Birmingham City University Primary and Early Years ... · However, from the start, trainees are...

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Birmingham City University Primary and Early Years Partnership Handbook 2015-16

Section 1 Partnership Agreement Roles and Responsibilities

Index

4 Primary and Early Years Partnership Contact Details

5 Introduction

6 Partnership Agreement

Roles and Responsibilities

8 Trainees

11 Partnership Models

Overview of School Based Training in Associate Schools


12 Teacher in Charge of School Based Training Opportunities

13 Associate School Class teacher 17 Associate School University Tutor Overview of School Based Training in a Lead Partnership School Roles and Responsibilities 20 The School Mentor 24 Lead School Class Teacher 27 Lead School University Tutor

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Birmingham City University Primary Partnership Handbook

Section 2 School Based Training Guidance

Index

30 DBS and child protection issues in initial teacher training (ITT)

34 BA (Hons) School Based Training

36 PGCE Primary Early Years School Based Training

38 Assessment of Trainees

39 Professional Development Profile

40 Weekly Professional Development Meeting

41 Mid point/Progess Meeting

42 End point Review/Progress Meeting

43 School Experience File

45 Planning

46 Behaviour Management

47 Lesson Observations

48 Cause for Concern

49 Travelling to School

50 Job Interviews

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Birmingham City University Primary Partnership Handbook

Section 3

Organisation of Birmingham City University Primary and Early Years Partnership

Index

51 Trainee Placements

52 Placement Appeal Procedure

53 Partnership Models

54 Payments to Schools

55 Course Management

56 Quality Assurance Procedures

57 Selection and De-selection of Schools

58 Primary Early Years Strategic Leadership Committee

Section 4

Birmingham City University Policies and School Based Training Documents

59 Breakdown of Placements Policy and Procedures

61 Fitness for Practice Policy and procedures

71 Guidance for External Examiner Visits to Schools

73 Initial Teacher Education Assessment Criteria Guidance

84 Summative Assessment Report

98 Lesson Observation Forms

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Contacting the Primary & Early Years Partnership Team

If schools have a specific concern about a trainee currently in their school, contact should be made with the

University Link Tutor in the first instance.

Partnership Office:

0121 331 7702

Partnership Fax:

0121 331 7307

Helen Yorke

Partnership Email: [email protected]

Director of Partnerships

0121 331 7355 [email protected]

Julie Harbottle

Ali Pemberton

Deputy Programme Leader – Partnership

BA (Hons) Primary Education with QTS

Deputy Programme Leader – Partnership

PGCE Primary/Early Years


0121 331 7383

[email protected]

Louise Khalid

Paul Purser

Programme Leader

BA (Hons) Primary Education with QTS

Programme Leader

PGCE Primary/Early Years


0121 331 5628

[email protected]

The Partnership Team is based in Attwood Building, Room 104a, City North Campus

mailto:[email protected]







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The Partnership Agreement has been created in consultation with the Primary and Early Years

Partnership Strategic Leadership Group, with colleagues in Partnership Schools and with trainee

teachers.

Birmingham City University Primary and Early Years Partnership is a collaborative venture in which schools play a leading role to ensure the best possible outcomes for trainees, schools and pupils. All partners have a joint responsibility for ensuring that the training and professional development provided for trainee teachers is relevant and meets the needs of individuals, schools and the changing needs of the profession.

Birmingham City University School of Education is committed to working in partnership with schools to

ensure that all trainee teachers become teachers who are:

Committed, Creative and Confident:

Committed to:

Being an outstanding teacher

Creating a vibrant learning environment in which all learners will thrive

Addressing the needs of all learners and their communities

Their own professional development and learning

Developing excellent subject and pedagogical knowledge

Creative in:

Engaging, inspiring and motivating all learners

Informing learning and teaching through research and evidence

Overcoming disadvantage and barriers to learning

Reflecting on the impact of their professional practice

Confident to:

Act as a leader of learning

Respond flexibly and proactively to change

Communicate effectively with all partners in learning

Accept responsibility and be accountable for their professional actions and decisions.

