BA (Hons) Early Years Education Programme Handbook 2014 15

BA (Honours) Early Years Education Programme Handbook

2014 - 15

Contents

PAGE

The Edge Hill Trainee

3

Inclusive Services

4

Welcome to the Programme

5

This Handbook

6

Delivery of the Programme

6

Key Personnel and Contacts

7

Module Schedule Year 1

8

Module Schedule Year 2

14

Professional practice

18

Aims of the Programme

20

Programme Requirements

21

Consultation, Evaluation and Feedback

22

Student Support

24

Visiting Tutor Role

24

Mentor Role

25

Personal Tutor Role

26

Teaching Learning and Assessment

28

Submission of Coursework

29

Assessment

31

Progression from the Programme

32

External Examiners

32

Learning Services

34

Useful Contacts

36

Appendices: 2

Applying for Jobs Attendance Response Policy and Procedures Attendance Response Sheet The Edge Hill University Trainee Coursework Extension Approval Form Regulations and Procedures in Respect of Academic Malpractice Code of Conduct Student Tracking Absence from Edge Hill University Pregnancy Teacher's Standards (Early Years)

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The Edge Hill University Student A professional practitioner who displays resilience, honesty and integrity. Respectful of others. Adaptable and flexible. Communicates effectively. Acts independently and demonstrates self-organisation.

Inspirational. Reflective. Innovative. Creative. Highly valued. Promotes and manages good behaviour and tackles bullying. Challenges and motivates all pupils.

Understands the causes of low attainment. Identifies and builds on pupils’ prior knowledge to ensure their progress. Prepared to teach pupils from minority ethnic backgrounds and those with English as an additional language. Effectively teaches pupils with SEN/D. Knowledge of a teacher's statutory responsibilities for the welfare and safeguarding of pupils. Understands e-safety. Understands the national curriculum. Has secure subject knowledge across the curriculum to support teaching and learning. Confidence and competence in teaching reading, writing, physical education and mathematics. Selects and uses new technology to effectively support learning. Collects and records appropriate assessment data. Uses assessment data to identify pupils’ progress, support their learning and evaluate the quality of teaching.

Reports pupils’ progress to different audiences and for different purposes.

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Gives effective feedback to pupils.

Maintains professional behaviour at all times including an appropriately professional standard of dress. Works with teaching colleagues as part of a team. Leads the work of teaching assistants and other additional adults to achieve learning objectives. Accesses and uses educational research to enhance their own teaching practice.

Integrates theory with the professional practice to support their own reflection and professional development. Highly employable.

The entire description of the ‘Edge Hill University Trainee’ can be found at the end of this document.

Inclusive Services Statement Inclusive Learning It is Edge Hill’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (eg: electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements.

Concerned about your studies?

Every year we have students who have concerns about aspects of their study skills (for example: reading and writing) and worry about their ability to study at this level. If you have had difficulties in these areas at school, Edge Hill can offer informal guidance for you in relation to this. It may be that you have a Specific Learning Difficulty, in which case we can offer you appropriate assessments and guidance/support to help you achieve your potential. Please call into the Inclusive Services Centre or phone us for a confidential chat in relation to this.

Outreach centre administrators will also provide support for those students studying in outreach centres Disabilities / Specific Learning Difficulties (eg: Dyslexia, Dyspraxia) If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), Edge Hill will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to 5

explore your learning requirements and help you make informed choices regarding support.

Disability (eg: physical, sensory or mental health) Inclusion Team, Student Information Centre Tel: 01695 584190 Email: inclusionteam@edgehill.ac.uk Specific Learning Difficulties (eg: Dyslexia, Dyspraxia) Skills Development Team, Inclusive Services Centre Learning Resource Centre (LRC), First Floor Tel: 01695 584372 Email: eac@edgehill.ac.uk

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Welcome to the Programme The Early Years Team welcomes you to the BA (Hons) Early Years Education Programme and wishes you well with your studies.

The programme is an exciting and innovative grounding in early years education designed to provide you with a high quality education and training experience and prepare you for work in the challenging and rewarding UK early years sector.

You will work closely with the Teaching Standards (Early Years) and in either before you begin or in Years 1 or 2 will have the opportunity to apply for the Early Years Teacher Status - Undergraduate Route which you will work towards in over the remaining time on your programme.

The experienced early years teaching and placement team will endeavour to provide a learning experience that will challenge you, whilst providing a rich combination of work-based and classroom-based opportunities to learn and develop to your full potential in this field. The course requires a great deal of commitment from you the student, and in turn will provide both personal enrichment and assist your future professional and vocational development.

We aim to make your studies lively and interesting by providing high quality teaching, guidance and support. In return, we expect that you will actively engage with your own learning and participate with other programme members in paired and group activities. We recognise your commitment and value your feedback on how the programme is designed and delivered and your comments will make a valuable contribution towards shaping and refining the course still further.

A message for returning year 2 students: Congratulations on your success to date and welcome back. You will find the structure of the EYE course familiar in year two, but you will be required to build on your learning in year one through your own research and independent study.

As in year one, a high level of tutor support is available for you - some of this will be timetabled, but additional support is available on request.

Good luck with the remainder of your studies, the time ahead is important, we are here to help you make the most of it.

Enjoy your studies and your time at Edge Hill!

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This Handbook This Programme Handbook should be read in conjunction with other programme documentation such as the module handbooks and materials published on-line (via Learning Edge).

The handbook is designed to provide you with a range of essential information relating to the background, content and overall structure of the programme. It should also answer some of the initial questions you may have about academic study. Module handbooks provide greater detail of each module.

This handbook will show you what is expected throughout the course and support you in managing your time effectively.

Please note however that some content may change and evolve as the course progresses. Your tutor will inform you where this is the case and updates will be made available via Learning Edge.

Delivery of the programme The delivery of this programme will consist of face-to-face taught sessions supplemented by on-line activities, student-based activity, personal reflection and provision-based training (placements).

All of the modules will combine face-to-face delivery with some online learning or individual tutorials. You will be fully trained in the use of Learning Edge, Edge Hill University’s Virtual Learning Environment during your induction session with Learning Services followed by a workshop later in the term. If you decide to access the information at home you will need access to the Internet.

Sessions run over 10-week blocks normally with an Enhancement Week included at the mid-module point.

Work-experience placements are a compulsory part of the programme and will be undertaken on 2 days of the week as agreed with the Placement Development Co-ordinator. Working hours will be agreed with each placement provider, but will typically be between 9am and 5pm each day. Each placement day must last for a minimum of 7 hours. (See separate Placement Handbook for more detail.

Independent Study and Directed Learning: There is an expectation commensurate with the academic level of this degree programme that students will undertake a significant amount of study outside the classroom. Tutors will remind you of this during module inductions. Taught sessions will be supplemented by required reading, online activities, assignment work and the completion of a Personal Development Portfolio alongside a number of placement related tasks. Students will also be required to work together in study groups on occasions to complete seminar activities which may include short presentations.

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

(BA Hons) Early Years Education Leading to EYTS Karen Boardman Naomi McCleod Jacqui Basquill Alison Sammin

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Karen.Boardman@edgehill.ac.u k Naomi.Mccleod@edgehill.ac.uk

01695 650766 TBC

Jacqui.Basquill@edgehill.ac.uk

Placement Development Coordinator

Alison.Sammins@edgehill.ac.uk

01695 657337 TBC

Early Years Teacher Status

Nicola Brooks Eileen Rigby Jan Ellis

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Head of Early years Assistant Head of Early Years Course Leader

Year 1 EYTS Leader Year 2 EYTS Leader Year 3 EYTS Leader

Nicola.Brooks@edgehill.ac.uk Eileen.Rigby@edgehill.ac.uk Jan.Ellis@edgehill.ac.uk

Administrative Staff eyts@edgehill.ac.uk

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Year 1

Module Code EYT1000 EYT1001 EYT1002 EYT1003

Personal and Professional Development Prime Areas of Learning Child Development Early Years Pedagogy

EYT1004

Inclusive Early Years Settings

Module Title

Year 2 Module Code EYT2000 EYT2001 EYT2002 EYT2003

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

EYT2004

Introduction to Research

Module Title

10

Year 1 Module Schedule for September 2014 entry students Level 4 Modules studied in year 1: EYT1000

Personal and Professional Development

EYT1001

Prime Areas of Learning

EYT1002

Child Development

EYL1003

Early Years Pedagogy

EYL1004

Inclusive Early Years Setting

Week beginning

Modules studied

22.9.14 29.9.14

Enrolment and induction to the programme Introduction to EYT 1000, EYT 1001 and EYT 1002: Understanding module requirements, Code of Conduct, attendance, roles of personal tutor and mentor, PDP files, setting visit 1, setting-based tasks.

Completing TNA. EYT1000 Student to complete TNA and EYT1001 work on action plan EYT1002

6.10.14

13.10.14

EYT1000 EYT1001 EYT1002

EYT1000 activities and tasks Other activities and deadlines for EYT1000

Student to introduce self to leaders/managers and other practitioners.

Student to negotiate and establish working times for placement, dress code, key policies including mobile phone.

Student to collect evidence for Task 1

Placement induction commenced Health and safety checklist shared with Mentor Completion of TNA and action plan. To be shared with tutor and mentor

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20.10.14

EYT1000 EYT1001 EYT1002

27.10.14

EYT1000 EYT1001 EYT1002

3.11.14

EYT1000 EYT1001 EYT1002

10.11.14

EYT1000 EYT1001 EYT1002

17.11.14

EYT1000 EYT1001 EYT1002

Liaison with colleagues and begin to explore range and diversity of roles in setting.

Consider setting's role in the community, demography and catchment area. Local family needs, children's needs, cultural and ethnic mix.

Health and safety checklist signed Student to read and comment on setting Safeguarding Policy Submit EYT1000 Part A

Write about Task 1 in Reflective Diary Student to independently arrange a visit to another EY setting and write a reflective account of the experience.

Student to write a reflective piece on induction experience to date Student to become more Student to observe involved in daily life and colleagues, reflecting on routines of setting staff roles and Shadow a colleague who works responsibilities and team well supporting children and structure reflect on their skills and practice.

Tutor visits.

Student to write Task 2 in Submit EYT1002 Part A Reflective Diary Student to investigate Task 3 Read and comment on Identify 2 children to be the another setting policy subject of their Child Profiles Tutor visits Write Task 3 in Reflective Diary

Review progress towards achieving TNA action plan Tutor visits

24.11.14

EYT1000 EYT1001 EYT1002

Student to seek Mentor's assistance in writing the Child Profile Student to review Teachers’ Standards (Early Years) and their action plan to select a Standard Indicator to find evidence for (Task 4)

Commence research on child identified for first Child Profile Tutor visits

12

1.12.14

8.12.14

EYT1000 EYT1001 EYT1002

EYT1000 EYT1001 EYT1002

Student to start organising Placement/PDP File - a portfolio of all evidence accumulated to show completion of placement and professional development activities Student to write Task 4 in Reflective Diary

Observation by Mentor of student's work with child/children (first of 2 observations in year 1) Tutor visits Review progress and discuss targets for Phase 2 of Initial Placement with Mentor

Add record of Mentor's observation to Placement/PDP File Tutor visits 15.12.14

22.12.14 29.12.14 5.1.15

Begin researching Task 5

Christmas Vacation EYT1000 EYT1001 EYT1003

Student to observe children and their development in accordance with setting systems and routines and provide information for other practitioners/key workers

Participate in preparation for festivities and reflect of inclusive nature of practices in the setting

Discuss these with mentor, identify any activities which student may engage with to develop an understanding of their roles supporting children Ask manager/leader(s) about their role and how they ensure quality of care and education

12.1.15

EYT1000 EYT1001 EYT1003

Student to investigate other agencies involved with the setting.

