Placement Handbook by Jacqui Basquill

BA (Honours) Early Years Education Full-time Programme Year 1

Level 4 Placement Handbook 2013-14

CONTENTS

1. Inclusive Learning statement

2. Contacts

3. Placements

4. Overview of supervision

5. Link Tutor

6. Partner Setting

7. Setting Based Tasks

8. Student Support in Setting Placement

9. Induction

10. Non-contact time during placement

11. Code of Professional Conduct

12. Phase One Activities

13. Phase Two Activities

14. Phase Three Activities

15. Placement Evidence File

16. Child Profiles

17. Student Support and Assessment

18. Attendance Monitoring and Absence Procedure

Appendices i) Child Focused Observation Sheets

ii) Child Incidental Observation Sheet

iii) Mentor Report Form

iv) Tutor Visit Form

v) Attendance Record

vi) Initial Tutor Visit form

vii) Health and Safety Checklist for Placements

Edge Ahead Statement Inclusive Services Based in the University Library (1st floor) and the Student Information Centre (SIC, ground floor), we provide information, guidance, support and resources for:     

Academic Skills Development Accessing Information and ICT Disability / Health Conditions Irlen Syndrome / Colour Sensitivity Specific Learning Difficulties / Differences (SpLDs) e.g. Dyslexia

If you have specific requirements due to a disability or learning difficulty (e.g. physical or sensory impairment, mental health/anxiety issues, health condition, dyslexia or an autistic spectrum condition) or needs emerge when you are studying here, we can advise you on:     

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

Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is essential that you contact us as early as possible. To contact the Inclusive Services Team: Inclusion Team, Student Information Centre Tel: 01695 584190 Email: inclusionteam@edgehill.ac.uk

For further advice and guidance you can contact the SpLD Support Team: In person (at the Ormskirk site): Ask Desk, 1st Floor, University Library Tel: 01695 584372 Tel: 01695 584018 (to make or change an appointment)

EDGE HILL UNIVERSITY CONTACTS Jacqui Basquill BA(Hons) Early years Education Course Leader

email: Jacqui.Basquill@edgehill.ac.uk Tel: 01257 17162

Linda France Acting Programme Leader

email: Linda.France@edgehill.ac.uk Tel: 01695 584206

Placement Coordinator

TBA

Trish Byrne Administrator

email: Trish.Byrne@edgehill.ac.uk Tel: 01695 58428

Placement Link Tutors

Janet Davies Janet.davies@edgehill.ac.uk Louise Masterson Louise.Masterson@edgehill.ac.uk

Placements Students will have experience in a setting catering for 0-2 year olds in their first year. Students on the Programme are also required to attend an early years placement for 360 hours at each level of study (60 days per year, where a ‘day’ is defined as a minimum of a 6-hour long day). Attendance of both face-to-face sessions and the placement is compulsory.

Placement Supervision Students will be supervised and mentored in different ways, depending on the type of setting they are placed in. There will be opportunities for observation and discussion during the placement For students placed in a ‘Partner Setting’ their mentorship will be through a setting based mentor. Setting based mentors are experienced early years practitioners, who have undertaken training with Edge Hill University in order to provide setting based mentorship throughout the placement. The students will also be supported by an Edge Hill Link Tutor

OVERVIEW OF SUPERVISION You will be allocated a Placement Mentor based in the setting whose role will include day to day monitoring of your progress. The Mentor should be available at least once in each Phase of the placement (see below) for a ‘formal’ 1:1 meeting with you to discuss aspects of your practice, targets for your learning and development and opportunities to further enhance your experience. The Mentor should also ensure that you get sufficient non-contact time to complete aspects of your evidence file. Mentors are required to complete at least one written observation of your practice during the first year (proforma attached) and complete a summative report at the end of the placement including a record of your attendance (proforma attached). Mentors will also be able to support and advise on the completion of work for your portfolio (PDP) An Edge Hill tutor will visit the setting three times per year to discuss your progress and observe practice.

