BA (Honours) Early Years Education Professional Practice Handbook (Year 1)
2014-15 pg. 1
CONTENTS 1. Edge Hill University contacts
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2. Inclusive Learning
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3. Overview of the Programme and the Students
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4. Placement Working Times
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5. Non-contact time during placement
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6. Developmental Placement
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7. Overview of supervision
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8. Early Years Teacher Status
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9. Teachers’ Standards Early Years
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10. Outline of activities during placement
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11. Professional Development Portfolio
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12. Placement Tasks
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13. Child Profiles
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14. Student Support and Assessment
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15. Attendance Monitoring and Absence Procedure
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16. Supporting Students
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17. Code of Professional Conduct
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Appendices i. ii. iii. iv. v. vi. vii. viii. ix. x.
Health and Safety Health and Safety Checklist Disclosure Barring Service Attendance Record Student Observation Sheet(for use by Professional Trainers observing student practice) EYFS Observation Proforma Examples of Planning Sheets Examples of Child Observation Sheets On Programme Self Declaration Student Placement Evaluation Form
24 26 27 29 30 37 39 43 44 46
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EDGE HILL UNIVERSITY CONTACTS
Karen Boardman Head of Early Years
email: Karen.Boardman@edgehill.ac.uk Tel: 01695 650766
Dr. Naomi McLeod Assistant Head of Early Years
email: Naomi.McLeod@edgehill.ac.uk
Jacqui Basquill Course Leader
email: Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657337
Rob Randall Associate Tutor
email: Robert.Randall@edgehill.ac.uk
Administrator
email: eyts@edgehill.ac.uk
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Inclusive Learning Inclusive Services Statement
The Inclusion Team provide information, guidance and support to applicants and students, including those with disabilities and additional needs and we work closely with academic and support staff across the University. We encourage disabled applicants/students to make contact as soon as possible to ensure that support is in place at the start of your university course or as soon as possible once you start. We provide a friendly and professional service and applicants and students can discuss individual requirements in complete confidence. For details of all the services we provide, please go to our website https://www.edgehill.ac.uk/studentservices/inclusive/inclusion-team Our highly experienced and dynamic team are here to advise you on:
Disclosure and Confidentiality Your move to university Disabled Students Allowance (DSA) Learning Facilitators Reasonable adjustments Exam modifications and alternative assessments Adapted rooms on campus Rights and Responsibilities
If you are unsure about whether this information applies to you or whether you would benefit from the support we offer, please make contact as soon as possible. In person: ground floor Student Information Centre Tel: 01695 584190 E-mail: inclusionteam@edgehill.ac.uk
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Overview of the Programme and the Students The BA (Honours) Early Years Education Programme at Edge Hill University is a 3 year full time programme. The purpose of this progressive provision-based training is to provide you with an extensive, coherent and progressive programme of settingbased experience. This will enable you to demonstrate knowledge, skills and understanding of EYFS and Teachers’ Standards (EY). You will do this through the study of academic modules and three placements of which this is the second. This enables you to experience, reflect on and evaluate high quality practice and is linked closely to sessions undertaken at Edge Hill.
Initial Professional Practice The Initial Professional Practice during Year 1 of the programme will be in an EYFS setting with a focus on three to five year old age range . Through practical experience of supporting the learning and development needs of children within the Early Years Foundation Stage you will support the quality improvement processes in the setting.
The BA (Hons) Early Years Education Programme has four academic modules in year 1, and a Personal and Professional Development module (EYT1000) These modules support a broad range of students’ work in the setting. They are:
EYT 1001 Prime Areas of Learning EYT 1002 Child Development EYT 1003 Early Years Pedagogy EYT 1004 Inclusive Early Years Settings
Placement Working Times Students will work two full days per week, term time only. It is anticipated that a full day should be 7 ½ hours excluding a lunch break. Start and finish times should be negotiated between settings, students and Edge Hill tutors. Students are permitted to work additional hours on a voluntary or paid basis, but any such arrangements are at the discretion of the placement and subject to the student’s availability. Such additional hours fall outside the terms and conditions of the Initial Professional Practice agreement and should thus be covered under the setting’s Volunteer or personnel policies as appropriate. A record of attendance should be kept and the University expects students to complete a minimum of 60 days on placement in year 2.
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Non-contact Time During Placement It is anticipated that you will be allocated some non-contact time during each placement. Early years settings are busy environments and it may not be possible to ensure non-contact time every week. Students are therefore requested to be flexible on this matter. As a guide we ask placements to try and allow for 1 hour of non-contact time every 2 weeks. This should be spent on-site, meeting your mentor or tutor, writing up evidence, updating PDP file content, reading policies, preparing activities/displays, completing reflective tasks, doing research or preparatory planning for other assessment tasks. The majority of placement time should be spent working with children and setting based staff, supporting children’s learning, health and well-being, undertaking observations of children and practitioners and undertaking the setting based practical aspects of tasks including planning and record keeping.