Write Task 5 on Reflective Diary

19.1.15

EYT1000 EYT1001 EYT1003

Student to interview and find out about the roles and responsibilities of setting managers and leaders (eg room leaders, key workers) Begin researching Task 6

26.1.15

Submit EYT1002 Part B

EYT1000 EYT1001 EYT1003

Student to show evidence of planning and developing a learning activity with/for a group of children. The student should show how the activity links with the new EYFS.

Tutor visits

Tutor visits Seek Mentor's support and advice from colleagues to ensure ideas fit in with planning and/or setting policies and themes Submit EYT1003 Part A Tutor visits

13

2.2.15

EYT1000 EYT1001 EYT1003

Student to participate in planning learning opportunities and organising the learning environment indoors and outdoors. Student should write a reflective piece of this experience.

Write Task 6 on Reflective Diary Student to Student to review Teachers’ Standards (Early Years) and their action plan to select a Standard Indicator to find evidence for (Task 7) Student to plan and carry out activity for Task 7

Seek advice from Mentor on use of photographic evidence for portfolio and ensure any such evidence complies with setting policies.

Tutor visits

9.2.15

EYT1000 EYT1001 EYT1003

16.2.15

EYT1000 EYT1001 EYT1003

23.2.15

EYT1000 EYT1001 EYT1003

2.3.15

EYT1000 EYT1001 EYT1003

9.3.15

EYT1000 EYT1001 EYT1003

Student to research Task 8

Tutor visits Submit EYT1003 Part B

16.3.15

EYT1000 EYT1001 EYT1004

Student to write Task 8 in Reflective Diary.

Begin research into SEN provision in the setting for EYT1004 presentation

Tutor visits Submit

23.3.15

EYT1000 EYT1001 EYT1004

General support to discuss, Tutor visits plan and organise the ‘change' Submit EYT1001 Part A activity.

30.3.15

Student and Mentor to review progress to date towards achieving knowledge and competencies identified through TNA. Student should explore Parties should then features of high quality settings agree Action Plan for - what makes them high Phase Three of the Initial quality, how is quality Placement evaluated and who makes the necessary checks on quality internally and from outside the setting?

Student to write Task 7 in Reflective Diary

Easter Vacation

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6.4.15 13.4.15 20.4.15

EYT1000 EYT1001 EYT1004

Research Task 9

27.4.15

EYT1000 EYT1001 EYT1004

Write Task 9 in Reflective Diary

4.5.15

EYT1004

11.5.15

EYT1000 EYT1001 EYT1004

Student to Student to review Tutor visits Teachers’ Standards (Early Years) and their action plan to select a Standard Indicator to find evidence for (Task 10) Student to implement activity Tutor visits and gather evidence for Task 10

18.5.15

EYT1000 EYT1001 EYT1004

Write Task 10 in Reflective Diary

25.5.15

EYT1000 EYT1001 EYT1004

Organise portfolio/PDP file and Tutor visits get ready for submission

1.6.15

EYT1000 EYT1001 EYT1003

Student to complete self review Tutor visits based on TNA and action plan Submit EYT1000 Part B for the year. Undertake future action planning for next placement Finalise organisation of Tutor visits portfolio/PDP file Submit EYT1004 Part B

8.6.15

Observation by Mentor of student's work with child/children (second of 2 observations in year 1) Submit EYT1004 Part A

Tutor visits Submit EYT1001 Part B

Year 2 Module Schedule for September 2013 entry students 15

Level 5 Modules studied in year 2: EYT2000

Personal and Professional Development

EYT2001

Specific Areas of Learning (Literacy and Mathematics)

EYT2002

Working Collaboratively

EYL2003

Transitions

EYL2004

Introduction to Research

Week beginning

Modules studied

23.9.14 30.9.14

Enrolment and induction to the programme Introduction to EYT 2000, EYT 2001 and EYT 2002: Understanding module requirements, Code of Conduct, attendance, roles of personal tutor and mentor, PDP files, setting visit 1, setting-based tasks. Reviewing TNA. EYT2000 Student to introduce self to Placement induction EYT2001 leaders/managers and other commenced EYT2002 practitioners.

Health and safety Student to negotiate and checklist shared with establish working times for Mentor placement, dress code, key policies including mobile TNA and action plan to phone. be shared with visiting tutor and mentor

6.10.14

13.10.14

EYT2000 EYT2001 EYT2002

EYT2000 activities and tasks Other activities and deadlines

Liaison with colleagues and begin to explore range and diversity of roles in setting.

Examine setting’s Child Protection and Safeguarding Policy in detail.

Begin to collect evidence for Task 1

20.10.14

EYT2000 EYT2001 EYT2002

Health and safety checklist signed Student to read and comment on setting Child Protection and Safeguarding Policy

Student to build on taught session on Safeguarding and link to the setting’s Safeguarding Policy. Liaise with mentor to plan a safeguarding talk that could be delivered to staff

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27.10.14

EYT2000 EYT2001 EYT2002

Student to plan approach to Task 1.

Add plan to Reflective Diary on Learning Edge

Student to prepare talk for Part A EYT2002 To be delivered 3rd November 2014

3.11.14

EYT2000 EYT2001 EYT2002

Student to begin reflection on Task 1 Discuss teams involved in the setting with Mentor/ Manager

Seek advice from Mentor on use of photographic evidence for portfolio and ensure any such evidence complies with setting policies.

10.11.14

EYT2000 EYT2001 EYT2002

Review progress towards achieving TNA action plan

17.11.14

EYT2000 EYT2001 EYT2002

Student to plan approach to Task 2 Investigate Parent Partnership in the setting and relate to theory.

Student to seek Mentor's assistance to identify a child suitable for writing the Child Profile Student to collect evidence for Task 2.

24.11.14

EYT2000 EYT2001 EYT2002

1.12.14

EYT2000 EYT2001 EYT2002

8.12.14

EYT2000 EYT2001 EYT2002

15.12.14

Commence research on child identified for first Child Profile

Student to start organising Placement/PDP File - a portfolio of all evidence accumulated to show completion of placement and professional development activities which could be used to support EYTS Student will complete Task 1 Review progress and and ensure refection is discuss with Mentor submitted to the Reflective Diary

Student to begin reflection on Task 2

Complete Task 2 in Reflective EYT2002 Part B to be Diary submitted on 15th December 2014

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22.12.14 29.12.14 5.1.15

Christmas vacation EYT2000 EYT2001 EYT2003

Investigate transition policy in the setting.

Begin Task 3

Student to examine the key person approach in the setting

12.1.15

EYT2000 EYT2001 EYT2003

Begin writing Task 3 in Reflective Diary on Learning Edge

Seek Mentor's support and advice from colleagues to ensure ideas fit in with planning and/or setting policies and themes

19.1.15

EYT2000 EYT2001 EYT2003

Student to investigate Transition Policy within the setting.

Student to begin researching Task 4 Student to complete Task 3

26.1.15

EYT2000 EYT2001 EYT2003

Student to gather information Submit EYT2003 Part A and observation/ assessment and planning data for EYT2001

2.2.15

EYT2000 EYT2001 EYT2003

Student to begin writing about Task 4 in the Reflective Diary

9.2.15

EYT2000 EYT2001 EYT2003

Student to ensure all tasks are up to date

16.2.15

EYT2000 EYT2001 EYT2003

Student to begin working on Task 5.

223.2.15

EYT2000 EYT2001 EYT2003

Student to investigate the range of transitions children engage with in the setting

Student and Mentor to review progress to date towards achieving knowledge and competencies identified through TNA.

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2.03.15

EYT2000 EYT2001 EYT2003

Student to begin writing Task 5 on Reflective Diary

9.3.15

EYT2000 EYT2001 EYT2003

Student to begin working on Task 6

16.3.15

EYT2000 EYT2001 EYT2004

Student to begin investigating Observation by Mentor topic for research project of student's work with child/children (second of 2 observations in year 1)

23.3.15

EYT2000 EYT2001 EYT2004

Student to write up Task 6 in Submit EYT2001 Part A Reflective diary.

Collate evidence for EYT2000 Part A

30.3.15 6.4.15 13.4.15

Submit EYT2004Part B

Easter Vacation

20.4.15

EYT2000 EYT2001 EYT2004

Student to plan research topic Submit EYT2000 Part A

27.4.15

EYT2000 EYT2001 EYT2004

Student to begin creating a resource for EYT2001 Part B

4.5.15

EYT2000 EYT2001 EYT2004

Work on any outstanding assignments or other activities

11.5.15

EYT2000 EYT2001 EYT2004

Organise portfolio/PDP file .

Student to work on the resource for EYT2001 Part B

18.5.15

EYT2000 EYT2001 EYT2004

25.5.15

EYT2000 EYT2100 EYT2004

Student to complete self review Submit EYT2001 Part B based on TNA and action plan for the year. Undertake future action planning for next placement Student to work on the resource for EYT2001 Part B

1.6.15

EYT2000 EYT2100 EYT2004

Student to work on the resource for EYT2001 Part B

Submit EYT2004 Part A

Submit EYT2000 Part B

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8.6.15

EYT2000 EYT2100 EYT2004

Submit EYT2004 PartB

Professional Practice Professional practice runs across each year of the programme. It link with all academic elements of the programme and links particularly strongly with the Personal and Professional Development modules EYT1000. Vocational development will be mapped out across the programme through a series of work-based tasks and reflective activities as well as against the Teacher's Standards (Early Years).

(Students who wish to gain Early Years Teacher Status will have the opportunity to apply for the programme (if you have not already done so), through a separate interview and selection process, during the second or third year of the EYE Course).

Professional practice helps to link together all of the learning that takes place during each level of the programme. Practice and teaching skills are developed still further through research-based modules in years 2 and 3.

Professional practice engages learners in reflective practice and develops the ability to be analytical and evaluative. This will support students' development as researchers and critical thinkers and will assist with future dissertations and project work. Professional practice provides the core of the Professional Development Portfolio.

Professional practice is not a subject for study - it is a mechanism for learning.

Within this context, it is centred on: •

Training Needs Analyses (TNAs) to help determine training needs and targets.

•

Reflection on work practices. It is about acquiring knowledge and a set of technical skills and it is about reviewing, learning from experience and setting targets for further development.

•

Professional practice views learning as arising from action and problem solving within a working environment, and this is centred on live projects and challenges to individuals and organisations. Professional practice also sees the creation of knowledge as a shared and collective activity, one in which people discuss ideas and share problems and solutions.

•

It involves the acquisition of new knowledge, skills and understanding

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Modules on the Degree have practical as well as theoretical elements.

Ethical awareness is an integral part of professional practice. When studying in work contexts, Edge Hill University and its students must take into account the ethics and practices of both Edge Hill University and those at the site of their work-based study. Values are at issue here in how the field of study identifies which practices are worthwhile.

Over the duration of the year students must complete the required minimum number of days. This should amount to a minimum of 60 days in each year.

The pattern, requirements and expectations of the professional practice have been designed to ensure students can demonstrate knowledge and understanding of the practical application of the theory underpinning the full range of Standards for Early Years Teacher Status across the Early Years Foundation Stage. This pattern is designed to promote high quality, effective relationships with children, families and staff and enable students to demonstrate their ability to contribute to effective practice. It promotes continuity and enables students to participate in the setting in a holistic manner.

Over the three years the placements are designed to empower the students and develop their confidence and credibility in relation to professional practice and teaching. •

The Initial, Developmental Placement in year 1 will provide the opportunity to observe and engage in practice; during this time students will participate with colleagues in identifying aspects of change and its implementation in practice to scaffold their professional development.

The Initial Placement may be a paired placement allowing students to support each other whilst also identifying their own targets and development. Students will observe practice which will inform the content, form and intended learning outcomes of a range of directed tasks from EYT1000 Personal and Professional Development which they undertake whilst in their setting.