Edge Hill Link Tutor   



The Link Tutor will ensure all required documentation from the Partner Setting has been signed and returned. The Link Tutor must attend training events organised by Edge Hill as required - this will include an induction and initial guidance meeting before each round of new placements. The Link Tutor will visit the student once every term as described on the timetable provided. This meeting should include an observation and meeting with the Partner mentor and student. It may include discussion of the placement file and how the student is progressing The Link Tutor will complete a monitoring form to be agreed by Partner, student and Link Tutor. It should then be returned electronically to the email address indicated on the form for storage on an observation database.

Partner Setting  

The Partner setting must attend training events as organised by Edge Hill as required - this will include an induction and initial placement guidance meeting before the placement begins. The Partner setting is responsible for the induction of the student in their setting, including Edge Hill health and safety requirements as discussed at the training sessions.

ď&#x201A;ˇ ď&#x201A;ˇ

The Partner setting will complete and return to the indicated address a signed Edge Hill Partnership Agreement and Health and Safety form before the student attends the setting. The Partner will carry out a fortnightly update meeting with the student to ensure any issues, questions or development areas can be discussed and addressed or forwarded to the Edge Hill link tutor for advice and guidance. (Some of these will be arranged to coincide with the termly Link Tutor Visit.)

EYT 1000 Setting-based Tasks related to the taught modules Use setting-based pro-forma at the back of this handbook to complete these tasks – one pro-forma for each task. At the end of the year you should have 10 completed pro-formas in your PDP File.

Term 1 EYT 1002 CHILD DEVELOPMENT Task 1 Explore the following aspects of your setting:  General features of the setting (type of the setting- private nursery, playgroup, nursery class, etc; physical environment – geographical location, size, outdoor area, how many children it caters for, etc);  The staffing – practitioners’ roles and responsibilities. Use this information to complete Setting-based Pro-forma 1 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 2 Observe practitioners in the setting communicating with the children. What strategies do they use? Which are most successful? What evidence have you seen of sustained shared thinking? Attach your observations to Setting-based Pro-forma 2 – in the ‘reflection write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice.

Task 3 Observe and gather information on the strategies and resources used by early years practitioners to meet the diverse needs of all children in the setting. How do they adapt this provision to differentiate for individual children’s needs? Use this information to complete Setting-based Pro-forma 3 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 4 Choose ONE activity that you have carried out with the children that links to one of the Teacher’s Standards (EY) scopes. Explain the activity your role in it, the impact on the children and how it shows evidence that you have achieved the chosen scope. Use this information to complete Setting-based Pro-forma 4 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice.

Term 2 FDE 1003 Early Years Pedagogy Task 5 Select an aspect of planning in the setting eg. Observation, assessment, planning cycle or outdoor play and discuss how it links to the underpinning theories you have researched in EYT 1003. Considering these theories, are there any changes you think could be made to improve the childrens’ experience? Use this information to complete Setting-based Pro-forma 5 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 6 Find out what vision and principles underpin the philosophy of your early years setting (look at the mission statement and the setting’s website, look at other marketing materials, speak to your mentor and other practitioners). Consider your own experience, what are your top three principles for early years provision and why? Use this information to complete Setting-based Pro-forma 6 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice Task 7 Choose ONE activity that you have carried out with the children that links to one of the Teacher’s Standards (EY) scopes. Explain the activity your role in it, the impact on the children and how it shows evidence that you have achieved the chosen scope. Use this information to complete Setting-based Pro-forma 7– in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice.