The Partnership Agreement outlines the expectations for School Based Training and the roles of each of the partners in providing excellent learning experiences for trainee teachers through a range of activities and to ensure that trainee teachers have a positive impact on learning outcomes for the pupils they teach. The Partnership Agreement will be reviewed annually by the Partnership Strategic Leadership Groups. The Partnership Agreement identifies the roles and responsibilities of all stake holders involved in initial teacher training in the Birmingham City University Partnership.

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Birmingham City University School of Education will:

Ensure full compliance with current procedures prescribed by the NCTL, with regard to trainee

teachers and the safeguarding of children and young people;

Support trainees in all matters relating to their individual needs as registered students of the

University, e.g. in respect of welfare, accommodation, services etc;

Adhere to the requirements of the disclosure barring service;

Ensure that the programmes prepare trainees for school based training and their professional

responsibilities;

Offer appropriate induction and training for all partnership schools and university staff;

Ensure that partners are active participants in the development and improvement of initial teacher

education programmes through consultation on the planning of new courses, existing course

review, membership of Strategic Leadership Groups;

Invite colleagues from schools to contribute to University based sessions where their expertise is

current and relevant;

Invite colleagues from schools to take part in interview and selection days;

Ensure that within the partnership quality assurance procedures are communicated, implemented

and any issues raised are addressed;

Provide all schools with a named university tutor, who will maintain contact with the school;

Offer mentor training to all Partnership Schools;

Where possible offer school briefing and mentor training in school, or for a cluster of schools;

Ensure that all schools are kept up to date with developments in Initial Teacher Training including

changing regulations;

Provide a Partnership Handbook via the partnership website, to provide further information on the

Partnership, the ITT Programmes, the school based training requirements, the roles and

responsibilities of staff and Quality Assurance arrangements;

Provide guidance on the roles, responsibilities, procedures and expectations for each school

based training experience;

Take appropriate action to take account of factors which may affect the quality of school-based

provision, such as changes in staffing, Ofsted reports, and particular circumstances of the school;

Communicate effectively with all involved in the partnership;

Pay the participating schools the sum agreed per trainee as specified in the placement letter;

Ensure that trainees, as students of the University, are at all points in their training, treated in

accordance with the University’s policies on equal opportunities and race relations as published

on the Primary Partnership website: www.bcu.ac.uk/education/partnerships;

Manage and analyse partnership data to drive improvement.

Partnership Schools will:

Identify a member of staff to co-ordinate the school based training experience for trainee teachers in

school;

Keep regular contact with named University tutor;

Disseminate key information about the Partnership to relevant school colleagues;

Develop and implement a whole school policy for working with trainees;

Attend briefing meetings and training as appropriate;

Offer as a minimum, one school based training experience per year and to try to maintain the number

of placements offered in any one academic year unless exceptional circumstances prevent this;

http://www.bcu.ac.uk/education/partnerships

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Be willing to be active participants in the development and improvement of initial teacher education

programmes through consultation on the planning of new courses, existing course review,

membership of Strategic Leadership Groups;

Be willing to contribute to University based sessions to share current and relevant expertise;

Be willing to take part in interview and selection days;

Be willing to support staff who wish to become School Mentors;

Place trainees with appropriately trained experienced, and supportive classroom teachers;

Inform the University of changes which will affect the provision of suitable placements such as the

outcomes of an Ofsted report;

Ensure that trainees work in a context which provides examples of good practice in respect of

equality of opportunity and the avoidance of discrimination;

Monitor the trainee’s effectiveness during school based training and provide the support and

challenge to meet the trainee’s needs;

Participate in the assessment of trainees against the Teachers’ Standards, and engage in partnership

moderation;

Support the class teacher in providing a Weekly Professional Development Meeting to review

progress, to formatively assess and to identify targets;

Support the class teacher and School Mentor in undertaking regular observations with verbal and

written feedback;

Support the class teacher and School Mentor in providing progress meetings at the mid-point and at

the end of school based training to assess, review and report trainee’s progress in meeting the

requirements of the Teachers’ Standards;

Support the class teacher and School Mentor in completing the documents for each school based

training placement;

Support class teachers and School Mentors in participating in partnership development activities

including briefing sessions, moderation events and mentor training;

Ensure that no trainee receives less favourable treatment than another on the grounds of equal

opportunities, e.g. ethnicity, religion, gender, disability or special needs;

Support the teacher in charge of placements or the School Mentor in organising the trainee’s

induction.