The Initial Placement will normally be undertaken across the 3-5 year age range, in order to give the students the opportunity to reflect on and understand the specific requirements of babies,toddlers and young children at all ages and stages of development within the Early Years Foundation Stage and thereby develop high quality provision for them based on the principles and commitments of the EYFS. At Level 5 (Year 2), the Developmental Placement will enable students to discuss with practitioners/ mentors an aspect of development within the setting for which they could take responsibility. Students will engage in planning a small scale research project for EYT2004 which can form the basis of the research investigation for EYT3000 in Year 3.

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The Developmental Placement will normally be undertaken across the 2-3 year age range, in order to give the students the opportunity to reflect on and understand the specific requirements of babies, toddlers and young children at all ages and stages of development within the Early Years Foundation Stage and thereby develop high quality provision for them based on the principles and commitments of the EYFS.

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

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

.

It is a programme of professionalism, creativity and a commitment to effective, dynamic practice and teaching in working with young children which also aims to develop: • knowledge and understanding of early childhood development • problem solving, thinking skills and appropriate research methodology.

• an understanding of the importance of the key factors that impact upon children's learning and development • progression and transition from the Early Years Foundation Stage to Key Stage 1 and Key Stage 2 • experience of working in early years settings supporting children's learning and development through leading practice The BA (Hons) Early Years Education is a full time programme where students will develop as independent learners capable of critically evaluating their learning and setting appropriate targets for their own future development.

The programme will develop knowledge, skills and understanding to support a possible future career within the children's workforce in early years settings.

This degree will prepare students' knowledge and understanding well beyond that required of the Common Core of Skills and Knowledge for the Children's Workforce and the Teacher's Standards (Early Years).

The programme will seek to be as attractive and as accessible as possible to applicants with a wide variety of qualifications and interests. In order to meet the varying learning needs of students embarking upon the programme, the modules will be pivotal in developing academic and key transferable skills. A planned, progressive programme of study skills support, which complements the support available from the University, will be embedded within this programme. In addition, students will receive structured support from 22

personal tutors who will be able to guide and support students in relation to their individual needs.

The programme is designed to encourage students to become ‘lifelong learners'. Students will be encouraged and supported in developing personal study targets from the point of application onwards, and will be encouraged to progress to independent research at the end of their programme. Progress will be mapped through regular reviews of their Personal Development Portfolio. Opportunities will also exist for students to pursue aspects of personal study through the professional practice and research modules.

Assessment methods will also allow students a degree of choice of the topics researched, through negotiated selection of areas of focus for assessment research.

Programme requirements There are a number of requirements that are consistent across the programme. Students must: •

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

Students must also ensure that they are available to undertake any necessary reassessment at the end of each academic year.

•

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

•

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

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•

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

CONSULTATION, EVALUATION AND FEEDBACK In order to assure the quality of your degree programme, it is reviewed by external and internal bodies who follow clear procedures and processes. As part of the evaluation process, you will also be required to reflect and comment upon all aspects of programme provision on a regular basis. This will be in the form of written comments, which will vary from module to module. You will be invited to make informed, professional and honest comment. This will form part of the Faculty of Education evaluation process which results in an annual programme and Area report. Your views are important. You will be asked to complete evaluations during and at the end of taught modules.

On occasions you may also be asked to be part of focus groups which will provide feedback on aspects of your programme. The aims of focus groups are, To gather feedback across an Area on specific issues and projects related to the National Student Survey and Area priorities To support the development of the Area/Faculty and provide prompt feedback to trainees via the production of high quality minutes within an agreed timescale.

To ensure that Focus Groups are action focussed linked to improvement with clear agendas and allow Areas to address need in a responsive, dialogic way Focus Groups will be planned to discuss various aspects of the student experience. Sometimes you will be chosen at random to be part of these whilst on other occasions you will be chosen because of factors such as, your choice of programme, your degree specialism and such like. If you are chosen to be part of a focus group you will be fully supported in understanding the focus of the meeting and your role in it.

Within all programmes trainee Consultative Representatives will be elected at the start of the year. Consultative Representatives will receive mandatory training to support them in their role which involves working closely with the relevant Year Leader / Programme Leader. Consultative Representatives will be required to provide information on aspects of their programme to the Year Leader in an on-going manner and also will be required to disseminate information to their group.

As part of their role, a Consultative Representative may be required to attend a Staff Student Consultative Forms (SSCFs). Staff-Student Consultative Forums are an important and formal channel of communication between students and University staff. Feedback will also be gathered in a variety of 24

ways by individual Areas/Programmes outside SSCFs (e.g. Focus Groups, questionnaires, informal feedback etc). The aims of the Staff-Student Consultative Forums are as follows To gather feedback at an individual year/level/strand within specific programmes on issues and projects related to the National Student Survey and provide prompt, on-going feedback to trainees.

To gather feedback on the programme as a whole on issues related to the National Student Survey and provide prompt feedback to trainees via the production of high quality minutes within an agreed timescale.

Consultative Representatives will be supported in providing feedback related to the areas of the National Student Survey which are as follows, Teaching on My Course Assessment and Feedback Academic Support Organisation and Management Learning Resources Personal Development Overall Satisfaction It is essential that you support your Consultative Representative and have your views on the programme heard. Remember, we need to know if something isn’t working and why and also how we can make it better.

Likewise, if something is working well we need to know about it and even more importantly what factors are making something work so well.

During the early stages of your year/programme you will have the opportunity to express interest in being a Consultative Representative. The Student Union support the Faculty of Education in managing the election of Consultative Representatives. Training is provided for this important role by the Assistant Head of Primary and Early Years. You would be expected to attend this training in order to take up the post of Consultative Representative.

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Student Support We acknowledge that student support and reassurance are vital and students are encouraged to seek guidance and support from personal tutors, module tutors, module leaders, pathway leaders, mentors, programme leader and Student Support Services.

Informal contact between staff and students is welcomed and those involved in the implementation and delivery of the programme will happily deal with any queries. Students have regular contact with tutors who teach and support them. Each module that students study will have a Module Leader, based at Edge Hill University who is responsible for the design and content of their particular module.

Students will be expected to take responsibility for their own learning and development, with tutor and mentor guidance and support.

A student's first point of contact should be their personal tutor, however for issues relating to specific modules, the module tutor should be the first point of contact.

There is extra support available from Edge Ahead, based at Ormskirk, in the Learning Resource Centre, telephone number 01695 584372.

Visiting Tutor Role Each student will be allocated a visiting tutor who they will meet with throughout the year. The visiting tutor will be in contact with the student in setting and also liaise with the mentor. The personal tutor should be the first point of contact in the event of any difficulties and is also there to help set realistic targets for professional and personal development.

Working Together: Student, Tutor and Mentor Responsibilities Student Mentor Visiting Tutor Undertake a self review Discuss self-review and advise. Ensure students' targets are (TNA) and establish targets Agree realisable and realisable. Agree targets. for development appropriate targets and an action plan. Sign self-review

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Undertake agreed action plan Review progress of student at Monitor progress of through the year. Review at mid-point and end of year. achievement of targets at midmid-point and end of year. point and at end of year. Mark final reflection and target setting.

Undertake work-based tasks Facilitate opportunities for Monitor assignment write-ups for assignments set by taught students to undertake set tasks and liaise in the event of module leaders. difficulty.

Reflect upon these workbased tasks Take ownership of own Listen to students and Support and advise student in professional development and encourage them to explain whatprofessional development. commit to achieving it is they are trying to achieve. development targets Support their development and assist when they are in difficulty, if necessary by altering targets.

Arrange tutor visits in conjunction with the mentor.

Submit an activity plan to the tutor on arrival of observation visit. Attend follow up tutorial for feedback

Secure time to speak to tutor when visiting in order to share views on the progress of student.

Ensure visits are arranged and undertaken. Speak to mentor on both occasions if possible.

Produce a written report of visit.

Maintain a Professional Development Portfolio Seek help when needed

Prompt student to maintain a Monitor portfolio through year. portfolio Respond to requests for help Liaise with mentor and student when needed by student. Liaise over difficulties and assist with tutor over difficulties. where needed.

The Mentor Role The Work-based Practice experiences are facilitated and monitored by workbased mentors and tutors in line with the Faculty of Education and institutional policies. The mentor plays a key role in supporting students on the programme. Mentors are specifically trained for this role and are introduced to generic skills associated with mentoring and the specific requirements of the different stages of the programme. Mentor training events are held according to schedule every year. The mentor training sessions involve the articulation of the programme aims and structure, the role and responsibility of the mentor and of Edge Hill University communication channels and generic mentor skills development, supported by specifically tailored documentation. Roles and responsibilities are clearly defined and are explored as part of the mentor training process and within distributed programme documentation, for example, Partnership Booklet and Programme Handbooks. Mentors are kept informed of any programme developments that occur throughout the academic year, via the Programme Administrator, as appropriate.

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Mentors act as facilitators of students' work-based practice learning. They may, for example, be required to facilitate the student's support timetable to enable the student to access a particular curriculum area. It is expected that mentors and students work together closely and meet on a regular basis to discuss student progress, professional development and concerns.

A minimum entitlement of six hours contact time between mentor and student is required for each level.

Mentors are also involved in formative assessment of the student especially in relation to the Work-based Practice modules. The mentor provides invaluable direct feedback on the student's performance and progression in the form of an annual report and is instrumental in assisting the student to set and review targets for professional development on a termly basis.

There are work-based tasks that are undertaken in the settings. Here the training programme is normally facilitated and monitored by work-based mentors. Mentors are specifically trained for this role. The Team who developed this programme were very aware that not all Early Years Settings will be able to provide appropriate mentoring and therefore a system of differentiated levels of Early Years mentoring has been developed: Stage 1 setting can provide an appropriate mentor supported by a visiting tutor Stage 2 setting cannot provide an appropriate mentor but the local Early Years and Childcare cluster organised by the LA or the local Children's Centre can provide an appropriate mentor supported by a visiting tutor Stage 3 Edge Hill provides regular tutor visits to ensure student entitlement in the workplace setting and to fulfil the function of both a mentor and a visiting tutor.

The grid on the next pages identifies student, mentor and tutor responsibilities in the different staged contexts:

Personal Tutor Role What is a Personal Tutor?

A Personal Tutor is identified as a named person who works with individual trainees to support their academic and school-based progress.

A Personal Tutor is a named person who trainees can seek advice from regarding the wider issues which impact upon their progress throughout the academic year.

Who takes the role of a Personal Tutor?

The job of the Personal Tutor is normally taken by a tutor who teaches on a module the trainees are taking during the relevant year of the programme (i.e. the Personal Tutor would be known to the trainees through contact in class).

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Trainees will receive the name of their Personal Tutor and their Edge Hill contact information at the start of the year.

If a Personal Tutor is absent, trainees will be provided with alternative points of contact and information as appropriate.

What does a Personal Tutor do?

The role of the Personal Tutor will vary depending upon the year of the programme a trainee is in.

All Personal Tutors will receive training before they undertake the role and will receive staff development in this area as required by the Programme/Area.

Personal Tutor Meetings will be distributed throughout an academic year according to the needs of the programme / year. Details on the nature of these meetings can be found in your EPD module handbook.

The Personal Tutor should keep relevant individual documentation as identified by the Programme Leader/Year Leader. Within undergraduate programmes, a process of transition will take place at the end of each year to ensure Personal Tutors receive information on trainee progress and achievement.

Personal Tutors will complete Baseline and Final references.

What should a trainee teacher do?

The trainee teacher should engage fully in all Personal Tutor meetings as identified in this booklet. This includes the completion of pre meeting tasks as appropriate.

The trainee teacher should ensure that copies of relevant information are made available for Personal Tutors at planned meetings.

The trainee teacher should ensure that their Personal Tutor has all current contact information.

The trainee teacher should ensure that their Feedback Folder is maintained and up to date as a Personal Tutor may wish to see this at any point.