Term 3 EYT 1004 Inclusive Early Years Settings Task 8 Use observations and discussions with practitioners to gather information about one child with a specific, identified need. Try to think about the following aspects: the age and short background information about the child; short description of the child’s level of development against the EYFS Prime Areas of learning and development; any specific needs; any additional learning difficulties; any disabilities. Use this information to complete Setting-based Pro-forma 8 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 9

Gather information on diversity of children’s needs and backgrounds in your early years settings (boys and girls, age ranges, different ethnic backgrounds, different languages, additional needs, special needs, etc) Use this information to complete Setting-based Pro-forma 9 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 10 Choose ONE activity that you have carried out with the children that links to one of the Teacher’s Standards (EY) scopes. Explain the activity your role in it, the impact on the children and how it shows evidence that you have achieved the chosen scope. Use this information to complete Setting-based Pro-forma 10 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice.

Student Support and Assessment during Placement PARTNER SETTINGS SETTING BASED NAMED AND NOMINATED MENTOR

EDGE HILL TUTORS

INDUCTION DAYS

Setting based mentor to give general support and guidance to student.

Placement Coordinator to provide support and guidance to student.

PLACEMENT

Provide general support and guidance

Visits to discuss student progress with mentor and students, using Record of Visit’ sheet.

Undertake weekly meetings with student working with children Provide written and oral feedback to student following meeting Notify Edge Hill of any

unexplained absence or absence of more than 3 days Complete and discuss the student report at the end of the placement Provide a copy of the written reports to the student and to Jacqui Basquill at Edge Hill

Return the student attendance record to Edge Hill. Students should not be counted in ratio while on placement at the setting.

Induction It is expected that a full day should be between 6 and 7 hours excluding lunch break. Start and finish times should be negotiated between settings, students and where appropriate Edge Hill tutors. During induction days it is anticipated that the student will undertake a setting based induction, familiarise themselves with the setting policy, procedures and routines, meet staff and children and understand the context of the setting. It is also anticipated that time will be allocated to the student for them to meet with their setting based mentor in the placement setting in order to discuss their placement booklet, placement requirements and discuss their setting based tasks

Non Contact Time during Placement Students should be allocated non-contact time during their block placement. ď&#x201A;ˇ

20% non contact time, to be spent meeting mentor or tutor, completing preparatory planning or development of setting based tasks. This will usually be work that does not involve the children and should take place in another area of the setting. The remaining 80% is direct contact time working with children and setting based staff, observing children and practitioners, enhancing the environment, and undertaking the setting based practical aspects of tasks.

CODE OF PROFESSIONAL CONDUCT WHEN ON PLACEMENT AND AT EDGE HILL UNIVERSITY In all aspects of the programme, whether at Edge Hill University or on placement, candidates are expected to demonstrate professionalism by: Respect for others including staff in settings and at Edge Hill University; other students/candidates; children and candidates in settings. This should be in line with Edge Hill University and setting/Local Authority policies, e.g. relating to equal opportunities, discrimination or bullying; Willingness to listen to and act on feedback and advice from mentors; other staff in settings; Edge Hill University staff; Full attendance, according to individual plans, including following procedures for notifying absence clearly set out in relevant programme documentation; Punctuality as required by settings and by the programme of lectures, seminars, workshops at Edge Hill University; Taking responsibility for own learning: ensuring the requirements of all elements of the programme are carried out in line with the guidance in module and programme documentation and briefings; seeking to discuss issues or concerns with mentors and/or module tutors and personal tutors. WHEN ON PLACEMENT The following additional professional requirements also apply when on placement: Maintaining an appropriate standard of dress and appearance as required by the setting; Carrying out duties as required by setting based mentors and other staff in relation to observation, meeting with and working with mentors and other staff; planning and assessment of children; other appropriate and reasonable professional duties; Appropriate behaviour and relationships towards all children and young people and the whole workforce employed by the setting, in both formal and informal contexts; Showing due regard for the ethos and values of the setting; e.g. denominational settings; Complying with Health and Safety requirements and procedures in a particular setting; Complying with Child Protection requirements;