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BA (HONS) EARLY YEARS EDUCATION INITIAL PROFESSIONAL PRACTICE Professional practice is designed to enable you to progressively develop a range of appropriate skills and strategies, and to reflect on your experiences and observations in order to enhance understanding. It runs alongside taught modules, which will in turn both draw from and feed into the provision-based training. Professional Practice will draw upon the learning outcomes from the Curriculum modules and Personal and Professional Development modules within the programme helping you to link theory and practice and offering a coherent framework within which to develop your knowledge, skills and understanding alongside the broader issues of working with young children. During professional practice you will enhance your understanding of the role of the early years teacher as a professional and you will reflect upon and develop the professional attributes which underpin the role including interpersonal aspects of performance. You will also acquire knowledge and understanding commensurate with the highest standards of childcare and support and contribute towards the work of the setting across the broadest possible range of aspects. The Initial Professional Practice is designed to allow you to explore roles within early years settings and the acquisition of skills and confidence to become part of the team. You are expected to work well with other members of the team, developing sound professional relationships with colleagues and children and where appropriate parents/carers. You are also expected to acquire some understanding of the location of the setting within the wider context of children’s services. Some appreciation of multi-agency networks would be desirable. This Professional Practice is normally for two consecutive days per week throughout the second year of the programme Learning Outcomes for the Initial Professional Practice: On completion of the module, you will be able to: 1. reflect upon observations of practice to identify aspects of quality provision 2. make appropriate provision for development and learning for a group of children demonstrating progression and continuity 3. evaluate own practice, reflect on feedback from practitioners, mentors and tutors, recognising areas of strength and areas in need of development, and set appropriate targets You are normally expected to attend for a minimum of 60 days during Year 1, during term-time only. Actual dates will be provided separately.
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Overview Of Supervision
You will be allocated a Professional Trainer based in the setting whose role will include day to day monitoring of their progress. The Professional Trainer should be available at least three times during the placement (see below) for a ‘formal’ 1:1 meeting to discuss aspects of your practice, targets for learning and development and opportunities to further enhance your experience. The Professional Trainer should also ensure that you get sufficient non-contact time to complete aspects of your evidence file. Professional Trainers are required to complete at least one written observation of your practice during the year (proforma attached) and complete a summative report at the end of the placement including a record of your attendance (proforma attached). Professional Trainers will also be able to support and advise on the completion of work for your Professional Development Portfolio (PDP) An Edge Hill Visiting Tutor will visit the setting three times per year to discuss students’ progress and observe practice.
Early Years Teacher Status Early Years Professional Status was introduced to enhance workforce skills, knowledge and competence and has been key to delivering the new Early Years Foundation Stage requirements for babies and children from birth to aged five years in a range of private, voluntary, independent and maintained settings. This status has been replaced by the Early Years Teacher Status with effect from September 2013. Early Years Teachers are expected to 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 Teachers must act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are selfcritical. 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. Students who have not already applied for the EYTS Programme will be able to during the programme, using some of their placement evidence to support their acquisition of some of the required standards:
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Teachers’ Standards (Early Years) (2013) Note - You are not required to achieve all the Teachers’ Standards (Early Years) as part of the BA(Hons) Early Years Education course, but evidence towards the achievement of some of these standards should be sought and evidenced throughout each placement. 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. 2.1 Be accountable for children’s progress, attainment and outcomes. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. 2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. 2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. 2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. 2.6 Develop children’s confidence, social and communication skills through group learning. 2.7 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.
4.
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school. 3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations. 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. 3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading. 3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics. Plan education and care taking account of the needs of all children. 4.1 Observe and assess children’s development and learning, using this to pg. 9
4.2
4.3 4.4 4.5
5.
plan next steps. Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children. Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers. Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children. Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
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 children’s learning and development and how best to address these. 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.
8.
Safeguard and promote the welfare of children, and provide a safe learning environment. 7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child. 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. Fulfil wider professional responsibilities. 8.1 Promote equality of opportunity and anti-discriminatory practice. pg. 10
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.
You will compile a Professional Development Portfolio to assist you in gathering evidence towards achievement of the standards.
Outline of activities throughout the Initial Professional Practice The assessment of some academic modules in Year 1 requires the use of source or exemplar material obtained on placement. Such tasks include child observations and comparative studies. You are required to respect confidentiality in all aspects of your work. In most cases this will involve anonymity, but students are also encouraged to seek permission from setting managers/mentors and where appropriate, parents/carers.