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

Please refer to the decision making tree on the following two pages which will support you in understanding the most appropriate sources of support throughout your time on the programme.

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Teaching, Learning and Assessment Teaching and learning and assessment methods used Tutors model and discuss with trainees teaching strategies that are appropriate for the classroom.

Trainees share school-based experiences and analyse them in relation to theory.

Trainees take a problem-solving approach to school-based scenarios.

During school placements, trainees observe children and teachers, research school policies and explore and refine their own teaching strategies.

Trainees study their own learning strategies.

Tutors discuss the study, research and presentation skills required for successful learning.

Trainees use a Profile of Professional Development to reflect on their development, set targets and develop action plans.

Tutors use a range of ICT to prepare and present their teaching.

Trainees use ICT to access resources, to learn together and to engage in dialogue with tutors.

Trainees are given pre-course guidance and a full induction to their programmes.

Learning outcomes of university-based modules are assessed through a variety of strategies including written assignments, portfolios, directed tasks and oral presentations.

Achievement of the Standards for EYTS is mainly assessed in school or other settingbased placements, through observations of teaching and scrutiny of trainees’ files against specific criteria.

Trainees are given detailed, constructive feedback on their progress in university-based modules and school placements.

Peer-assessment and self-assessment enable trainees to reflect on their progress and set targets.

Trainees are supported by Year Co-ordinators or Year Leaders and by Personal Tutors.

Trainees are encouraged to declare disabilities or learning difficulties so that their needs may be assessed and that appropriate adjustments may be made.

Submission of Coursework Please refer to Module Handbooks on Blackboard as these will identify assessment requirements in detail. The following information outlines general procedures that must be followed when submitting assessed work within the Faculty of Education.

Within the Early Years Education programme, all coursework must be submitted by the required date and time, which are clearly specified in module booklets and in the Assignment Schedule available on Blackboard.

Applications for extensions may be possible in exceptional circumstances. Extensions can only be agreed prior to the due date, in consultation with the relevant teaching tutor. Students must complete a Coursework Extension Approval form (Appendix 1).

Any work not submitted on time without an extension agreement will receive a ‘0' (fail) mark. Students are eligible for reassessment at the discretion of the Assessment Board.

Students must notify their teaching tutors of any mitigating exceptional circumstances regarding assignments.

All coursework is submitted electronically via Blackboard (unless specified otherwise), following the instructions below: 1. Access Assessment Cover Sheet from the module folder for the relevant module on Blackboard (e.g. EYT1002 Assessment Cover Sheet will be found in EYT1002 module folder on Blackboard) 2. Copy and paste your completed assignment together with your bibliography onto page 4 of the cover sheet, where it says "copy and paste your assignment here" 3. Save the cover sheet with your assignment as a new file on your computer/laptop using for the file name module code + your name (e.g. EYT1002 John Smith) 4. Go to the module folder on Blackboard and click link " EYT1002 Submit your assignment here"; scroll down to see a button "Browse computer", find your new saved assignment, e.g. "EYT1002 John Smith" and click on it, then click OPEN. It will be uploaded onto Blackboard. Finally click SUBMIT button at the bottom of the page.

Please do not forget to click SUBMIT button!

Instructions on how to retrieve your grades together with your marked assignments can be found on Blackboard in Assessment section.

Please contact your teaching tutor if you have any problems submitting your assignments online.

All coursework should:  Be word processed  Be double-line spaced  Have a left-hand and a right-hand margin 31

ďƒ˜ Have numbered pages ďƒ˜ Include a word count Use the agreed coversheet Use the Harvard referencing system (if applicable) Include your name, module number and tutor name as a header or footer Have bibliography attached Marks will be awarded according to The Faculty of Education Performance Descriptors, as well as specific criteria developed for each piece of coursework. It is important that students develop a style of non-discriminatory writing and that a properly distanced and professional perspective is adopted and maintained. Students are expected to complete an accurate word count.

Tutors will give written feedback on the assignment coversheet and these will be posted on Blackboard within four working weeks. Feedback will be clear, detailed and linked to the marking criteria. A highlighted copy of the relevant Performance Descriptors will be completed. Concerns and development points will be identified where appropriate.

All work submitted for assessment must be a students' own and must acknowledge other sources appropriately. There are occasions when students will be encouraged or required to work collaboratively; final written submissions will, however, have clear guidelines for the completion of individual work. Malpractice regulations do exist. The procedures concerning malpractice are applicable to the preparation and presentation of all assessed work. Malpractice may be broadly defined as an attempt to gain an advantage over other students by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress. Types of malpractice include cheating, plagiarism, self -plagiarism and collusion. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement. The determination of whether an infringement of assessment regulations has occurred and the penalty is a matter for the appropriate Assessment/Award Board. (Appendix 3) Please note that work handed in late without an agreed extension or completed EMC form will be marked at zero.

Exceptional Mitigating Circumstances (EMC) An independent panel considers all applications for EMC, therefore it is vital to complete the form accurately and include relevant documentation as evidence, (e.g. medical note, death certificate etc). If you have any concerns, please contact your personal tutor in the first instance. EMC Forms can be requested from your relevant administrator.

Equal Opportunities Edge Hill University has an Equal Opportunities policy - for further details please contact Student Services on 01695 584898.

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Assessment The assessment tasks described in the module handbooks are consistent with the aims and principles of Edge Hill University Assessment Policy. Each assessment will provide students with an opportunity to demonstrate her/his ability in relation to the stated learning outcomes and the particular level of the module.

Emphasis will be given to learning from the informal feedback given in tutorial situations and the formal feedback gained from other assignments within this programme.

A variety of assessment types will be used during the course in both written and oral forms. The demands of assessment tasks are specified at the level ascribed to individual modules and reflect the level of the learning outcomes specified. Module handbooks will include details of assessment and expectations of performance at that level. This format illustrates the progression in demand of assessment from Level 4 to 5 and Level 5 to Level 6.

In accordance with Edge Hill University Policy, assessment will be used for a variety of purposes. It will diagnose need and potential and evaluate progress in order to ensure that any problems are addressed. It will motivate students by requiring that they demonstrate the knowledge, understanding, skills and competencies that they have developed as practitioners in a diverse range of early years' settings. Assessment will measure achievement at appropriate levels and will provide feedback to students in order that they can improve. It will also provide staff with information about the effectiveness of their practice. Assessment also plays an important part in quality assurance by monitoring the extent to which students are achieving appropriate standards.

The learning experience in all modules will be underpinned by an awareness of equality of opportunity, both in relation to students' own learning experience and to the experience of pupils. Assessment submissions will be expected to reflect a similar concern.

All modules are credit rated and placed at the appropriate level of study within each year of the programme. Student will accumulate 380 credits for a Honours Degree and each credit point relates to 10 notional student learning hours.

The volume of assessment is determined by the number of credits awarded to each module and the level at which they are delivered.

The development of key skills is a core component of the teaching strategies used by tutors and the assessment of these key skills takes place within the assessment of learning objectives evidenced in each module template.

The assessment methods adopted are appropriate for the stated learning outcomes and the specific modules and are supported by a range of teaching and learning strategies.

All modules will be moderated through the double marking procedures. These require a sample of assignments representative of the spread of grades 10% or 5 whichever is the greater - to be double marked. All assignments which are 70+ or fail will also be double 33

marked.

Any student/trainee who may need to have alternative form of assessment approved following decisions made at the Assessment Modification Board will meet with the Programme Leader, Year Leader, course Leader to discuss the Board's recommendation. If an alternative form of assessment is required the Programme Leader will work with relevant colleagues to develop the alternative assessment, and seek feedback and support from the appropriate External Examiner.

Progression from the BA (Hons) Early Years Education programme The normal exit point for the programme will be at the end of the third year of study (Level 6) after the satisfactory completion of all specified coursework elements and the achievement of 360 credits (120 at Level 4, 120 at Level 5 and 120 at Level 6).

Students who finish their studies at an earlier point than this may be eligible for a Cert HE Award for completion of 120 credits at level 4 with a Certificate of Higher Education Early Years Education. Students who finish their studies after achieving 120 credits at Level 4 and 120 credits at Level 5 may be eligible to receive the Diploma of Higher Education Early Years Education.

Graduates from the BA (Hons) Early Years Education programme may be eligible to apply for a number of postgraduate programmes to further their knowledge and expertise including: The Early Years Teacher Status award; PGCE Early Years; PGCE Primary; PG Dip/MA in Youth and Community Work; Social Work - please note, additional criteria apply for entry onto PGCE courses.

Places on progression routes are not guaranteed and are subject to an application procedure and successful interview.

Graduates are also able to apply for a wide variety of jobs across the children's workforce - additional support around employment and employability is provided in years 2 and 3.

Please note: Courses running are subject to viable numbers. This information was correct at the time of writing.

External Examiners The BA (Hons) Early Years Education Programme will be assessed by an External Examiner who will monitor standards across the programme and produce an individual External Examiner report and an overall report, completed by the Chief External Examiner as per Edge Hill University regulations. The External Examiner monitors that the agreed assessment process has taken place and that students have fulfilled the stated programme objectives in their submission for conferment of the award. They 34

examine evidence that the requisite internal moderation procedures have been adhered to by scrutinising samples of students work.

Details of External Examiners within the Faculty of Education can be found here: https://go.edgehill.ac.uk/wiki/display/academicregistry/External+Examiner+Details

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Academic support

General Academic Support

Assignment writing skills Presentation skills What is my programme about?

What are my modules about?

What do I need to do to get a good mark?

Library Books, journals, and so on Study spaces Electronic resources Computers Academic skills (Infozone on VLE) Information Literacy Help with referencing Tel: (58) 4286

Personal Tutor Feedback on academic progress Support with setting targets for improvement

Curriculum

LINC 24 hour computer labs Recording devices (Dictaphones, cameras, etc.)

TV and Radio Studios Editing facilities

Tel: (58) 4286

Student Union General guidance as to where to go Guidance about where to find information

Administrative Staff General guidance as to where to go Guidance about where to find information

Tel: (58) 4096

Tel: (58) 4790

Module Leader Guidance about module content and learning outcomes Guidance about module assessment Feedback on module assessment and performance Tel: See Programme Handbook

Inclusive Services Inclusive learning support Study skills support Disability support Specific Learning Difficulties support Skills Development resources and booklets

Programme Leader: Guidance on content of the programme Guidance on personal development within the programme

Personal Support 4096

Personal

Issues with: Finance Accommodation People Personal problems Emotions Health and well being

Personal Tutor: Help with finding the right person to talk to Help with negotiating with other people Guidance regarding personal issues

Student Information Centre (SIC) Health care Counselling- with drop-in sessions available Financial advice

Tel: (58) 4484

Student Union Debt Disciplinary issues Harassment Immigration Personal issues Health Sexual health Student experience Tel: (58) 4096

SAs (Student Assistants in Halls) Someone to talk to General help and guidance as to where to go

Social

Practical

Student Union Societies Info. on social events Sports Fundraising

Student Information Centre (SIC) Information on careers fairs Information on volunteering

Tel: (58) 4096

Tel: (58) 4554

Personal Tutor: Guidance as to where to go Help negotiating with other people Tel: Student Union Appeals Complaints Housing Legal issues Loans and grants Employment Tel: (58) 4096

SAs (Student Assistants in Halls) Introduction to other people

International office International student group, Gui Machado (20333668@edgehill.ac.uk)

Tel: 684785

Student Information Centre (SIC) Accommodation Careers Care leavers Childcare Financial support Disability support Academic registry Timetable Enrolment Tel: (58) 4554

Library Mentoring and human support for inclusive learning Applications for Disabled Student Allowance Quiet study spaces computers Tel: (58) 4910/ 4286

Useful contact information for trainees and Personal Tutors Careers Service Website: http://www.edgehill.ac.uk/careers/ Tel: 01695 584866 (out of hours answer machine available) Email General Enquiries: careers@edgehill.ac.uk Email Job Club enquiries: jobclub@edgehill.ac.uk Email Volunteering enquiries: volunteer@edgehill.ac.uk Address: Careers Office - Student Information Centre (ground floor), Edge Hill University, St Helens Road, Ormskirk, L39 4QP. Learning Services (including support services) Website: http://www.edgehill.ac.uk/ls/ Tel: 01695 584286 Email: enquiries lsdesk@edgehill.ac.uk

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

Academic Registry Academic registry is based in Student Information Centre (SIC) Tel: 01695 575171 (ext 4554) – Academic Registry Helpdesk

Accommodation Email : www.edgehill.ac.uk/accommodation.