Complying with Edge Hill Universityâ&#x20AC;&#x2122;s Research Ethics requirements. BREACHES OF THE CODE OF CONDUCT WHEN ON PLACEMENT 1. Minor breaches of the Code of Conduct (for example, timekeeping, attendance or standard of dress) will be dealt with initially by discussion with mentors, informal warning and/or improvement targets set through the normal mentoring process. Provided that a candidate acts on such warnings and/or targets and is seen to comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined in 2 and 3 below will apply. 2. If a candidate commits a serious breach of the Code of Conduct and his/her behaviour gives rise to concern about professional standards, the, manager of the setting will follow normal procedures in relation to staff discipline as appropriate. Relevant Edge Hill University tutors will also be notified. 3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result in a candidateâ&#x20AC;&#x2122;s immediate removal from the setting and serious disciplinary consequences. These consequences will invariably include an academic and professional review with the Placement Coordinator/Course Leader/Programme Leader.

Outline of activities to be completed during the Initial Placement: The assessment for module EYT1000 (Personal and Professional Development) is undertaken through a series of placement tasks and reflective writing pieces. In addition there is a series of tasks in each of the placement phases to support your development as an early years practitioner and aspiring leader. Placement tasks are shown in the following table: PHASE ONE WEEKS 1-5

Required activities You are expected to make preparations for your Initial Placement:  introduce yourself to leaders/managers and practitioners.  

find out about the setting, the practitioners and their roles and the children.



arrange induction and obtain signature for the Health and Safety Checklist for Placement on page 39.



negotiate a timetable which involves observing and working with all of the children across all the EYFS age ranges the setting provides for in order to gain an overview of the whole setting provision.



WEEKS 6-10

negotiate your working times for placement.

A short reflective piece about starting placement and how you anticipate the results of your TNA will shape your development (guidance: 400-600 words)

You are expected to:  become involved in the daily life and work of the setting. 

spend the next placement days working alongside the staff supporting the children.



begin to find out about the diversity of children’s needs and how these are identified and met in the setting.



Complete the first four Reflection Tasks

Evidence File Name, contact details and description of setting and the catchment area Working times, your role, a typical day Induction arrangements – explain and reflect on how you were inducted and how you felt about the experience (guidance: 200 – 300 words) Health and Safety Checklist (signed)

Read and comment on the setting safeguarding policy

Observations of staff roles… team structure, roles and responsibilities

Explore how the setting fits into the wider community… whose needs does it cater for, what is the locality like and how is it served by this and other provision?

(see appendix)

BY WEEK 10

You are expected to:  discuss with practitioners and/or mentor plans for the start of their next phase of placement.

PHASE TWO WEEKS 11 20

Required activities You are expected to: 

continue to be involved in the daily life and work of the setting



become a member of the setting team, liaising with all staff and with parents/carers where possible and appropriate.



find out about roles and responsibilities of setting managers and practitioners.



become involved in planning for development and learning opportunities and organising the learning environment, indoors and outdoors for the children . The nature of your involvement will depend on the practice in place in the setting but it would be useful for you to be able to share responsibility and to provide evidence in their file.



Choose one other setting policy to read and comment on. Set targets and plan for phase 2 of your Initial placement

Evidence File Interview a member of the team and find out about their role in detail. Interview the Manager/supervisor and found out what their role entails and how they ensure quality care and education for the children.

Show evidence of planning and developing observe the children’s development and a learning activity for a learning and provide information to key child/group of children workers and other staff. including showing how You should become involved in observation and the this links to the EYFS. sharing of information and to contribute to this to the benefit of children and the setting as well as for their learning and development needs.



Who are the key stakeholders and partners?

Show evidence of organising the learning environment indoors AND outdoors to optimise childrens’ experience. Show evidence of liaising and sharing information with other members of the team AND with parents.

Complete Reflection Tasks 5, 6 & 7 These tasks help you to put your study of the course modules into practice and to understand how the setting works.