Evaluate the School based training experience in collaboration with university tutor

In the event of a Breakdown of Placement or a trainee not completing school based training complete

all relevant documents.

Signed on behalf of Signed on behalf of Birmingham City University: School: Kevin Mattinson Head of School of Education Headteacher

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For school based training to be effective in supporting trainees to become good or outstanding teachers it is important that all stakeholders understand their role in this process. Responsibilities of the Trainee Trainees are developing their professional practice throughout their course. Courses have been designed so that trainees gradually take on more responsibility in terms of their development of professional skills and attributes, the percentage of time and number of pupils taught, the development of subject and curriculum knowledge and pedagogical expertise. However, from the start, trainees are expected to take responsibility for their own learning and progress. Trainees:

Must attend and participate in School Based Training Briefing sessions and engage with the information provided in order to prepare themselves thoroughly for school based training.

Will discuss their Targets for the school based training with their Personal Development Tutor. They will ensure their PDT approves their Targets.

Must telephone the school to introduce themselves and to ask if there is anything they need to know in advance of the first visit. Initial contact should be addressed to the Teacher in Charge of school based training. Trainees should seek clarification regarding what time school begins so they will arrive at least half an hour before this, and certainly no later than 8:30am on any day.

Should attend school every day and follow absence procedures when necessary.

Trainees should ensure that they receive a Health and Safety briefing, including safe guarding and child protection so that they are fully aware of the school’s policies and know what procedures to follow. Trainees must immediately inform the class teacher or other member of staff if they have any concerns for a child’s welfare.

Are responsible for negotiating a suitable programme of observation/teaching, following the guidelines for a particular school based training and ensuring that they gain as broad a range of teaching experience as possible so that by the end of the school based training they have taught across the whole of the curriculum.

Must include in their planning all elements as directed by university subject teams and work in-line with school policies and practices regarding planning.

Will complete all of the tasks in the School Based Training Booklet.

Will complete all tasks to meet the requirements of their course e.g. tasks in the Teaching of Reading Booklet, in the Developing Effective Assessment Booklet, in the SEN Booklet, in the Calculation Booklet.

Will complete the attendance register for each practice and ensure that it is signed and stamped by the class teacher.

Will ensure that the University Tutor and School Mentor or class teacher have signed the relevant page of the School Based Training Experience Booklet before the practice can commence, to show that they deem the trainee to be satisfactorily prepared for the school based training.

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Are responsible for ensuring that the School Experience File is up-to-date and available throughout the school experience.

Will produce a teaching plan for all teaching undertaken, whole class, small group and 1:1.

Will reflect on what works well in teaching and learning to meet the diverse needs of learners.

Will evaluate and challenge own practice, values and beliefs.

Will inspire, motivate and raise aspirations of learners through own enthusiasm and knowledge.

Will be creative and innovative in selecting and adapting strategies to help learners to learn.

Will value and promote social and cultural diversity, equality of opportunity and inclusion.

Will build positive and collaborative relationships with colleagues and learners.

Will plan and deliver effective learning programmes for all groups and individuals in a safe and inclusive environment.

Will evaluate own practice every day and file their evaluations in their School Based Training File along with the daily planning.

Are responsible for ensuring that the School Based Training Experience Booklet is completed and copied and handed in to the Partnership Office by the time and date stated on the cover. Trainees must hand this booklet in even if the School Based Training Experience has not been completed.

Are responsible for maintaining the Professional Development Profile and will systematically accumulate evidence from a range of sources towards the achievement of the Teachers’ Standards. The PDP file should be available for class teacher, School Mentor or University Tutor to discuss and review.

Must negotiate a time for the Weekly Professional Development Discussion meeting with the School Mentor and/or class teacher.

Must prepare for the Mid Point Review/Progress meeting and the End Point Review/Progress meeting by considering targets for future professional development, based on evaluation of their developing knowledge, skills and attributes and the impact they have had on children’s progress and learning.