Counseling Tel: 01695 584484 Email: counselling@edgehill.ac.uk

Learning Services Learning Services incorporates learning resource centres and information provision, learning support, ICT user support for learning and teaching, e-learning development and support, media services, and skills and dyslexia support. These services are currently provided in the Learning Resources Centre (LRC) and Learning Innovation Centre (LINC) on the Ormskirk Campus, at the Woodlands Centre LRC, Chorley and at the Library and Information Resource Centre (LIRC) at University Hospital, Aintree, as well as remotely through service level agreements with partners and electronic services.

Learning Services' key purpose is to support your learning through: Services and Facilities Development and Research Support Information Learning Services works closely with Faculties, Subjects and other Service areas to provide a "responsive learning environment" and proactively gathers feedback from user groups and stakeholders to ensure a flexible and user focused approach to service delivery and development.

Web-based services and informationThe Learning Services web pages are the focus of a great deal of electronic services and learner support activity as well as providing key and up-to-date information on all aspects of the service. The web pages can be found at (www.edgehill.ac.uk/ls ) and contain further information and access to electronic information resources and support.

Services, facilities and support The total combined Library stock is over 250,000 items. There are audio and video facilities, CD-ROMs and an extensive range of networked services available on all sites including access to Internet, e-mail and electronic information sources, including over 9,000 electronic journals and approximately 40,000 electronic books.

Support is available via the Help Desks in the Library and LINC, with flexible support offered by e-mail, telephone and the Learning Services web pages.

Learning Services is concerned with assisting students to understand their own learning techniques and with helping them to develop their learning skills and abilities. Learner support available includes a generic training programme and one- to-one advice (Edge 16

Ahead), and subject specific workshops covering IT skills, e-learning, information skills and study skills. Learning Services also offers a support service for students who are dyslexic or have other specific learning difficulties. Information and guidance is available on applying for the Disabled Student Allowance, and on all aspects of personal and academic support.

The Centres The Library at Ormskirk is a purpose-built facility containing over 220,000 books (including an Education Resource Centre), journals, audio-visual items, electronic services, software and equipment. The Library provides access to large-scale networked PC provision (over 160 workstations), satellite television, audio-visual facilities and multimedia workstations. There are 500 study spaces for students, together with individual study carrels and bookable rooms. Within the Library the Edge Ahead Area is located on the first floor. This area provides access and support for a range of specialist software that will support students with learning difficulties and visual impairments as well as study skills support. The ground floor contains an area for social learning equipped with wireless technology and a range of study and informal seating.

There is also a coffee bar and outlet for the purchase of resources including stationery.

The Learning Innovation Centre (LINC) provides access to 200 PCs (open access and ICT classrooms), TV and radio studios with the latest digital technology, satellite TV facilities and multimedia production, specialist Education equipment and video conferencing facilities. A range of media production facilities are located on the 2nd floor of the LINC, including video and audio edit suites and digital darkroom. There is also a range of equipment for students with additional requirements.

The Aintree Library and Information Resource Centre (LIRC) provides a multidisciplinary service to staff and students who are involved in medical, nursing, midwifery and related professional activities.

The Woodlands Learning Resource Centre at Chorley provides access and support to materials for all students and staff based there, with a particular focus on education.

The LIBRARY holds over 20,000 items and provides a wide range of electronic resources. A learning support programme with an education is available to all users.

The LIBRARY also provides access to over 40 PCs and laptops, printing and scanning facilities as well as study spaces and bookable group study areas.

Outreach Centres are also supported in a variety of ways including specialised off campus services and locally based collections.

Staff and students may use the services on all sites. There is a shared computerized system with a joint catalogue available through Millennium. Self-reservation and selfrenewal services are available for most loans, along with a telephone renewal service.

Many of the electronic services offered are accessible remotely from home or the workplace.

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Learning Services provide expertise and support for learning through information technology. A number of on-line help facilities are available in addition to training and support sessions for staff and students on new technologies including e-learning. If you require any help or information please go to any Help Desk, telephone or email us.

Learning Services provide a wide range of printed and electronic information specifically for students studying Education. Guides about all our services are available in both print and electronic format and include information on opening hours, borrowing entitlements and collection details. There are also subject guides on various aspects of Education that detail resources of special interest in each area.

Many of the resources used by Education students are now available electronically through the Learning Services Web site e.g. e journals and online databases, Library catalogue, electronic journals, internet links relating to the subject including Government documents, Ofsted reports, and curriculum material. The Learning Services Subject pages for Education have been specifically designed to help students navigate through the amount of information available electronically. Advice is available on accessing these remotely from home or school.

There is a range of subject related learner support available from Learning Services.

Currently, as well as the generic programme, tailored sessions are offered. These may be arranged through tutors or by the students themselves. Please contact either: Information & Research Development Co-ordinator for Education: Ruth Wilson (Tel 01257 239737 e-mail wilsonr@edgehill.ac.uk) Information & Research Development Advisor for Education: Andy Tomkins. (Tel 01695 4523 e-mail tomkinsa@edgehill.ac.uk) Disabilities / Specific Learning Difficulties (e.g.: Dyslexia, Dyspraxia) It is Edge Hill's aim to make our services and provision accessible to all our users. If you need us to present our training/ resources/ information in a different format (e.g.: electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements.

If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), Edge Hill will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support.

Disability (e.g.: physical, sensory or mental health) 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: site): Ask Desk, 1st Floor, University Library Tel: 01695 584372

In person (at the Ormskirk

Tel: 01695 584018 (to make or change an appointment) Email: inclusiveservices@edgehill.ac.uk 18

APPENDICES

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Applying for Jobs Support from Edge Hill University You will be given advice on job applications within your Personal and Professional Development module. Further written advice is available from the Careers Office in the Student Information Centre; you should visit it regularly from February onwards to check for details of vacancies. During your developmental school placement, you may need to contact the Careers Office to find out details of local authority ‘pools’ and closing dates, if they were not available before your block began; several authorities have closing dates in January or February but only publish the details a few weeks beforehand.

During your synoptic placement, it is a good idea to contact the office every week to find out about vacancies which have been notified directly to Edge Hill University without being advertised in newspapers or local authority lists. You can contact the Careers Office by telephone or on the web at: http://www.edgehill.ac.uk/careers References When applying for teaching jobs, you should give your first referee contact as: References Department Faculty of Education Edge Hill University St Helens Road Ormskirk L39 4QP Tel: 01695 575171 Email: teachingreferences@edgehill.ac.uk This will ensure that reference requests from potential teaching employers will be answered as quickly as possible by the ITT Programmes Administration Office, where all references are stored. Do not name your personal tutor; this only slows down the process.

Your reference will be compiled, updated regularly and forwarded to the office by your personal tutor. It will be confidential, containing: a description of Edge Hill University’s BA(Hons) Early Years Education with QTS programme a summary of course tutors’ comments on your attendance and attitude in University -based training a summary of key points made in written feedback to you on your coursework a summary of key points made in written feedback to you at the end of your school placements 20

a provisional/final overall assessment of pass or fail Most application forms will require you to name a second referee. This may be: a teacher or head teacher in one of your placement schools, if s/he has already agreed to give you a reference someone who can comment on your suitability for teaching from their experience of you before you began this course (e.g. a teacher in a school where you worked voluntarily) If you intend to apply to a church school it will be helpful, and sometimes essential, for you to obtain an open testimonial to your church membership from your vicar or priest.

You should do this in good time so that you can attach it to any relevant applications.

21

Attendance Response Policy and Procedures The Attendance Response Sheet has been developed by the Primary and Early Years Team to support the implementation of the Faculty of Education’s attendance policy (see Scheme Handbook for further details).

It is intended to support trainees in taking responsibility for their progress and development throughout the programme.

It is intended to act as a record of: Engagement with the content and learning objectives of any session missed through absence Study undertaken in relation to specific Standards for the Award of QTS It is appreciated that absence is sometimes unavoidable for a range of reasons and staff will continue to support trainees in meeting the demands of their programme. However, all trainees will be expected to complete study as outlined above in order to meet the requirements of the validated modules.

After a trainee has been absent they should: Make appropriate arrangements for ensuring they obtain materials and information which they have missed Complete appropriate additional reading and research Complete an Attendance Response Sheet Place the Response Sheet in their file Within three weeks of return to study the Response Sheet should be placed in the appropriate file and be readily available to be discussed with tutors.

Trainees may be requested to share their Response Sheets with different tutors and peers for a variety of reasons e.g.: Tutors, as part of regular monitoring of trainee progress Peers, as part of the peer review process Module Leaders Personal tutors Tutors responsible for CEDP and reference compilation Year Leaders and Programme Leaders What will constitute appropriate reading or research?

22

Work undertaken must be something over and above ‘copying up a friend’s notes.’ The work must take, at least, an equivalent amount of time to the session missed. The work may take a variety of forms depending upon the module and the point at which the absence has arisen (for example, in some instances it will be appropriate for a trainee to undertake extension reading as outlined in the module booklet; in other instances it will be appropriate for a trainee to present detailed written notes relating to a missed in class presentation). It will be up to module leaders and tutor teams to decide upon the work that is to be expected.

ATTENDANCE RESPONSE SHEET 23

NAME: GROUP: Date of session missed: Focus of session:

I have undertaken the following self study (equivalent to the length of the session)

This may take the form of additional reading, researching appropriate websites, and so on, which is in addition to copying up the session notes I have added to my knowledge in the following ways:

Please attach appropriate evidence of the work you have undertaken

24

Early Years Teacher Status Outstanding Training for Outstanding and Inspirational Teaching…

An Edge Hill University Trainee An Edge Hill University Early Years ITT Partnership programme supports each trainee in developing as a professional practitioner who displays resilience, honesty and integrity; is respectful of others; is adaptable and flexible; communicates effectively with a range of audiences; acts independently and demonstrates self-organisation. Each individual is trained by expert practitioners from across the EHU Partnership to enable them to become inspirational, reflective teachers who engage with babies and young children in innovative and creative ways. Their potential to become outstanding leaders will be clear, they will be a highly valued and effective team player who seeks opportunities to contribute to every aspect of a setting’s life with an enthusiastic ‘can do’ approach. They will be a significant asset to their setting as an Early Years Teacher.

Each trainee will be enabled to develop their own individual teaching ‘personality’ and personal principles with the following elements as the essential building blocks for an outstanding practitioner: Good Behaviour – develop strategies to promote and manage good behaviour successfully and tackle bullying, including cyber and prejudice-based bullying within the setting.

Challenge and Motivate - challenge and motivate all young children and in particular in settings and schools where attainment is low.

Teachers’ Standards (Early Years) Standard 1 -Set high expectations which inspire, motivate and challenge all children

Causes of Low Attainment - understand the causes of low attainment in some underperforming groups of children.

Ensuring Progress identify and build on young children’s’ prior knowledge to ensure their progress. select and use teaching strategies that are effective in ensuring progress for all young children including those from underperforming groups; and those eligible for the pupil premium.

Minority Ethnic Backgrounds - confidence and competence in preparing to teach young children from minority ethnic backgrounds.