WEEKS 1-3
WEEKS 4-10
You are expected to: Introduce yourself to leaders/managers and practitioners. negotiate your working times for placement. find out about the setting, the practitioners and your role and the children. arrange induction and obtain signature for the Health and Safety Checklist for Placement in the appendices. negotiate a timetable which involves working with the children within the early years age range within the setting. become involved in the daily life and work of the setting You are expected to: continue to become involved in the daily life and work of the setting. spend the next Professional Practice days working alongside the staff supporting children in the setting. find out information, discuss and reflect on the all aspects of the work of the setting outlined in the ‘Professional Practice Tasks’. These tasks help you to put your study of the EYFS modules into practice and understand pg. 11
how the setting works. You are expected to write up responses to reflection points as evidence towards the achievement of Teachers’ Standards (EY) and to gather evidence to support these points. ensure Professional Practice Tasks 1 to 4 are completed. It is recommended that you discuss your reflections with practitioners and/or mentors. Your tutor will discuss the use of a reflection log/blog/diary to help you with this. begin to find out about the diversity of children’s needs and how these are identified and met in the setting. establish and maintain a Professional Practice file
WEEKS 11 – 20
You are expected to: continue to be involved in the daily life and work of the setting and continue to work on their Professional Practice Tasks 5 to 8. 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 to be able to share responsibility and to provide evidence in your file. become a member of the setting team, liaising with all staff and with parents/carers where possible and appropriate. be fully involved in working with children within the normal organisation of the setting. You should reflect on your involvement and on your learning and record these reflections in your file. observe the children’s development and learning and provide information to key workers and other staff. You should become involved in observation and the sharing of information and contribute to this. Evidence of observation and information sharing should be in your file. develop profiles of the development and learning of two children within the 3-5 age range as follows: - one child aged between 3 and 5 years - one child who (if appropriate) has been identified by the setting as having additional needs including English as a second language You will ask practitioners/ mentors to help you to identify the children for your focus. pg. 12
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, liaison with parents/carers and, where appropriate, the involvement of other agencies with the child with additional needs. You should respect the need for confidentiality and discuss with practitioners/ mentors how this information should be collected, stored and used as evidence towards the EYP Standards. continue to develop your Professional Practice file. evaluate your own progress and set personal targets in discussion with mentor/tutor.
WEEKS 21 – 30 You are expected to: continue with all bullet points in above Complete Professional Practice Tasks 9 and 10
During May and June
This will be used as evidence towards the Teachers’ Standards (EY). You should discuss your progress and report with your mentor and tutor. ensure that everything is finalised with the setting, e.g. the return of resources, exchange of information, thanks expressed etc.
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Professional Development Portfolio You are required to complete the following specific pieces of work based on your placement experiences: Section 1 CV DBS clearance Contact details Professional Trainer information Section 2 Setting details including: Name and address Health and Safety Checklist for Placement OfSTED Report if available Staff details and roles Appropriate policies Details of children Plan of indoor and outdoor areas Routines and working arrangements Setting Mission and key policies Section 3 Including Professional Practice Tasks 1 and 2 Induction and signed Health and Safety Checklist Timetable of activities Observations of staff and their roles including reflections on this. Explore the roles of other stake-holders who come into contact with the setting – including parents/carers and other professionals Section 4 Including Professional Practice Tasks 3 to 10 Find out about roles and responsibilities of setting managers and practitioners. Evidence of involvement in planning for development and learning opportunities and organising the learning environment for the children, indoors and outdoors.
Section 5 Section 6
Develop profiles of the development and learning of two children within the 3-5 age range as follows: - one child aged between 3 and 5 years - one child who (if appropriate) has been identified by the setting as having additional needs including English as a second language. Mentor/tutor observations and reports Miscellaneous and references
Reflections You will have engaged in a process of reflection and development throughout the duration of each placement and thus will have produced a detailed portfolio containing the following:
Context of placement setting: mission, policies and documentation
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Child development profiles
Evidence of engagement and involvement in the settings’ observation planning and assessment cycle and documentation linked to EYFS
Examples of own planning, observation and assessment conducted for small groups and/or individuals and evidence of correlation with EYFS documentation
Evidence of relevant placement activities and/or research study and involvement in setting-based action research
Evidence of communication and liaison with parents/carers linked to activities and research conducted within the setting community
Evidence of involvement and /or meetings with multi-agency professionals linked to the placement setting
Documentation received during involvement in CPD training whilst on placement
Observations and final reports completed by the mentor or link tutor
The Professional Development Portfolio will show links between practice and theory. In addition this formative assessment will provide evidence of your development towards Early Years Teacher Status along with transferable [key] skills. This file must be available at all times for mentors and tutors to see and evidence will be signed off by your course tutor.
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EYT 1000 Professional Practice Tasks related to the taught modules Use your Reflective Diary on Learning Edge to record these tasks. At the end of the year you should have 10 completed reflections.
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 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 your reflection and 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 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 visiting 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 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 Visitings to the underpinning theories you have researched in EYT 1003. Considering these theories, are pg. 16
there any changes you think could be made to improve the childrens’ experience? Use this information to complete 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 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 visiting 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 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 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 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 visiting 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 write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice.