Must meet with their PDTs at least once a term to discuss their professional progress, and to set targets for development.

Understand that school based training is a learning experience and will seek and act upon advice.

Adhere to the school’s dress code and dress appropriately.

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Absence Trainees are expected to attend school based training on all of the dates allocated, and to remain in the school for the whole day. It is not acceptable to be absent during the school day for routine appointments (dentist, doctor, optician, hairdresser, etc.). Any requests for leave of absence must be negotiated with both the school and the Primary and Early Years Partnership Team, e.g. to attend a family funeral. Absence Reporting Procedure

If you are absent from school for any reason, it is YOUR professional responsibility to:

1. Contact the class teacher to inform them of your absence as far in advance as possible and provide them with information regarding the lessons you plan to deliver that day.

2. Telephone school to report absence formally in accordance with school policy for staff. 3. Email [email protected] by 08:30am at the very latest on each day of absence; stating

your name, school, stage of course and reason for absence. 4. If you are on block placement, even if you are not expecting a visit, you should also inform your

University Tutor by an agreed means. 5. You must keep the school and university informed about continuing absence.

Trainees must make calls in person except in extreme circumstances.


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Partnership Models

We offer two levels of Partnership to schools: Leading Partnership Schools and Associate Partnership

Schools.

Leading Partnership Schools

School mentors will supervise, support and assess trainees throughout the school experience, including

signing off trainees’ School Experience Files, providing support and feedback on preparation, planning,

teaching and learning. School mentors will observe trainees teaching and identify development targets,

they will assess trainees’ progress at the interim points and identify developmental targets and assess

progress at the summative point and prepare a report on achievements and targets for development.

Birmingham City University trained School-based Tutors will be invited to become school mentors and

their schools will be invited to become a Leading Partnership School.

The benefits for schools are:

Mentor training packages will be offered to all schools at no cost

Schools can receive CPD vouchers which are redeemable against our Primary CPD Programme

Schools will work in a cluster of schools so that moderation meetings and mentor training etc can

be hosted by a cluster school

Schools can choose to receive IPads and/or monetary recognition for the School Experience

Placements they host

A named university mentor will support and advise mentors and schools

Associate Partnership Schools

Class teachers provide advice and support to trainees and university mentors assess trainees’ progress

at the interim and summative points. Associate Partnership Schools will receive monetary recognition for

the School Experiences they host.

We would strongly encourage Associate schools to look towards becoming Leading Partnership Schools where staff are trained as school mentors. To support schools we will provide mentor training at no cost to the school and a named university mentor will support schools during the transition of status.

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Overview of School Based Training in Associate Schools

Roles and responsibilities in Associate Schools In Associate Schools there are no School Mentors so there will need to be a teacher who is in charge of placements across the school. Teacher in charge of placements Responsibilities:

In consultation with the Head Teacher and teaching staff complete the Birmingham City University Placement Opportunities Form, which will be sent into schools in the summer term for placements in the following academic year.

Call BCU Partnership Team on 0121 331 7303 with any queries regarding placement opportunities with BCU.

On confirmation of a placement inform all relevant staff, including teaching and office staff, and parents.

Organise the trainee’s induction which will include: o Child Protection, Safeguarding and Health and Safety Briefing o Access to relevant policies including: Behaviour Management; SEND; Assessment,

Marking and Feedback; Teaching and Learning; Core Subjects o Overview of the school day including: school routines eg start and end of day, playtimes,

lunchtime, assemblies, extra-curricular activities, meetings o Overview of staff including roles and responsibilities o Outline the school’s expectations including: time keeping, dress code, behaviour

management, e safety, use of social media, planning o Outline opportunities in school for trainees eg involvement in an extra-curricular activity,

in CPD, access to excellent practice o Discuss protocol in observing, shadowing teachers, including completing observation

forms and trainee actions o Share information about the context and ethos of the school and the school prospectus o Share latest OFSTED report and the school’s priorities o A tour of the school and the school’s facilities

Support the class teacher as necessary, this may include: joint observation of trainee; extra support for trainees who are struggling; completing a short report for any trainee who withdraws or fails to complete school based training, detailing Ensure class teacher is informed about the dates for the School Briefing Sessions and the Moderation Meeting.