English as an Additional Language - confidence and competence in preparing to teach young children with English as an additional language.

Special Educational Needs and Disabilities - confidence and competence in preparing to teach young children with special educational needs and disabilities with appropriate professional support.

Teachers’ Standards (Early Years) Standard 2 – Promote good progress and outcomes by children Teachers’ Standards (Early Years) Standard 5 – Adapt teaching to respond to the strengths and needs of all children

1

EYFS and the National Curriculum- understand the Early Years Foundation Stage and the continuum of the National Curriculum 2014, along with its associated examination and assessment arrangements (Progress Check at 2, EYFS Profile).

Child Development - secure subject knowledge of child development across the curriculum to support teaching and learning with a specialism in early years education 0 – 5 years.

Teaching Reading - confidence and competence in teaching early reading, including systematic synthetic phonics.

Teaching Writing - confidence and competence in teaching writing.

Teaching Mathematics - confidence and competence in teaching mathematics.

Teaching Physical Education – confidence and competence in teaching PE, including for children with special educational needs.

New Technologies - select and use new technology to effectively support learning.

Teachers’ Standards (Early Years) Standard 3 – Demonstrate good knowledge of early learning and EYFS Teachers’ Standards (Early Years) Standard 4 – Plan education and care to respond to the strengths and needs of all children

Assessment and Using Data collect and record appropriate formative assessment data and summative data across the EYFS. use assessment data to identify children’s’ progress and support their learning. use assessment data to evaluate the quality of teaching.

Reporting Progress - report children’s’ progress to different audiences and for different purposes.

Teachers’ Standards (Early Years) Standard 6 – Make accurate and productive use of assessment

1

‘competence’ refers here to the level appropriate to the stage of training reached

26

Professionalism – maintain professional behaviour at all times including an appropriately professional standard of dress Working in a Team - work with early years colleagues as part of a team, seeking colleague’s views about the effectiveness of provision, involving them in the decision making process. Work in partnership with wider professionals to enhance children’s well-being, learning and development.

Leading the Work of Other Adults - confidence and competence in leading the work of colleagues, trainees and other additional adults to achieve learning objectives. Reflect on their own and other’s practice in order to effect continuous improvement.

Teachers’ Standards (Early Years) Standard 8 – Fulfil wider professional responsibilities

Communication - confidence and competence in communicating effectively with parents or carers and other professionals.

Teachers’ Standards (Early Years) Standard 8 – Fulfil wider professional responsibilities

Safeguarding - knowledge of an early years teacher's statutory responsibilities for the welfare and safeguarding of pupils.

E-safety - understand e-safety.

Teachers’ Standards (Early Years) Standard 7– Safeguard and promote the welfare of children, and provide a safe learning environment

Educational Research - access educational research; assess the robustness of that research and apply their findings to their own developing teaching practice.

Applying Theory - integrate the theoretical elements of their ITT programme with the professional practice elements to support their own reflection and professional development.

Professional Development - commitment to identifying and addressing on-going professional development needs for themselves and their colleagues Gaining Employment - confidence and competence in applying for teaching posts.

Teachers’ Standards (Early Years) Standard 8 – Fulfil wider professional responsibilities

27

Coursework Extension Approval Form This form must be completed by all students requiring an extension to the published submission date for coursework, well in advance of the submission date.

If an extension is approved, the Module Leader/Teaching tutor must sign the form and return it to the student. The Module Leader/Teaching tutor should inform the Programme Leader via e-mail about the reason for extension and the new submission date.

Students must attach a copy of the form to the relevant piece of coursework when submitted.

Note to tutors: If an extension is granted then students should not be advised to complete an Exceptional Mitigating Circumstances form as well.

Student Details Name: ID Number: Course: Year: Date: Module Details Module Title: Module Number: Coursework Title: Submission date: The reason for this request has been discussed with Module Leader/Teaching tutor: YES/NO Student Signature: Date: Decision Extension is/ is not approved until (new submission date): Delete as appropriate Module Leader/teaching Tutor Signature: Date:

28

Regulations and Procedures in Respect of Academic Malpractice GENERAL These procedures are designed to deal with cases of deliberate malpractice. They do not preclude offering students advice and guidance in incidences where, in the judgement of a tutor, students may have unwittingly engaged in behaviour, which could be construed as malpractice in other contexts.

Advice and guidance on how to avoid common forms of malpractice (e.g. plagiarism) will be made available to students through academic and institutional induction processes.

Relevant sections of these procedures will be publicised to students in their programme/module handbooks. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement.

The procedures are applicable to the preparation and presentation of all assessed work, including written and oral examinations and other time-constrained assessments; coursework, essays or assignments; projects; dissertations; laboratory or practical work; work-placement or field trip reports and the production of exhibitions or artefacts.

Where malpractice is suspected, an Assessment/Award Board shall not determine a student's assessment result until all the facts have been established and an outcome determined. Where evidence of alleged malpractice becomes available subsequent to a decision of an Assessment/Award Board, the Board has the authority to reconsider its original decision.

Where malpractice is established after of an award has been made an Assessment/Award Board may recommend the revocation of the award under procedures detailed in Appendix 3 of the Academic Regulations.

DEFINITION Malpractice may be broadly defined as an attempt to gain an advantage over other students by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress.

Types of Malpractice Cheating is an infringement of the rules governing conduct in examinations or other time-constrained assessment. Cheating includes the following:communicating with or copying from any other student during an examination, except in so far as the rubric may specifically permit e.g. in-group assessments. communicating during an examination with any person other than a properly authorised invigilator or another authorised member of staff. introducing any written or printed material into an examination room, unless expressly permitted by the regulations for the module or course assessment. introducing any electronically stored information into an examination room unless expressly permitted by the regulators for the module or course assessment.

29

gaining access to any unauthorised material relating to an examination during or before the specified time. providing or helping to provide in any other way false evidence of knowledge or understanding in examinations.

Plagiarism includes the following:attempting to pass off work as one's own, which is not one's own. It includes the representation of work, written or otherwise, of any other person, including another student, or any institution, as the candidate's own. It may take the form of verbatim copying or insertion of another person's work (published or unpublished and including material freely available in electronic form) without appropriate acknowledgement the close paraphrasing of another person's work by simply changing a few words or altering the order of presentation, without appropriate acknowledgement unacknowledged quotation of phrases from another person's work the deliberate and detailed presentation of another person's concept as one's own. ‘self-plagiarism', i.e. submission of the same piece of work for more than one assessment Collusion occurs where a student:knowingly submits as entirely his/her own, work done in collaboration with another person; without official approval; or collaborates with another student in the completion of work which he/she knows is intended to be submitted as that other student's own unaided work; or knowingly permits another student to copy all or part of his/her own work and to submit it as that student's own unaided work.

Falsifying data or material in the presentation of data or material in laboratory reports; field work reports; projects; professional practice etc. based on experimental or experiential work falsely purported to have been carried out by the student, or obtained by unfair means. It also includes the fabrication of references or a bibliography.

Impersonation is the assumption by one person of the identity of another person with intent to deceive.

Other forms of dishonest practice not falling within the above definitions may also amount to malpractice. For example:Attempting to obtain special consideration by offering or receiving inducements or favours.

Providing false information when submitting an exceptional mitigating circumstances claim.

Ensuring the non-availability of books or journal articles in the LIBRARY by removing the 30

relevant article or chapter from the material, or by deliberately mis-shelving them so that other students cannot find them.

Student Responsibility It is the responsibility of the student to take reasonable precautions to guard against unauthorised access by others to his/her work, both before and after assessment.

Procedures for Dealing with Academic Malpractice The initial procedures for dealing with cheating in an examination, plagiarism and other forms of malpractice are dealt with separately in this document. The procedures vary with regard to plagiarism and other forms of malpractice depending upon the level of the student, the severity of the infringement and whether there has been more than one infringement. However, common procedures are followed once the Academic Registrar has recorded a report on the incident of malpractice.

Procedures for Dealing with Academic Malpractice - Examinations Where an invigilator suspects that any form of cheating, as defined above, has occurred in an examination she/he will. inform the student of her/his suspicions and of her/his intention to report the incident. confiscate any relevant evidence (e.g. any unauthorised material). where possible have steps i and ii witnessed by a second invigilator. annotate the student's script and endorse the front cover at the point at which the alleged cheating was identified. return the script to the student and permit him/her to continue with the examination and to conclude at the normal stipulated time.

Where the procedure outlined above leads to such disturbance or disruption; or where the procedure is invoked against a student for a second time in an examination; the invigilator has the authority to expel the student from the examination room and to make such adjustments to the duration of the examination as she/he consider to be appropriate. The invigilator will record the action taken in their report of the examination, so that the tutors marking the scripts are aware of any disturbance or disruption to the other students.

Not later than one working day after the conclusion of the examination, the invigilator will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide an account of the incident (including the time of the incident and the student's response to the allegation) and be accompanied by any relevant supporting evidence (including any confiscated materials).

Where possible, the report should include the comments, and signatures, of other invigilators who were present at the time at which the alleged cheating took place. In this instance the examination script should be marked by the relevant marker; but should then be made available to the Panel of Inquiry or Assessment Board as appropriate.

Thereafter the process follows the common procedure outlined in section 6 below 31

Procedures for Dealing with Academic Malpractice - Plagiarism and other forms of malpractice Where the marker of a piece of assessed work suspects that infringement has occurred she/he will immediately advise the Module/Course Co-ordinator who will, if in agreement with the suspicion; institute a second marking procedure to be carried out by an appropriate subject tutor.

Where after the completion of the process in section 6 and where the student has not been considered under Error! Reference source not found. the suspicion is not allayed, the Module/Course Co-ordinator and the first marker will advise the student of their suspicions and of their intention to report the matter to the Head of the relevant Subject/Programme Area. Two members of staff should be present at this stage, and they should ensure that the student is aware of the next stages of the procedure. The student will be given prior notice of this meeting and should be advised that the may be accompanied by a friend. The meeting should be documented by one of the members of staff.

Where, following investigation, the Head of the relevant Subject/Programme Area feels that an undergraduate first year student, part one student or post registration student undertaking stand alone modules has committed the malpractice through naivety then she/he will have the discretion to deal with the matter informally by awarding the piece of work a zero and setting a new piece of work in its place for which a full mark may be awarded. An example of na誰ve plagiarism would be where work has been inappropriately referenced as a result of misunderstanding referencing requirements. Where such discretion has been exercised a record will be placed upon the student's file. Should the student accept this penalty then the matter does not need to be referred to the matter to a full panel. A full report of the incident must be submitted to the Academic Registrar and the Faculty Assistant Registrar. Should there be any further incidences of malpractice involving the same student in the future the matter must referred to the common procedur. Where the student does not accept the allegation of malpractice or does not wish to accept the penalty then she/he can request that the matter be referred to the Common Procedure in Section 5Error! Reference source not found..

Types of Offences Plagiarism not dealt with under Error! Reference source not found. will be considered as First or Subsequent offence.

First offences First offences should be categorised as minor, major or grave by the Head of Subject/Head of Programme together with the marker. In all first offences a student will receive a warning letter from the Head of Subject/Head of Programme. This letter should give the student details of the infringement, advise them of where they can acquire study skills help and advise them that, if they are uncertain about how to avoid subsequent allegations, they should contact their tutors. The letter should also warn of the consequences of any subsequent offences. A copy of this letter should be sent to the Academic Registrar and the Faculty Assistant Registrar.

32

Minor First Offence For a minor first offence the marker should set aside the sections involving plagiarism listed below and determine a mark based on the remaining work.

