Years Foundation Stage (EYFS). Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are self-critical. Early Years Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/or carers in the best interests of babies and children. An Early Years Teacher must: 1. Set high expectations which inspire, motivate and challenge all children. 1.1.Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. 1.2.Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. 1.3.Demonstrate and model the positive values, attitudes and behaviours expected of children. 2. Promote good progress and outcomes by children. 1.4.Be accountable for children's progress, attainment and outcomes. 1.5.Demonstrate knowledge and understanding of how babies and children learn and develop. 1.6.Know and understand attachment theories, their significance and how effectively to promote secure attachments. 1.7.Lead and model effective strategies to develop and extend children's learning and thinking, including sustained shared thinking. 1.8.Communicate effectively with children from birth to age five, listening and responding sensitively.

1.9.Develop children's confidence, social and communication skills through group learning.

1.10. Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development.

3. Demonstrate good knowledge of early learning and EYFS. 1.11. Have a secure knowledge of early childhood development and how that leads to successful learning and development at school. 1.12. Demonstrate a clear understanding of how to widen children's experience and raise their expectations. 1.13. 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. 1.14. Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading. 1.15. Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

4. Plan education and care taking account of the needs of all children. 1.16. Observe and assess children's development and learning, using this to plan next steps. 1.17. Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children. 1.18. Promote a love of learning and stimulate children's intellectual curiosity in partnership with parents and/or carers. 1.19. Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children. 1.20. Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.

5. Adapt education and care to respond to the strengths and needs of all children. 5.1 Have a secure understanding of how a range of factors can inhibit learning and development and how best to address these.

children's

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children and know how to adapt education and care to support children at different stages of development. 5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them. 5.4 Support children through a range of transitions. 5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. 6. Make accurate and productive use of assessment. 6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1) . 6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. 6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals. 7. Safeguard and promote the welfare of children, and provide a safe learning environment. 7.1Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child. 7.2 Establish and sustain a safe environment and employ practices that promote children's health and safety. 7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. 8. Fulfil wider professional responsibilities. 8.1 Promote equality of opportunity and anti-discriminatory practice. 8.2 Make a positive contribution to the wider life and ethos of the setting.

8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals. 8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators. 8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working.