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Child Profiles During each of the placements on this programme you compile child profiles. The purpose of compiling child profiles is to enable you to link theoretical principles of child development with practical examples of children’s learning and development in EYFS settings. During this placement you will compile profiles of the development and learning of three children, where possible, one of whom should have been identified by the setting as having additional needs (including English as a second language). You should ask practitioners/ mentors to help them to identify the children for your focus. The profiles should include
Information and observations of your 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 you to gain a deeper insight into child development and to engage in the setting’s provision to support the learning and development of each ‘unique child’ through providing activities for the next steps in learning. Child profiles are not designed to be intrusive and/or contravene setting policies on confidentiality with regard to personal details about children and families. You 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 (Early Years). All children’s names should be anonymised and no photographs should be taken or kept of profile children under any circumstances. All students obtain the necessary DBS disclosures before attending any placement settings and Edge Hill University has ensured that they have undergone this process before undertaking any placement. Settings will receive confirmation of the student’s DBS clearance from Edge Hill University and this can be used as evidence for their records, in order to comply with OfSTED requirements. Students at Edge Hill University all sign a Code of Professional Conduct which incorporates the requirement to uphold policies regarding confidentiality in partnership settings. We would be grateful if students could be provided with opportunities to broaden their experience and understanding of children’s learning and development in the EYFS through the compilation of child profiles during their time at placement settings. pg. 18
Student Support And Assessment
Professional Trainer
Edge Hill Visiting Tutors
WEEKS 1-10
Mentor to provide a setting induction and give general support and guidance to student
Module tutors to give ongoing support and guidance to student
WEEKS 11 - 30
Mentor to give general support and guidance to student
Edge Hill Link Tutor to visit on at least 2 occasions to discuss student progress with mentors and students. No formal observation.
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 student’s attendance record
The evidence gathered whilst on placement, including the Professional Trainer’s report, along with the PDP file, will be assessed by tutors on a pass/fail basis. The Professional Trainer’s report will provide you with an important record of personal development and achievement and contribute towards the students’ continued target setting for the future. Attendance Monitoring and Absence Procedure The BA (Hons) EYE is designed to prepare you to become a highly capable, experienced, enquiring and reflective Early Years practitioner. The work experience placement is an integral part of this process and we therefore have high expectations that you will fully engage with your 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 day (2 days per week over 30 weeks). Full attendance is expected. Attendance below this will require you to make up the missing days in your own time and by negotiation with the placement provider. pg. 19
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 you must make up the missing days.
Supporting Students We aim to give our trainees the maximum support to enable them to be successful in completing their Professional Practice. If a trainee is deemed to be ‘at risk’ when the interim grade is given an enhanced level of support automatically becomes available for the trainee and for the mentor / supervising tutor involved. We would ask that mentors and Visiting Tutors alert the Course Leader as soon as possible to trainees who are potentially ‘at risk’ by phone or e-mail as soon as possible Please note the Mentor should continue to give feedback and provide support to the trainee at all stages of the process. Please contact the Course Leader for further advice if required. Support for ‘At risk’ trainees will be given in relation to their individual difficulties and may include the following actions. The trainee may be asked to meet with the Visiting Tutor at Edge Hill to thoroughly review the situation and begin to formulate targets and an action plan The Visiting Tutor may make a visit into the school. This visit will enable the Visiting Tutor to gather further information from all those involved in the continuing process of support for the trainee – the mentor and Course Leader. Following the initial assessment by the Year Leader or Professional Practice Support Tutor, the trainee will continue to be supported In discussion with the trainee, mentor and Visiting Tutor, specific, time-limited targets will be set to support the trainee in meeting the expectations of the Professional Practice. The trainee will be closely monitored by the Visiting Tutor in collaboration with the mentor and Course Leader
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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 University’s Research Ethics requirements. BREACHES OF THE CODE OF CONDUCT pg. 21
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 candidate’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
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Appendices
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Health and Safety The following statement is taken from cross-Faculty Health and Safety documentation. University refers to Edge Hill and student to trainee teacher. The University and you as a Professional Practice provider have a duty of care towards the student whilst on the Professional Practice. In order to fulfill this duty of care the University will:
Prepare the student for the Professional Practice and ensure they are aware of general health and safety aspects. However, this is of a general nature and does not include the specific information needed for any particular job of workplace. Give the student an opportunity to feed back to the University on any problems experienced with regard to health and safety whilst on Professional Practice and Respond to any negative feedback received from students in relation to health and safety practices during Professional Practices by informing the Professional Practice provider.
During the Professional Practice, we would expect our student to prove to be an effective, safe and reliable individual. However, you will appreciate that during this period the student is under your control and therefore the statutory duty of care and consequent liabilities rest with yourself. As the students’ Professional Practice provider the University expects you to treat them in the same way as your employees with regards to their health, safety and welfare. It is therefore the University’s expectation that as Professional Practice provider you will:
Provide the student with information on the workplace health and safety arrangements, including fire precautions, specific hazards and health and safety precautions. Include the student in the risk assessment programme as it affects activities undertaken by them. Provide appropriate instruction and training in working practices and in the particular control measures identified in the risk assessments. Provide ongoing supervision and training for the student in the performance of their duties. Have a system of recording and investigating accidents and incidents. We would ask that you notify the University of accidents and incidents involving the student that you are made aware of.