Examples of a minor first offence would be where there is unattributed graphic images several sentences of direct copying without acknowledgment of the source inappropriate paraphrasing poor referencing unattributed quotations incorrect or incomplete citations Major First Offence Where it is considered that a first offence of plagiarism is major, the student will be required to repeat and resubmit the work. The maximum mark that can be awarded for resubmissions will be the minimum pass mark appropriate to the piece of work. Examples of a major first offence would be where there is copying multiple paragraphs in full without acknowledgment of the source taking essays from the Internet without revealing the source copying much of the work of a fellow student with or without their knowledge or consent Where the student refuses or fails to repeat and resubmit the work, a mark of zero will be awarded for that element.

Where a student does not accept a decision made by the Head of Subject/Head of Programme in respect of a first offence they will have the right to appear in person before a Malpractice Panel. Should the student wish to follow this process the case will be considered under the common procedure in section 5 Where a Head of Department feels that a student has committed grave malpractice such cases should be referred to the Academic Registrar for consideration by a full Panel of Inquiry. Examples of a grave offence would be where there is taking multiple essays from the Internet without revealing the source copying all of the work of a fellow student with or without their knowledge or consent A full report of an incidence of plagiarism dealt with as a first offence must be submitted to the Academic Registrar and the Faculty Assistant Registrar.

Each autumn term the Associate Dean for Academic Development and Quality Assurance will submit an annual Faculty review of all first offences of plagiarism to the Academic Registrar who will prepare an annual report for the Academic Quality and Standards Committee.

Subsequent Offences 33

All second and subsequent offences (both minor and major) must be referred to the Academic Registrar for consideration by a Malpractice Panel. All such cases will be treated as a serious academic offence and will be considered under the common procedure in section 5. The marker will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide a summary of the alleged malpractice (including the student's response to the allegation); an annotated copy of the submitted work, an account of the outcome of any process instituted and any relevant supporting evidence, including a statement from the second marker.

Thereafter the process follows the common procedure outlined in section 5Error!

Reference source not found..

Common Procedure On receipt of a report of alleged malpractice the relevant Head of Subject/Head of Programme in consultation with the Academic Registrar, will inform the student in writing of the allegation enclosing a copy of the report and details of the procedure to be followed in such cases. The student will be given five working days from the receipt of the letter to respond to the allegation, and will be informed that if he/she does not reply within the time stipulated, the matter will be referred directly to a Panel of Inquiry who will decide on an appropriate penalty for the malpractice. This presumes the lack of response from the student to be an admission of the malpractice. if he/she wishes to contest the allegation, he/she must give written notice to that effect to a specified person within the five working days.

On receipt of a written statement, within the time stipulated, confirming a student's intention to contest the allegation, the Academic Registrar will convene a Panel of Inquiry comprising a Chair (a Dean from a Faculty other than the student's own, the Head of Academic Quality & Standards. Head of Teaching, Learning and Development or Head of Research), two other members of academic staff with no previous involvement with the student and a member of the Students' Union Executive who is not on the same course as the student. The Panel of Inquiry will be drawn from a list of members of staff nominated by the Deans of Faculty, and confirmed by the Chair of the Academic Standards Committee. The Panel will be serviced by a secretary from the Academic Registry.

The terms of reference of the Panel of Inquiry are: to investigate an allegation of malpractice, having regard to the evidence presented to it by staff and by the student to determine whether malpractice has occurred and, if so, the extent to which a student has attempted to gain unfair advantage (i.e. the severity of the malpractice) 2. to determine the penalty which should be applied to the malpractice (within the context of section 6 below).

3. to inform the relevant Subject/Scheme Assessment/Award Board of their 34

findings.

The Panel of Inquiry may call for written and/or oral evidence at its discretion from those staff and students who have been involved in the matter, and will invite the student against whom the allegation has been made to attend and present evidence. The student will be given at least three working days notice of the date and time of the Panel meeting and, according to his/her wishes, may be accompanied, or represented, by a friend; such person must be a member of the Edge Hill University community.

A student's failure to attend or to submit evidence will not prevent the Panel from proceeding with its investigation. However if the student is prevented from attending through ill health or other exceptional circumstances, the Panel should adjourn its proceedings until a later date.

At the conclusion of the Panel's proceedings, the findings will be made available to the student and a report of the Panel's deliberations and conclusions will be submitted to the relevant Subject/first tier Assessment Board.

PENALTIES FOR MALPRACTICE Given the wide range of possible infringements and the varying degrees of gravity of these infringements, it is appropriate that, in reaching their decision, the Panel of Inquiry is empowered to exercise discretion having regard to its findings, the circumstances surrounding the case and the extent to which the student has attempted to gain unfair advantage.

If a student is found to have committed malpractice in the course of assessment of a module or unit of a course, the Panel of Inquiry may: decide that no further action is required deem the student to have failed in the specific element of which the malpractice occurred

assessment in

deem the student to have failed in all the assessments for the a course

module/unit of

in the case of a student who is found to have committed grave malpractice, or to have infringed more than once, make a recommendation about the student's progression or the conferment of an award to the Scheme Assessment/Award Board, as it thinks appropriate.

The decisions of the Panel of Inquiry are binding on the Subject/Scheme Assessment/Award Board.

Having regard to the information and recommendations received from the Panel of Inquiry and where appropriate, the comments of the Subject Assessment Board, the Scheme Assessment/Award Board may in addition: deem a student to have failed all assessments taken in all modules 35

during the assessment period in which malpractice has occurred deem a student to have failed as above and require him/her to withdraw from the programme, in which case the student will not normally be re-admitted to Edge Hill University within two years.

A student deemed to have failed will not be subject to the extant rules of progression and classification; and will therefore not have the right to be re-assessed in the module(s)/unit(s) deemed failed except where the Panel of Inquiry has allowed the student to be reassessed and awarded a maximum mark of a pass.

A student will have the right to ask for any decision made under Sections 5 and 6 above to be reviewed within the existing Edge Hill University and Appeals Processes. The grounds for review are solely limited to concerns about fresh evidence about the malpractice becoming available and administrative or procedural error. Requests for review have to be lodged with the Assessment Officer within the specified time, as set down in the Review Procedure.

Where the procedure outlined above leads to such disturbance or disruption; or where the procedure is invoked against a student for a second time in an examination; the invigilator has the authority to expel the student from the examination room and to make such adjustments to the duration of the examination as she/he consider to be appropriate. The invigilator will record the action taken in their report of the examination, so that the tutors marking the scripts are aware of any disturbance or disruption to the other students.

Not later than one working day after the conclusion of the examination, the invigilator will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide an account of the incident (including the time of the incident and the student's response to the allegation) and be accompanied by any relevant supporting evidence (including any confiscated materials).

Where possible, the report should include the comments, and signatures, of other invigilators who were present at the time at which the alleged cheating took place. In this instance the examination script should be marked by the relevant marker; but should then be made available to the Panel of Inquiry or Assessment Board as appropriate.

Thereafter the process follows the common procedure outlined in section 6 Procedures for Dealing with Academic Malpractice - Plagiarism and other forms of malpractice Where the marker of a piece of assessed work suspects that infringement has occurred she/he will immediately advise the Module/Course Co-ordinator who will, if in agreement with the suspicion; institute a second marking procedure to be carried out by an appropriate subject tutor.

Where after the completion of the process in Section 6 and where the suspicion is not allayed, the Module/Course Co-ordinator and the first marker will advise the student of their suspicions and of their intention to report the matter to the Head of the relevant 36

Subject/Programme Area. Two members of staff should be present at this stage, and they should ensure that the student is aware of the next stages of the procedure. The student will be given prior notice of this meeting and should be advised that the may be accompanied by a friend. The meeting should be documented by one of the members of staff.

Where, following investigation, the Head of the relevant Subject/Programme Area feels that an undergraduate first year student, part one student or post registration student undertaking stand alone modules has committed the malpractice through naivety then she/he will have the discretion to deal with the matter informally by awarding the piece of work a zero and setting a new piece of work in its place for which a full mark may be awarded. An example of na誰ve plagiarism would be where work has been inappropriately referenced as a result of misunderstanding referencing requirements. Where such discretion has been exercised a record will be placed upon the student's file. Should the student accept this penalty then the matter does not need to be referred to the matter to a full panel in Error! Reference source not found. below. A full report of the incident must be submitted to the Academic Registrar and the Faculty Assistant Registrar.

Should there be any further incidences of malpractice involving the same student in the future the matter must referred to the common procedure in Error! Reference source not found. below. Where the student does not accept the allegation of malpractice or does not wish to accept the penalty then she/he can request that the matter be referred to the Common Procedure in Section 5 Error! Reference source not found..

Types of Offences Plagiarism not dealt with under Error! Reference source not found. will be considered as First or Subsequent offence.

First offences First offences should be categorised as minor, major or grave by the Head of Subject/Head of Programme together with the marker. In all first offences a student will receive a warning letter from the Head of Subject/Head of Programme. This letter should give the student details of the infringement. advise them of where they can acquire study skills help and advise them that, if they are uncertain about how to avoid subsequent allegations, they should contact their tutors. The letter should also warn of the consequences of any subsequent offences. A copy of this letter should be sent to the Academic Registrar and the Faculty Assistant Registrar.

Minor First Offence For a minor first offence the marker should set aside the sections involving plagiarism listed below and determine a mark based on the remaining work.

Examples of a minor first offence would be where there is 1.unattributed graphic images 2.several sentences of direct copying without acknowledgment of the source 3.inappropriate paraphrasing 4.poor referencing 37

5.unattributed quotations 6.incorrect or incomplete citations Major First Offence Where it is considered that a first offence of plagiarism is major, the student will be required to repeat and resubmit the work. The maximum mark that can be awarded for resubmissions will be the minimum pass mark appropriate to the piece of work. Examples of a major first offence would be where there is 1.copying multiple paragraphs in full without acknowledgment of the source 2.taking essays from the Internet without revealing the source 3.copying much of the work of a fellow student with or without their knowledge or consent Where the student refuses or fails to repeat and resubmit the work, a mark of zero will be awarded for that element.

Where a student does not accept a decision made by the Head of Subject/Head of Programme in respect of a first offence they will have the right to appear in person before a Malpractice Panel. Should the student wish to follow this process the case will be considered under the common procedure in section Error! Reference source not found.

Where a Head of Department feels that a student has committed grave malpractice such cases should be referred to the Academic Registrar for consideration by a full Panel of Inquiry as set out in Error! Reference source not found.. Examples of a grave offence would be where there is 1.taking multiple essays from the Internet without revealing the source 2.copying all of the work of a fellow student with or without their knowledge or consent A full report of an incidence of plagiarism dealt with as a first offence must be submitted to the Academic Registrar and the Faculty Assistant Registrar.

Each autumn term the Associate Dean for Academic Development and Quality Assurance will submit an annual Faculty review of all first offences of plagiarism to the Academic Registrar who will prepare an annual report for the Academic Quality and Standards Committee.

Subsequent Offences All second and subsequent offences (both minor and major) must be referred to the Academic Registrar for consideration by a Malpractice Panel. All such cases will be treated as a serious academic offence and will be considered under the common procedure in section 5Error! Reference source not found.. The marker will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide a summary of the alleged malpractice (including the student's response to the 38

allegation); an annotated copy of the submitted work, an account of the outcome of any process instituted under Error! Reference source not found. above; and any relevant supporting evidence, including a statement from the second marker.

Thereafter the process follows the common procedure outlined in section Error!

Reference source not found..

Common Procedure On receipt of a report of alleged malpractice under Error! Reference source not found. the relevant Head of Subject/Head of Programme in consultation with the Academic Registrar, will inform the student in writing of the allegation enclosing a copy of the report and details of the procedure to be followed in such cases. The student will be given five working days from the receipt of the letter to respond to the allegation, and will be informed that if he/she does not reply within the time stipulated, the matter will be referred directly to a Panel of Inquiry who will decide on an appropriate penalty for the malpractice. This presumes the lack of response from the student to be an admission of the malpractice. if he/she wishes to contest the allegation, he/she must give written notice to that effect to a specified person within the five working days.