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Associate School Class teacher Responsibilities: The class teacher is the trainee’s first point of reference during school based training. Class teachers play a major role in the professional development of trainee teachers. They are responsible for welcoming them in to school life and will be their main source of support and guidance. The teacher will always be responsible for the class, although at times aspects of that responsibility may be delegated to the trainee once the trainee is competent to take this responsibility. In the event of the Class Teacher’s absence, another member of teaching staff should undertake responsibility for the trainee’s support. Responsibilities:

Read the School Based Training Guidance for the relevant school experience, these are available www.bcu.ac.uk/education/partnerships. The trainee will have a copy and your University Tutor.

Attend the School Briefing and School Moderation Session for the relevant school experience, details of this will have been sent to your teacher in charge and can be downloaded at www.bcu.ac.uk/education/partnerships.

Planning and Preparation Days:

During the planning and preparation days, trainees gather a range of information about the school and class as well as getting to know the children. They will be asking a variety of questions about the following aspects: Context of the school; drawing on Ofsted information, considering how they may support school with development priorities. Class teachers’ support and assistance with this will ensure an effective start for the trainee and for the children.

The class teacher will need to identify groups that the trainee will plan for and teach, this planning will be personalised to the needs of the group. Learners who would benefit from one to one support should also be identified and their needs discussed so that trainees can plan to meet these needs. This teaching should start during the planning and preparation visits.

Inform the trainee of the range of ability in the class and identify pupils with particular needs, identify effective assessment strategies.

Inform the trainee of resources and materials available in school and give advice on the effective use and management of these

Ensure that the trainee has opportunities to observe good practice in other classes and key stages.

Ensure that the trainee has a range of teaching experiences including 1:1, small group and whole class

Develop an appropriate teaching timetable for the trainee for the School Based Training, information is provided in The School Based Training Guidance available at www.bcu.ac.uk/education/partnerships The trainee will also bring a copy into school and further copies are available from the University Tutor.

Discuss trainee’s targets and generate strategies for in-school support, this will include arranging for the trainee to observe other colleagues in school.

Ensure trainees have access (electronic or paper) to all relevant school policies.

Provide trainees with school planning templates and medium/weekly plans.



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Trainees need to plan for all the sessions that they will be leading, trainees’ planning should be in line with school planning but will need to include all of the elements as directed by university subject teams.

Support trainee’s planning and identification of subject knowledge needs and identify appropriate activities, resources, ideas available in school.

Sign off the trainee’s planning and preparation in the School Based Training Booklet, if satisfactory to confirm the trainee is ready to start their School Based Training.

If the class teacher feels that the trainee is not ready to start the practice, the University Tutor should be contacted immediately.

Identify a schedule for Weekly Professional Development Meetings.

Identify relevant staff meetings that should be attended. School Based Training Responsibilities:

Negotiate with the University Tutor a schedule of lesson observations, information about the number of observations are included in the School Based Training Guidance.

The first observation must be undertaken within 7 working days of the start of the School Based Training.

Carry out a joint observation with the University Tutor, where possible give verbal feedback jointly and both write individual feedback sheets.

Observations should be focused on the impact of the trainee’s teaching on children’s learning.

Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms are also available which trainees can collect from the university and bring into school.

Verbal feedback from the observation should be shared as soon as possible after the observation has taken place.

Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible.

If there is a Cause for Concern this should be clearly demarcated on the observation form against the relevant Teachers’ Standards and a ‘Cause for Concern’ form should be completed. (See previous advice)

Inform the University Tutor via telephone or email about any trainee causing concern and record relevant information on the ‘Cause for Concern’ form.

Trainees that are a cause for concern will not be demonstrating their understanding or application of the Teachers’ Standards at the appropriate level for their stage of training or will not be fully engaged or responding to advice and feedback.

Ensure that the trainee understands which aspects of their practice they need to improve and the


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strategies and actions they need to employ to achieve this improvement.

A Cause for Concern form will be written identifying the reasons for the concern, the targets, the support available and the date when the targets will be reviewed.

Liaise closely with the University Tutor to ensure that appropriate support is available to meet the trainee’s needs.