Please complete the Health and Safety checklist Insurance The University assumes that you will have Employer Liability and Public Liability insurance in place for the period of the Professional Practice and that these will apply to a Professional Practice student as they would to any other member of your staff. If pg. 24
this is not the case, or if this creates any problems or questions, please let us know at the earliest possible date on 01695 584056 and ask to speak to Carl Gibson. Promotion of Racial Equality As a provider of ITT we are aware of our duty to promote race equality. To do this we are proactive in eliminating unlawful discrimination, promoting equality of opportunity and promoting good race relations between people of different racial groups. Further details of Edge Hill’s Race Equality Policy can be accessed at http://docs.edgehill.ac.uk/Departments/studservices/docs/EHRP-FFA-I-2.doc Trainees on school/setting Professional Practices must follow race equality practices in accordance with Edge Hill University and school/setting Race Equality Policies.
pg. 25
Faculty of Education Partnership Health and Safety Checklist I confirm that Edge Hill Trainees are briefed on the following Health and Safety procedures within: 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 / behaviour Arrangements Whereabouts of welfare facilities e.g. W/C’s, rest areas etc. Point of contact for health and safety matters Will Edge Hill staff / students be expected to participate in any of the host organisation’s forums i.e. health and safety 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 routes / doors etc. Whether a No Smoking Policy in operation 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 an /or lifting equipment Are risk assessments in place for all the above activities? If so where can these be found and can samples be provided? Signature of confirmation……………………………………………………. Title………………………………………………………………………………..
pg. 26
Disclosure & Barring Service (DBS) formally the Criminal Records Bureau (CRB) and ISA (Independent Safeguarding Authority). The Faculty of Education at Edge Hill University ensures that all entrants have been subject to a Disclosure & Barring Service (DBS) / Criminal Records Bureau (CRB) enhanced disclosure check and/or any other appropriate background check. Edge Hill University is responsible for checking that we do not admit candidates to ITT who are unsuited to work with children. Disclosure & Barring Service (DBS) Children’s Barred list checks are an essential safeguard. Therefore schools/colleges/settings can be assured that Edge Hill University have confirmed that the trainee is suitable to work with children. Edge Hill University has asked applicants to declare convictions or anything else that might relate to their suitability at the outset of their programme. During their training, trainees must also declare anything that might deem them unsuitable to teach, including any conviction. Should a trainee withhold such information, Edge Hill may consider termination of the training. In relation to a DBS clearance, the University and Faculty are subject to regular audit of our procedures from the Teaching Agency (TA), Ofsted and the DBS itself. Edge Hill University will only allow a trainee to undertake a Professional Practice if they have received an enhanced DBS clearance. To summarise our position: • All new entrants must submit a completed DBS enhanced disclosure application form and are given clear deadlines by which to complete these • If they do not submit the forms, they cannot fully enrol • All returning trainees will have been cleared previously and their disclosures last the length of their programme, even if the programme lasts longer than three years • Trainees who return to University study after a period of 3 months or more are required to undergo an additional DBS Enhanced Disclosure check in order to become fully-enrolled and to be able to go out into a school/college/setting • Trainee teachers would not normally be subject to more than one DBS / CRB check during the course of their programmes, even when these extend beyond three years, and Edge Hill University will refuse requests for such repeat disclosures unless a trainee gives cause for concern. Edge Hill University will not make additional checks in respect of separate schools/colleges/settings • Edge Hill University ensures that all entrants have been subject to a DBS / CRB enhanced check, and keep records showing that a certificate has been obtained for every trainee • Systems are in place to ensure that a trainee does not start their Professional Practice in a school/college/setting without an enhanced DBS / CRB disclosure clearance • If a trainee has been allocated a school/college/setting and their DBS disclosure is pending, the school/college/setting is informed of this in writing and advised that the university will be in further contact once the DBS has been received. Exceptionally, a trainee may be allowed to participate in the Professional Practice induction, without a current enhanced DBS clearance. In such cases, Edge Hill University will contact the school/college/setting and agree a short-term strategy • If a caution or conviction is itemised on an enhanced disclosure certificate, Edge Hill University’s policy is to interview all such prospective trainees, irrespective of pg. 27
the nature of the offence. A Faculty of Education panel of senior managers will establish if a particular offence could prevent someone from working with children and discuss the professional implications and standards with the prospective trainee. If the panel feels that a particular offence could stop an individual from entering teaching, the case is referred to the Safeguarding Children’s Unit at the DFE. They will investigate further and make a ruling on behalf of the Secretary of State for Education • Edge Hill will not allow schools/colleges/settings to have access to completed CRB returns or to any information, including any Additional Information, contained in a trainee’s disclosure. It is an offence under the 1997 Police Act, and a breach of the CRB Code of Practice, for Edge Hill University to share any disclosure information with any person who is not a member, officer or employee of the Registered Body; this includes even revealing the existence of any information • Schools/colleges/settings should not demand from providers or trainees access to information to which they have no legal right or entitlement, and Edge Hill will not breach the CRB Code of Practice in order to comply with such a demand: either directly, by providing the information, or indirectly, by implicating those trainees about whom the information is not provided • Edge Hill University will confirm to schools/ colleges/settings that all trainees’ DBS / CRB check has been completed and they are deemed suitable to work with children. Schools/colleges/settings will wish to retain this evidence in their single central record