Set targets and plan for phase 3 of your Initial Placement

You are expected to write up responses to reflection points in order to develop your skills as reflective practitioners, to encourage you to make links between theory and practice and to open yourself up to alternative practice and leadership challenges. It would be beneficial to discuss your reflections with practitioners and/or mentor.

PHASE THREE WEEKS 21 30



evaluate progress and set personal targets in discussion with mentor/tutor.



begin to discuss and plan Phase Three development task

Required activities

Evidence File

You are expected to: Complete learning and  continue with all bullet points in Phase Two development profiles on 3 children as follows above  one child aged between 0-20  develop profiles of the development and months learning of two children  one child between You will ask practitioners/ mentors/key workers to 16 -36 months help identify children for their focus.  one child between 36 and 60 months. You should build up a profile of information and observations of your focus children, creating a picture of his/her interests, dispositions and attitudes, stages of development and learning needs and liaison with parents/carers. If appropriate (eg a child with additional needs) the involvement of other agencies working with the child should be addressed. Students should respect the need for confidentiality and discuss with practitioners/ mentors how this information should be collected, stored and used as evidence for their Placement file.



Complete Reflection Tasks 8,9 & 10



Carry out a task concerned with development/change as follows: Discuss with practitioners/ mentors an aspect of development within the setting that you could take responsibility for over a three week period. This should be something which would be

Describe the ‘change’ activity carried out to benefit the setting. Students should then consider and reflect on:  how they have demonstrated leadership in enabling an aspect of change or development to take place.  what was involved in the management of the aspect of change or development.  how they communicated with practitioners

useful for the setting and which practitioners would welcome but perhaps do not have time to implement themselves. It could, for example, be the development of an area or an aspect of the setting or a small initiative which practitioners have wanted to put in place. You should take the lead in the implementation of the development/initiative.

ď&#x201A;ˇ

and, if appropriate, worked in partnership with parents throughout the process consider what the impact was on improving outcomes for children.

Record evidence of this task, its implementation and your own reflection on it as well as that of setting practitioners, in your file. FINAL WEEK

You should Review TNA and ď&#x201A;ˇ discuss your progress and your report with progress made during placement your Placement Mentor ď&#x201A;ˇ ensure that everything is finalised with the setting, e.g. the return of resources, exchange of information, thanks expressed etc.

Induction and Placement File Students should maintain an electronic file which they will make available to mentors, Link Tutors and Tutors The file should be organised as follows: Section 1: Personal details including:  CV  CRB clearance  Contact details  Setting based mentor/ Edge Hill Link tutor information Section 2 Setting details including:  Name and address  OfSTED report  Staff details and roles  Plan of indoor and outdoor areas  Routines and working arrangements Section 3 Child Profiles Section 4 Mentor/tutor observations and report Section 5 Setting based Tasks

Child Profiles During the placement, students are asked to compile child profiles. The purpose of compiling child profiles is to enable students to link theoretical principles of child development with practical examples of children’s learning and development in early year’s settings. During this placement, students should compile profiles of the development and learning of two children, where possible, one of whom should have been identified by the setting as having additional needs. The profiles should include     

Information and observation of their focus children Overview of his/her interests, dispositions and attitudes Clear identification of stages of development and learning Indication of learning style and learning needs Information recording any liaison with parents/carers



Information recording any involvement of other agencies with the child with additional needs.

This type of information enables students to gain a deeper insight into child development and to engage in the settings provision to support the learning and development of each ‘unique child’ Child profiles are not designed to be intrusive and/or contravene setting policies on confidentiality with regard to personal details about children and families. Students should respect the need for confidentiality and discuss with practitioners/ mentors how this information should be collected, stored and used as evidence towards the Teachers Standards (EY). All children’s names should be anonymised and no photographs should be taken or kept of profile children without permission from the setting. Students at Edge Hill University all sign a Code of Professional Conduct, which incorporates the requirement to uphold policies regarding confidentiality in partnership settings.