In the event of a trainee not completing school based training write a report detailing the reasons for non-completion and the support offered to the trainee.

Ensure you schedule a Weekly Professional Development Discussion during which there should be time to discuss the progress the trainee has made and targets for further development, these discussions may include:

The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1; small groups; whole class; which subjects/topics have they taught; to observe other teachers

The trainee’s developing subject knowledge

The effectiveness of the trainee’s planning and teaching on children’s learning and progress

The consistency, effectiveness and the range of behaviour management strategies used

The trainee’s effective use of formative assessment strategies

How the trainee is meeting the needs of a range of learners

The Initial Teacher Education Assessment Criteria will be used to inform discussions and trainees/class teachers will underline criteria which have been met

Trainees should develop a good understanding of their progress through these meetings

If you have a cause for concern please complete a Cause for Concern form and email a copy to [email protected]

Attend the Review/Progress meeting at the mid-point of the school based training with the University Tutor. This meeting is an essential element of the trainee’s formative assessment:

Review progress and achievements and use the Initial Teacher Education Assessment Criteria to inform discussions. Underline any further statements and consider progress against initial targets.

In discussion with the University Tutor identify the trainee’s achievement against the Teachers’ Standards. This judgement is recorded in the School Based Training Booklet.

Targets are negotiated and support needed identified.

For weaker trainees this meeting should be carried out slightly earlier than the actual midpoint date to enable the trainee maximum time to implement strategies and enhance their potential to succeed.

Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate and ratify the trainee’s comments.

Attend the Review/Progress meeting at the end of the school based training with the University Tutor. This meeting is an essential element of the trainee’s formative assessment:

Review progress and achievements against identified targets and use the Initial Teacher Education Assessment Criteria to inform discussions.

Initial Teacher Education Assessment Criteria will be highlighted to show all applicable statements related to the trainee’s achievements and be used to identify a grade.

A report is written identifying strengths and areas for development.

Trainees who are at the end of the course will be awarded a final grade. The University Tutor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade. This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are changed as a result of the moderation process.


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Be prepared to accommodate visits by External Examiners and school visits as part of an OFSTED inspection.

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Associate School University Tutor The University Tutor will act as the representative of Birmingham City University in the school. The University Tutor will contact the school and arrange a school briefing and will be the named university representative for the school. Responsibilities:

Contact the teacher in charge of placements at the start of each placement to brief them on the outcomes and expectations of the placement and arrange a schedule of meetings.

Contact the class teacher to confirm schedule of meetings and maintain a telephone and/or email link.

Where possible lead school based training briefing sessions in the school.

Confirm that an appropriate teaching timetable, and support for preparation and planning, taking into account the trainee’s stage of training, has been arranged with the class teacher.

Meet the trainee and monitor the School Based Training Booklet and File and provide feedback on preparation, planning, evaluation and assessment.

Confirm that a schedule of Weekly Professional Development Discussion have been negotiated.

Negotiate schedule of formal observations of the trainee teaching with the class teacher, ensure that the first observations is within 7 working days of the start of the school based training.

Carry out a joint observation with the class teacher, where possible give verbal feedback jointly and both write individual feedback sheets.


Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships or accessed through ‘Form Connect’


Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible. Written feedback should be sent to trainees within 48 hours of the observation.

Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate.

Monitor and supervise students’ development on school based training of:

TS 4 Planning and teaching

TS 7 Behaviour management

TS 6 Effective use of assessment

TS 3 Subject and curriculum knowledge

TS 2 Accountability for pupils’ progress

TS 5 Teaching and learning strategies to meet the needs of all learners


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TS 8 & 1 Professional responsibility

Professional Development Profile (PDP)

Assess students against the current statutory criteria for the award of QTS.

Monitor the progress of students on school based training, liaise closely with the class teacher and ensure that interventions are timely and appropriate.

Contact the class teacher as soon as possible after they have informed you of a trainee that is a cause for concern.


Ensure that the trainee understands which aspects of their practice they need to improve and the strategies and actions they need to employ to achieve this improvement.


Inform the Deputy Programme Leader of the relevant course of trainees causing a concern and agree intervention plans and strategies as appropriate.