On receipt of a written statement, within the time stipulated, confirming a student's intention to contest the allegation, the Academic Registrar will convene a Panel of Inquiry comprising a Chair (a Dean from a Faculty other than the student's own, the Head of Academic Quality & Standards. Head of Teaching, Learning and Development or Head of Research), two other members of academic staff with no previous involvement with the student and a member of the Students' Union Executive who is not on the same course as the student. The Panel of Inquiry will be drawn from a list of members of staff nominated by the Deans of Faculty, and confirmed by the Chair of the Academic Standards Committee. The Panel will be serviced by a secretary from the Academic Registry.

The terms of reference of the Panel of Inquiry are: to investigate an allegation of malpractice, having regard to the evidence presented to it by staff and by the student to determine whether malpractice has occurred and, if so, the extent to which a student has attempted to gain unfair advantage (i.e. the severity of the malpractice) to determine the penalty which should be applied to the malpractice (within the context of section Error! Reference source not found. below). to inform the relevant Subject/Scheme Assessment/Award Board of their findings.

The Panel of Inquiry may call for written and/or oral evidence at its discretion from those staff and students who have been involved in the matter, and will invite the student against whom the allegation has been made to attend and present evidence. The student will be given at least three working days notice of the date and time of the Panel meeting and, according to his/her wishes, may be accompanied, or represented, by a friend; such person must be a member of the Edge Hill University community.

39

A student's failure to attend or to submit evidence will not prevent the Panel from proceeding with its investigation. However if the student is prevented from attending through ill health or other exceptional circumstances, the Panel should adjourn its proceedings until a later date.

At the conclusion of the Panel's proceedings, the findings will be made available to the student and a report of the Panel's deliberations and conclusions will be submitted to the relevant Subject/first tier Assessment Board.

PENALTIES FOR MALPRACTICE Given the wide range of possible infringements and the varying degrees of gravity of these infringements, it is appropriate that, in reaching their decision, the Panel of Inquiry is empowered to exercise discretion having regard to its findings, the circumstances surrounding the case and the extent to which the student has attempted to gain unfair advantage.

If a student is found to have committed malpractice in the course of assessment of a module or unit of a course, the Panel of Inquiry may: decide that no further action is required deem the student to have failed in the specific element of which the malpractice occurred

assessment in

deem the student to have failed in all the assessments for the a course

module/unit of

in the case of a student who is found to have committed grave malpractice, or to have infringed more than once, make a recommendation about the student's progression or the conferment of an award to the Scheme Assessment/Award Board, as it thinks appropriate.

The decisions of the Panel of Inquiry are binding on the Subject/Scheme Assessment/Award Board.

Having regard to the information and recommendations received from the Panel of Inquiry and where appropriate, the comments of the Subject Assessment Board, the Scheme Assessment/Award Board may in addition: deem a student to have failed all assessments taken in all modules during the assessment period in which malpractice has occurred deem a student to have failed as above and require him/her to withdraw from the programme, in which case the student will not normally be re-admitted to Edge Hill University within two years.

A student deemed to have failed under Error! Reference source not found., Error!

Reference source not found. and Error! Reference source not found. above, will not 40

be subject to the extant rules of progression and classification; and will therefore not have the right to be re-assessed in the module(s)/unit(s) deemed failed except where the Panel of Inquiry has allowed the student to be reassessed and awarded a maximum mark of a pass.

A student will have the right to ask for any decision made under Error! Reference source not found., Error! Reference source not found. and Error! Reference source not found. above to be reviewed within the existing Edge Hill University and Appeals Processes. The grounds for review are solely limited to concerns about fresh evidence about the malpractice becoming available and administrative or procedural error.

Requests for review have to be lodged with the Assessment Officer within the specified time, as set down in the Review Procedure.

Code of Conduct for Full Time Students on Early Years Programmes

Introduction All

Undergraduate Professional Development (Early Years) programmes are programmes of professional education. All students are expected to conduct themselves at all times in an appropriate professional manner.

The Professional Code of Conduct is additional and complementary to the Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary procedure for all students. Each student on an Early Years programme is a student of Edge Hill University and is therefore both bound by and protected by the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web.

This code sets out the Faculty's expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you from admissions through to completion.

Behaviour and attitude: As a student following an Early Years programme at Edge Hill University, Faculty of Education, you are expected to demonstrate professionalism in relation to behaviour and attitude.

For all aspects of the programme you are following, whether at Edge Hill University or as 41

part of your work based training, you will: Demonstrate high standards of honesty and integrity Respect others including all staff in settings and at Edge Hill University Demonstrate professional behaviour and relationships towards all tutors, staff, children, pupils and students in both formal and informal contexts Take responsibility for your own learning, ensuring a professional and accountable approach to all aspects of the programme Actively reflect on your learning experiences in order to target set, action plan, improve and achieve highly Participate and actively engage in the learning experience Ensure that the requirements of all elements of the programme are carried out in line with the guidance in module, course and programme documentation and at briefings.

Professional responsibilities: In addition, you are required to: Commit to attend all university-based sessions, reflecting a 100% attendance record. You will follow the procedures for notifying absence which are clearly set out in the programme documentation.

Fully engage with the programme that you have enrolled upon as required by settings and by the teaching and learning strategy for your programme at Edge Hill University Be punctual at all times, including all University- based sessions Ensure that all assignments and assessed work are available if requested Maintain a professional approach to all communications including electronic communications and social networking Use the Edge Hill University email system to communicate with tutors and staff in order to maintain an appropriate approach to e-safety and to comply with the University's policy.

IT Acceptable Use Policy www.edgehill.ac.uk/itservices/policies.htm

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Breaches of the Professional Code of Conduct Code of Behaviour / Misconduct The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct.

B.6.1 Students must comply with all other Rules and Regulations of the University, as amended from time to time. Such Rules and Regulations are supported by sanctions including fines or exclusion from facilities and services.

B.6.2 In addition to the Academic Regulations and the Academic and Professional Review Procedures, these Rules and Regulations include: (i) The Faculty of Education's Code of Professional Conduct for EARLY YEARS Students (ii) The Faculty of Health's Code of Professional Conduct (iii) The Faculty of Education's Fitness for Practice Regulations (iv) The Faculty of Health's Fitness for Practice Regulations (v) The Faculty of Arts & Science's Fitness for Practice Regulations (vi) Research Ethics Policy (vii) Data Protection Policy and Procedures (viii) Provisions and Policies Relating to Confidential Information (ix) Complaints Procedures (x) Rules on Car Parking on University Premises (xi) Halls of Residence Licence Agreement (xii) Regulations Governing the Use of the Learning Resources Centres (xiii) Student ICT Acceptable Use Policy encompassing JANET Acceptable Use Policy governing internet and email systems (xiv) Staff and Student Equipment Loan Procedure and Conditions (xv) TV Studio Safety (xvi) Control of Substances Hazardous to Health (COSHH) Regulations (xvii) Code of Practice for Working in Microbiology (xviii) Code of Practice for Safe Working in Science (xix) Codes of Practice for Use of Small Boats and Inflatables; Tree Climbing and the Use of Ladders and Scaffolding; Procedures for the Event of Accidents in the Field; Working with Animals; Mountains and Uplands; The Sea Shore; Agricultural Land; Terrestrial Habitats; Freshwater; Pathogenic Organisms (xx) Use of the Gymnasium (xxi)The Conditions of Hire for Sporting Edge (xxii)The Guidance Notes for Swimming Pool Hire (xxiii)The Terms and Conditions For Membership of Sporting Edge (xxiv)The Regulations for Membership of Edge Hill University Club (xxv) The Regulations for Health & Safety and for the Conduct of Students & Disciplinary Procedures for Partner Institutions (For students studying on another institution's campus only). (See Section A4 of these Regulations) (xxvi) The Regulations for International Students B.6.3 Serious or repeat breaches of local rules and conditions may involve recourse to the Student Code of Behaviour and Disciplinary Procedures. (See Section D of these Regulations.)

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2. Academic Requirements The academic and professional requirements of each EARLY YEARS programme are specified in your Programme Handbook, produced on an annual basis.

The handbook sets out what is expected and required of students in relation to academic performance and professionalism and specifies the procedures to be followed in the event of: Academic failure Malpractice Failure to meet the academic and professional requirements of the programme.

3. Academic and Professional Review process The Early Years Academic Review Procedures act as a necessary first stage in the tracking and monitoring of students academic progress on their programme. The process is designed to be supportive of the student in clarifying the issue/ concern and outlining clear actions to support student success and/ or progression. The process involves Stage 1 and Stage 2 and is detailed in the appropriate Programme Handbook.

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Faculty of Education

Code of Conduct for Early Years Students

I confirm that I have read and understand the Faculty of Education Early Years Professional Code of Conduct and agree to abide by its terms

Signed: ______________________________________

Print name: ___________________________________

Date: _________________________________________

BA (Hons) Early Years Education

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STUDENT TRACKING Unexplained absence

→

Tutor discusses with student.

Work set as appropriate Tutor notifies Module Leader of detail of issue and action taken Tutor monitors situation.

Module Leader maintains overview and reports issues to Programme Leader on a regular basis.

Consecutive unexplained absences/ concerns about attendance

→

Tutor notifies Module Leader Module Leader notifies Academic Registry, Personal Tutor and Pathway/Programme Leader.

Identification of action.

Academic Registry Administrator to send first tracking letter.

Module Leader meets with student.

Identification of issues and action.

Module Leader notifies Personal Tutor and Pathway/Programme Leader of issues and action taken.

Pathway/Programme Leader gains information across student's course.

Module Leader maintains overview and reports issues to Pathway/Programme Leader on a regular basis.

Emerging pattern of attendance concerns/ explained yet prolonged absence

→

Pathway/Programme Leader meets with student to identify and discuss attendance issues across course.

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ABSENCE FROM EDGE HILL UNIVERSITY On the first day of any absence it is the student's responsibility to: Notify the Foundation Degree Office and their Personal Tutor if they are due to visit, before 9.30am on the first day of absence. The following information will be required: Name; Year/Course; Name of the Work-based training Tutor; Reason for absence (e.g. illness, school closure); Name of the School Proposed return date to school or Edge Hill University. The Faculty of Education is required to record all absences.

You must notify the Foundation Degree Office of your return date, if unknown at the time of notification or if different to the above.

It is essential that you behave in a professional manner at all times; all students must follow the procedures in this policy.

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Pregnancy Disclosure of pregnancy is at the student's discretion, but in the interests of health and safety and to ensure that appropriate support is provided, we strongly advise students to make this known to their tutor or other appropriate member of University staff at an early stage.

On the occasion that a student discovers that she is pregnant mid-placement; she should inform her mentor or facilitator. If this happens, please ask the student to contact her University tutor. Alternatively, ask her permission to contact the University.

We will then organise risk assessment procedures to be carried out within two working days of notification and identify appropriate steps to support the student and partner institution. If the pregnancy goes beyond 34 weeks, the student must provide a note from her doctor stating that she is fit to work

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Teacher's Standards (Early Years) Preamble Early Years Teachers make the education and care of babies and children their first concern.

They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the of the Early Years Foundation Stage (EYFS).

Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are self-critical. Early Years Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/or carers in the best interests of babies and children.

An Early Years Teacher must: 1. Set high expectations which inspire, motivate and challenge all children.

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.

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 50

them to support the child's wellbeing, learning and development.

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.

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.

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

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

children's

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

5.3 Demonstrate a clear understanding of the needs of all children, including those with 51

special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.

5.4 Support children through a range of transitions.

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

6.Make accurate and productive use of assessment.

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

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

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

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

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

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

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

8. Fulfil wider professional responsibilities.

8.1 Promote equality of opportunity and anti-discriminatory practice.

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

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

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

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

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

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

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