STUDENT SUPPORT AND ASSESSMENT

SETTING BASED MENTOR

EDGE HILL TUTORS

PHASE ONE

Mentor to provide a setting induction and give general support and guidance to student

Module tutors to give ongoing support and guidance to student. A visiting tutor will visit you in your placement during the first term.

PHASES TWO AND THREE

Mentor to give general support and guidance to student

Edge Hill Tutor to visit on at least 2 occasions to discuss student progress with mentors and students and observe aspects of practice

Mentor to observe student working with children twice per phase, completing observation sheet (copy to be given to student) and giving oral and written feedback Mentor to complete student report and discuss with student at the end of final week. A copy of the report should be given to the student and one sent to Edge Hill together with the studentâ&#x20AC;&#x2122;s attendance record

Evidence from the placement, including the report, is considered as formative assessment of your progress towards becoming an effective Early Years Practitioner. The Mentorâ&#x20AC;&#x2122;s report will provide useful feedback guiding you in terms of areas of good practice and areas of need, which you can continue to address in your next placement.

ATTENDANCE MONITORING AND ABSENCE PROCEDURE The BA (Hons) EYE is designed to prepare you to become highly capable, experienced, enquiring and reflective Early Years practitioners. The work experience placement is an integral part of this process and we therefore have high expectations that students will fully engage with their placement setting. This includes demonstrating a professional attitude at all times including punctuality and attendance. During the first year, you are required to attend placement for a minimum of 60 days.(2 days per week over 30 weeks). Full attendance is required. Attendance below this will require you to make up the missing days in your own time and by negotiation with the setting and your Placement Mentor. In cases of genuine illness and/or to comply with setting quarantine requirements, you MUST inform the placement AND Edge Hill University at the first available opportunity. In such cases, the attendance requirement still applies and students must make up the missing days.

Appendices

Appendix 1

‘Planned’ child observation sheet Name:

Social Context:

Age:

Learning Context:

Date and Time:

Practitioner:

Observation:

Focus on 2 key aspects of your observation for example; physical skills, personal and social skills, communication skills, concepts, exploration or imagination or knowledge – record the primary links to the EYFS Learning and Development stages.

Now consider what you have observed, the links you have made to the EYFS Learning and Development and identify the implications for planning: What next? What questions has this raised for you? What might we do next to support development and learning? How will this inform your planning?

Appendix 2

â&#x20AC;&#x2DC;Unplannedâ&#x20AC;&#x2122; Child Observation Notes Name:

Date:

Observation Notes:

How does this link to EYFS: Personal, Social and Emotional Development / Communication, Language and Literacy / Problem Solving, Reasoning and Numeracy / Knowledge and Understanding of the World / Creative Development / Physical Development

Implications for Planning - What next?

Appendix 3 BA(Hons) Early Years Education Observation Sheet Name of Student……………………………………… Setting…………………………………………………… Date………………………………… Discussion or observation notes:

Notes of any discussion or observation about clusters of standards: Knowledge and Understanding

Effective Practice

Relationships with Children

Communicating and Working in Partnership with Families and Carers

Teamwork and Collaboration

Professional Development

Suggested areas for further development:

Setting Based Mentor……………………………………………………………….. Student ………………………………………………………………..

Appendix 4 BA(Hons) Early Years Education EDGE HILL LINK TUTOR MONITORING FORM STUDENT’S NAME……………………………………………………………… SETTING…………………………………………………………………………… PLACEMENT ………………………………………… Knowledge and Understanding Areas of strength

Areas for further development

Effective Practice Aspects of strength

Areas for further development

Relationships with Children Aspects of strength

Areas for further development

Teamwork and Collaboration Aspects of strength

Areas for further development

Communicating and working in partnership with families and carers

Aspects of strength

Areas for further development

Professional Development Aspects of strength

Areas for further development

Aspects of leadership demonstrated

Further comments:

Edge Hill Link Tutor…………………………………………………….. Date…………………… Please note a copy of the final placement report should be provided to Jacqui.Basquill@edgehill.ac.uk

Appendix 5 ATTENDANCE RECORD Students must attend their placement for the full number of days. Any absences owing to sickness or other reasons will need to be made up at the end of the placement. Unexplained, patterns or absences of more than 3 days should be notified to the Course Leader Jacqui Basquill as soon as possible by the setting. The following attendance record should be signed off by the Setting Manager/setting based mentor or other member of setting staff as appropriate in order for the placement to be deemed complete. Student’s Name ……………………………………………………………………………………….. Name of Setting ………………………………………………………………………………………..

Induction days attended :

yes/no

*Please circle days attended and cross through days not attended Reason given for any absences …………………………………………………………..........................…………………………

Block

Days Attended

Days Absent

Reason given for absence

Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk8 WK 9 Wk 10 Wk 11 WK 12 Wk

13 Wk 14 Wk 15 Wk 16 Wk 17 Wk 18 Wk 19 Wk 20 Wk 21 Wk 22 Wk 23 Wk 24 Wk 25 Wk 26 Wk 27 Wk 28 Wk 29 Wk 30

Signed: ………………………………………………… Setting Manager/Representative Signed: ………………………………………………….. Student Date: ……………………………………………………. Please send this report to Jacqui Basquill, FoE, Edge Hill University, St Helens Rd., Ormskirk, Lancs. L39 4QP within one week of the end of the placement. Thank you. Jacqui.Basquill@edgehill.ac.uk

Appendix 6 Faculty of Education BA (Hons) Early Years Education

Tutor Visit Form 2012-3 Student:

Contact No:

Setting:

Date of visit:

Tutor:

Contact No:

Age of children student working with: Focus of Visit:  Tutor to meet the facilitator (if possible) and learn a little about the setting and the work undertaken by the student in that setting;  To respond to queries student/facilitator may have regarding the placement requirements  Tutor to discuss student’s initial progress on the placement  To look at PDP and set targets Meeting with Facilitator:

Meeting with student: progress towards target setting placement tasks

and completing

Student attendance: Possible:

Actual:

Personal Tutor Signature:

Date

Student signature:

Date

Appendix 7

Health and Safety Checklist for Placements (Student to go through with Mentor at Placement Induction) Faculty of Education Partnership Health and Safety Checklist Name of Student………………………………………………………………………….. I confirm that Edge Hill University Early Years Students will be briefed on the following Health and Safety procedures at the beginning of their placement with: Name of school / setting……………………………………………………………….. General Safety Information on:  Host organisation’s health and safety policies  Procedures and risk assessments for activities e.g. lone working  Organisation’s codes of conduct and behaviour  Child Protection Procedures Arrangements  Whereabouts of welfare facilities e.g. W/Cs, rest areas etc.  Point of contact for health and safety matters  If Edge Hill students will be expected or are welcome to participate in any of the host organisation’s training meetings Fire safety Information on:  What to do if you discover a fire  What to do if the fire alarm sounds  When weekly fire alarm testing takes place  Procedure for reporting fire hazards e.g. storage of combustible materials, obstructed fire exits / doors etc.  Staff smoking policy Accident reporting Information on:  What to do if you have an accident  How to summon first aid assistance  How to report an incident / accident Safe use of materials and equipment If required are instructions in place for the use of:  Harmful substances e.g. chemicals  Safety or specialist equipment e.g. electrical appliances  Housekeeping and hygiene standards  Working practices  Lifting, moving and / or transporting of loads  The use of transporting and / or lifting equipment Insurance PolicyNumber…………………………………………………………... Signature of confirmation……………………………………………………………………………………… Title…………………………………………………………………………………………………… Return to: BA(Hons) Early Years Education Administrator, Faculty of Education Edge Hill University, Ormskirk L39 4QP