Liaise closely with the class teacher to ensure that appropriate support is available to meet the trainee’s needs.

When necessary arrange additional visits to school to ensure that the trainee makes appropriate progress.


Lead the Review/Progress meeting at the mid-point of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment:


In discussion with the class teacher identify the trainee’s achievement against the Teachers’ Standards. This judgement is recorded in the School Based Training Booklet.



Ensure the trainee has the appropriate support to continue to improve their practice.

Lead the Review/Progress meeting at the end of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment:




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Trainees who are at the end of the course will be awarded a final grade. The University Tutor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are changed as a result of the moderation process.

Where possible lead an in school moderation session.

During whole cohort moderation meetings refine trainees’ grades to enable cohort/group tracking and monitoring of progress.

Quality assure lesson observations and feedback through joint observations with school colleagues, at least once during each school based training.

Quality assure and moderate assessment judgements made in school against the current statutory assessment criteria for the award of QTS.

Evaluate the school based training with the school and the trainee.

Quality assure lesson observations and feedback through joint observation with a university colleague, at least once during each school year.

Assist in the organisation of visits by External Examiners and school visits as part of an OFSTED inspection.

Meet with the trainee at the end of the school based training to discuss and evaluate progress and to sign School Based Training Booklet.

Attend training meetings.

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Overview of School Based Training in a Lead Partnership School The School Mentor All School Based Tutors who have undertaken appropriate professional development for the role will be invited to become School Mentors. In some Lead Schools there will be more than one School Mentor and the responsibilities related to the overview of placements may be shared between them. Responsibilities for the organisation of placements:

In consultation with the Head Teacher and teaching staff complete the Birmingham City University Placement Opportunities Form, which will be sent into schools in the summer term for placements in the following academic year.

Call BCU Partnership Team on 0121 331 7303 if you have any queries regarding placement opportunities with BCU.

When you have received confirmation of a placement inform all relevant staff, including teaching and office staff, and parents.

Organise the trainee’s induction which will include:

Child Protection, Safeguarding and Health and Safety Briefing

Access to relevant policies including: Behaviour Management; SEND; Assessment, Marking and Feedback; Teaching and Learning; Core Subjects

Overview of the school day including: school routines eg start and end of day, playtimes, lunchtime, assemblies, extra-curricular activities, meetings

Overview of staff including roles and responsibilities

Outline the school’s expectations including: time keeping, dress code, behaviour management, e safety, use of social media, planning

Outline opportunities in school for trainees eg involvement in an extra-curricular activity, in CPD, access to excellent practice

Discuss protocol in observing, shadowing teachers, including completing observation forms and trainee actions

Share information about the context and ethos of the school and the school prospectus

Share latest OFSTED report and the school’s priorities

A tour of the school and the school’s facilities

Responsibilities of School Mentors:

Establish contact with the University Tutor and keep them informed of any concerns.

Arrange when the University Tutor will visit school and organise a joint observation with the School Mentor or class teacher.

Attend School Briefing Session, where possible this could be arranged in school with the University Tutor.

Liaise closely with the class teacher and support as appropriate.

Monitor and supervise trainees’ development on school based training of:

TS 4 Planning and teaching

TS 7 Behaviour management

TS 6 Effective use of assessment

TS 3 Subject and curriculum knowledge

TS 2 Accountability for pupils’ progress

TS 5 Teaching and learning strategies to meet the needs of all learners

TS 8 & 1 Professional responsibility

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Professional Development Profile (PDP)

Assess trainees against the current statutory criteria for the award of QTS.

Confirm with the class teacher that an appropriate teaching timetable, and support for preparation and planning, taking into account the trainee’s stage of training, has been arranged.

Meet the trainee and monitor the School Based Training Booklet and File and provide feedback on preparation, planning, evaluation and assessment. Sign off the trainee’s planning and preparation in the School Based Training Booklet, if satisfactory to confirm the trainee is ready to start their School Based Training.

Identify relevant staff meetings that should be attended.

Organise with colleagues opportunities for trainees to observe and learn from good practice across the school.