pg. 28
Attendance record Please note students are required to attend their Developmental Placement for a total of 60 days (2 days per week). Authorised absences should be addressed through additional days attendance negotiated with the setting Week Date Present Date Present Mentor signature day 1 day 2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Additional Placement days completed Week
Signed:
Date
Date
Mentor signature
Mentor: _______________________________ Tutor: ________________________________
This form may be shared with the student and should be returned to the Course Leader via the student or directly by posting to: Jacqui Basquill, Edge Hill University, St Helens Rd, Ormskirk, Lancs. L39 4QP pg. 29
BA (Hons) Early Years Education
Professional Practice Report Form Student Name
Programme
Year
Year Group/Ages Taught
Setting EHU Partnership Trainer (Mentor)
BA (Hons) Early Years Education
EHU Visiting Tutor
Guidance The student should fill in their section of the form then pass it to their EHU Partnership Trainer (Mentor) Students are given formative feedback and feed forward based upon their performance against each of the Teaching Standards (EY). The feedback process is a triangulation between student, EHU Partnership Trainer and the EHU Visiting Tutor and should be agreed and confirmed during the meeting. Please note: o This form will be used to inform their reference, written by their Personal Tutor
TS(EY)1 Set high expectations which inspire, motivate and challenge all children
Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. Set goals that stretch and challenge children of all backgrounds, abilities and dispositions Demonstrate and model the positive values, attitudes and behaviours expected of children.
Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
pg. 30
TS(EY)2 Promote good progress and outcomes by children
Be accountable for children’s progress, attainment and outcomes. Demonstrate knowledge and understanding of how babies and children learn and develop. Know and understand attachment theories, their significance and how effectively to promote secure attachments. Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. Communicate effectively with children from birth to age five, listening and responding sensitively. Develop children’s confidence, social and communication skills through group learning. Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development.
Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
TS(EY)3 Demonstrate good knowledge of early learning and EYFS
Have a secure knowledge of early childhood development and how that leads to successful learning and development at school. Demonstrate a clear understanding of how to widen children's experience and raise their expectations. 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. Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading. Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
pg. 31
Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
TS(EY)4 Plan education and care taking account of the needs of all children.
Observe and assess children's development and learning, using this to plan next steps. Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children. Promote a love of learning and stimulate children's intellectual curiosity in partnership with parents and/or carers. Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children. Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision
Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
pg. 32
TS(EY)5 Adapt education and care to respond to the strengths and needs of all children.
Have a secure understanding of how a range of factors can inhibit children's learning and development and how best to address these. 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. 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. Support children through a range of transitions. 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.
Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
pg. 33
TS(EY)6 Make accurate and productive use of assessment
Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements. Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. Give regular feedback to children and parents and/or carers to help children progress towards their goals.
Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
TS(EY)7 Safeguard and promote the welfare of children, and provide a safe learning environment.
Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Manage classes effectively, using approaches which are appropriate to children’ needs in order to involve and motivate them Maintain good relationships with children, exercise appropriate authority, and act decisively when necessary Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
pg. 34
TS(EY)8 Fulfil wider professional responsibilities
Promote equality of opportunity and anti-discriminatory practice. Make a positive contribution to the wider life and ethos of the setting. Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals. Model and implement effective education and care, and support and lead other practitioners including Early Years Educators. Take responsibility for leading practice through appropriate professional development for self and colleagues. Reflect on and evaluate the effectiveness of provision, and shape and support good practice. Understand the importance of and contribute to multi-agency team working.
Student Reflection on Achievement
Edge Hill University Partnership Trainer’s Feedback
Targets
pg. 35
Signatures
Edge Hill University Partnership Trainer: …………………………………………………….. Edge Hill University Visiting Tutor: ……………………………………..……………...
Student: .........................................................................
Date: ................................................
Please could the Student give a copy of this completed form to their PPD Tutor as well as keeping a personal copy. Please could the EHU Partnership Trainer send this completed form back to: Edge Hill University, Faculty of Education, Room G12, St. Helen’s Road, Ormskirk, Lancashire L39 4QP. Thank you.
pg. 36
Early Years Foundation Stage Observation Proforma Trainee
School / Setting
Date
FS1
Area of L&D / Aspect
Year
PGCE 1 / BAQTS Year 1 / Year 3
FS2
Observation focus (Agreed targets linked to standards) To be completed by the trainee drawing on weekly targets
Observers Grade(s) for observed focus
Observer’s comments on identified focus
Please evaluate the impact of subject knowledge, planning and teaching on learning: (Remember that much of the learning will focus around play based activities possibly involving some teacher directed as well as child initiated.)
To what extent does the trainee demonstrate the following as part of their teaching to promote new learning for the children? A positive atmosphere for learning is created Accurate standards of English Expectations are challenging, based on learners’ capabilities and prior knowledge Clarity of intended learning Links to, and use of, prior knowledge / experience Resources & activities are appropriate, creative & differentiated Learners are engaged, motivated and actively participate Appropriate subject knowledge Explanations / modelling are clear and focused Learning time is used effectively Appropriate observation / assessment for learning Behaviour management is fair, consistent and effective
Observation grade
1
2
Requires Improvement
(Use the standards to support the overall grade allocated)
Priority Action Points to improve learning and teaching. Please include clear AoLD / Aspect / knowledge targets and include one or more of the points on the checklist overleaf to support implementation actions.
pg. 37
Look for evidence and tick
Characteristics of Effective Learning (EYFS, DfE, 2014) observed
Playing & exploring – engagement
Active learning – motivation
Creating & thinking critically – thinking
Finding out and exploring Playing with what they know
Being involved and concentrating
Having their own ideas
Keeping trying
Making links
Being willing to ‘have a go’
Enjoying achieving what they set out to do
Choosing ways to do things
Evidence of the impact of learning in relation to any of the following
Areas of Learning and Development
Prime Areas
Aspect Making relationships Self-confidence and self-awareness Managing feelings and behaviour Moving and handling Health and self-care Listening and attention Understanding Speaking
Personal, Social and Emotional Development Physical Development Communication and Language
Specific Areas Literacy
Reading Writing
Mathematics
Numbers Shape, space and measure
Understanding the World
People and communities The world Technology
Expressive Arts and Design
Exploring and using media and materials Being imaginative
Checklist to support future FS quality learning and teaching.
Use the following points to support post observation discussion by asking the student to evaluate their own practice and the quality of learning during the session.
Was there a positive atmosphere for learning created? (Were there opportunities for children to choose, be independent and articulate their views / needs?)
Were high standards of communication evident? (Were there opportunities for children to think and talk? Were the children ‘heard’ and responded to appropriately? Were any meaningful conversations initiated by a child and sustained by an adult?)
Was the language used by the trainee appropriate to the needs and interests of the children and was there a high standard of articulacy modelled by the student? Were the resources and activities appropriate to support the ‘Characteristics of Learning’? (Did the resources reflect the children’s interests and needs and offer different ways of learning and differentiation?)
Did ‘Continuous Provision’ build on the interests of the children and / or the learning intention? (What learning did you see indoors & outdoors)
Were the children interested, motivated and actively participating in their learning? (Was engagement over a sustained period of time? Were the children given time and space?)
What positive behaviour strategies were included to motivate and support engagement? (other than rewards)
Were the children encouraged to be autonomous? (make decisions for themselves, be independent, take responsibility for their own learning, choose learning opportunities)
Were the learning activities play based / experiential / open to creative learning? (rather than worksheets)
Were there any opportunities to develop effective communication with parents / carers? (e.g. How could ‘learning journeys’ be used to share / communicate children’s engagement / new learning ?) pg. 38
Early Years Foundation Stage (EYFS) Learning Plan Area of Learning & Development / CoEL:
Theme / Focus: (eg Animals / role play café)
Name of adult and role:
Age and No. of children
Date:
Whole Class / Small Group
Time: Length of Session:
Student Personal Professional target from weekly review (eg behaviour management / use of praise or a particular Standard):
Phase of Development (PoD) Possible Lines of Development (PLoD) Focus (see the EYFS Phases of Development)
Prior learning / interests of the children (Anything you noticed through observation as part of previous learning / evaluation, that will inform / support the children’s learning in this plan?
Key Vocabulary: (Think how you are enhancing the children’s vocabulary and understanding / think about the age appropriateness of what you say)
Resources and materials required: (What equipment will you need to carry out the activities?)
Organisation: This involves showing your awareness of the organisation of all of the children, so you need to show which learning activity you are leading in relation to the whole class. You might be working with the whole class or a group of children. Show how the children are organised and how you are following the children’s interest (e.g. as part of directed/free choice/as individuals / in groups/whole class/ /outdoors)?
Differentiation for Learning (Consider SEN, EAL, equal opportunities here– Ask yourself how each activity allows for different learning preferences and what choices there are available to the children (eg choosing whether to work independently or in a pair / choosing whether to work at a pc or writing in a conventional way / choosing where to work ie on the carpet or at a table)
Input / Modelling: This should be designed to catch the children’s attention. How will you introduce the session? What stimuli will be provided (e.g. visual aid, story, objects, visit, visitor, song, poem)?
Activity: How will you develop the stimuli? What is the learning? Think about your role, other adults’ role and the children’s role) (Possible adult roles - observe, interact or intervene)? What will the children do? - directed play, activities, games etc.)
Continuous Provision / Possible extensions/developments: Consider activities that you have modelled in a previous lesson / activities that can become CP activities and allow choice / extended learning (eg using a part of the role play area, or playing a game as a group)
Conclusion / Plenary: How will the activity end? What will you do? Review with the children what they have learnt? Encourage the children to share their learning / creations (e.g. painting, Lego model).Thank the children for their participation.
Assessment opportunities: (Who? What? How? When?) Who will you observe? Consider areas you will focus on. How will you assess and how will you know if they have understood? When will you assess? Answer each of these questions)
Evaluation: 1. Comment on how you know whether your PLoD took place and how well this was achieved. Mention individual children. How do you know? 2. Evaluate your own progress in terms of your focused target from your weekly review. 3. Was the activity I chose relevant to the children’s needs and interests? 4. How effectively did I manage other adults in this activity/assessment of children? 5. How will I use this evaluation to plan for my next lesson (include under ‘Prior Learning /Interest’ in the next activity plan.
BAEYE(EYTS) Developmental placement updated Sept 2014
40
Progress Planner – Medium term planning (complete one of the following for each Area of Learning & Development) EYFS Area of Learning & Development:………………………………………… Class: (Nursery FS1 /
Age of Children:
Reception FS2)
Number of Children:
Week beginning:
Adults: (teacher / TA / other SS)
PLoD / PoD Focus: (which part ? / put in own words you will share with the children)
Success criteria: (How will you know if the children succeed?) Links to other Areas of Development: (Characteristics of Learning / Prime: PSED/ C&L/ PD & or Specific: Literacy M / U the W / Exp A&D)
Weeks or number of sessions
Teacher directed warm-up Carpet time / small group – specify (rhymes / songs / conversations / dialogue / stimuli)
1
2
PLoD / PoD
Content / key points
Activities (that support
Resources (that
(objective in your own words)
Language for Adult Directed Teaching (& opportunities for dialogue )
PoD & differentiation)
support the PoD & differentiation)
Continuous Provision (extension activity / self-chosen or on-going previous adult modelled activity)
Assessment (who, what, when. how)
3
4
BAEYE(EYTS) Developmental placement updated Sept 2014
42
Record of
Supporting Learning Through Child Initiated Activities (For example continuous provision)
Date: Time: Duration: Context: (Number of children, area of setting, resources, relevant previous experience, adult in area etc.)
What new learning did the children show through their actions or communication? (Provide evidence of what you observed)
What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organization, previous input etc.)
How did you support and/or extend this learning? (eg did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open that enable children to show their thinking?)
What needs to be provided to take this learning forward? (adult support, planning, resources, organization etc.)
Evaluation: How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?)
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 children’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 on the next page sets out the detail of the relevant procedures.
BAEYE(EYTS) Developmental placement updated Sept 2014
44
Self-Declaration Procedure Health Issue disclosed Faculty Academic Registrar (FAR) requests further information and informs Head of Area (HoA)
Character issue (i.e. a criminal offence) disclosed at enrolment - FAR organises Disclosure and Barring Services (DBS) panel and results passed to Academic Registry
During Programme trainee declares a character issue (following DBS clearance) OR the University are made aware of an offence
FAR informs HOA to make initial decision connected to Professional Practice
ILT to make decision as to next steps
Trainee cleared and proceeds with programme
Team Leader produces DBS letter and confirms with FAR that letter has been produced DBS letter produced and passed to CL/PL to distribute to trainee
Trainee not cleared trainee leaves programme
Trainee completes Self-Declaration Form and submits to Academic Registry
DBS Panel arranged and FAR informs HoA
STUDENT PLACEMENT EVALUATION FORM 2014-2015
Name:______________________
Setting:______________________ YES
1
2 3
4 5 6 7 8
9
10
11 12
The placement handbook provided clear, comprehensive information about the placement experience and tasks I was required to undertake I was proactive in finding out about school/setting policies I was proactive in seeking opportunities to observe a range of practitioners and a range of children whilst on placement. I was supported in setting personal targets for my development I was visited by my Edge Hill University Tutor I was supported in the setting to complete the tasks required I was proactive in getting fully involved in the wider life of the setting Have your University studies and placement together, enabled you to have a greater understanding of child development? Have your University studies and placement together, enabled you to have a greater understanding of the EYFS? Have your University studies and placement together, enabled you to have a greater understanding of behaviour management of children? Have your University studies and placement together, enabled you to have a greater understanding of diversity? Have your University studies and placement together, enabled you to observe children and contribute towards monitoring their progress?
Year 1 / 2 / 3
Additional Comments:
NO