Confirm with the class teacher that a schedule of Weekly Professional Development Discussion have been negotiated. Discuss who will take part in these meetings.

Negotiate schedule of formal observations of the trainee teaching with the class teacher, ensure that the first observations is within 7 working days of the start of the school based training.

Make focused observations of the trainee teaching and support him/her in evaluating their teaching and the impact on children’s learning and identifying targets for improvement.

Carry out a joint observation with the University Tutor, where possible give verbal feedback jointly and both write individual feedback sheets.


Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships or accessed through ‘Form Connect’


Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible. Written feedback should be sent to trainees within 48 hours of the observation.

Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate.

Ensure a Weekly Professional Development Discussion is scheduled and take part as agreed with the class teacher. During these discussions there should be time to discuss the progress the trainee has made and targets for further development, these discussions may include:







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Monitor the progress of trainees, liaise closely with the class teacher and ensure that interventions are timely and appropriate.




Inform the University Tutor about trainees causing a concern and agree intervention plans and strategies as appropriate.

Liaise closely with the class teacher to ensure that appropriate support is available to meet the trainee’s needs.

If necessary request additional visits to school by the University Tutor to ensure that the trainee makes appropriate progress.


Lead the Review/Progress meeting at the mid-point of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment:


In discussion with the class teacher identify the trainee’s achievement against the Teachers’ Standards. This judgement is recorded in the School Based Training Booklet.




Lead the Review/Progress meeting at the end of the school based training with the class teacher. This meeting is an essential element of the trainee’s formative assessment:





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Trainees who are at the end of the course will be awarded a final grade. The School Mentor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

Attend Partnership Moderation Meetings each academic year to ensure consistency across all judgements. Where possible moderation meetings can be organised with the University Tutor in school or with a group of schools.

Attend School Mentor training sessions at least once during each academic year.

Be prepared to host visits by External Examiners and school visits as part of an OFSTED inspection.

Liaise with the University Tutor at the end of the school based training to evaluate the training and discuss the implications.

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Lead School Class Teacher Responsibilities

Class teachers play a major role in the professional development of trainee teachers. They are responsible for welcoming them in to school life and will be their main source of support and guidance. The teacher will always be responsible for the class, although at times aspects of that responsibility may be delegated to the trainee once the trainee is competent to take this responsibility. In the event of the Class Teacher’s absence, another member of teaching staff should undertake responsibility for the trainee’s support. Responsibilities:

Read the School Based Training Guidance for the relevant school experience, these are available www.bcu.ac.uk/education/partnerships. The trainee will have a copy and your University Tutor.

Discuss with the School Mentor who will attend the School Briefing and School Moderation Session for the relevant school experience, details of this will have been sent to the School Mentor and can be downloaded at www.bcu.ac.uk/education/partnerships.

Planning and Preparation Days:

During the planning and preparation days, trainees gather a range of information about the school and class as well as getting to know the children. They will be asking a variety of questions about the following aspects: Context of the school; drawing on Ofsted information, considering how they may support school with development priorities. Class teachers’ support and assistance with this will ensure an effective start for the trainee and for the children.

The class teacher will need to identify groups that the trainee will plan for and teach, this planning will be personalised to the needs of the group. Learners who would benefit from one to one support should also be identified and their needs discussed so that trainees can plan to meet these needs. This teaching should start during the planning and preparation visits.

Inform the trainee of the range of ability in the class and identify pupils with particular needs, identify effective assessment strategies.

Inform the trainee of resources and materials available in school and give advice on the effective use and management of these

Ensure that the trainee has opportunities to observe good practice in other classes and key stages.

Ensure that the trainee has a range of teaching experiences including 1:1, small group and whole class

Develop an appropriate teaching timetable for the trainee for the School Based Training, information is provided in The School Based Training Guidance available at www.bcu.ac.uk/education/partnerships The trainee will also bring a copy into school and further copies are available from the University Tutor. Discuss with School Mentor.

Discuss trainee’s targets and discuss with the School Mentor strategies for in-school support, this will include arranging for the trainee to observe other colleagues in school.

Ensure trainees have access (electronic or paper) to all relevant school policies.

Provide trainees with school planning templates and medium/weekly plans.



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Trainees need to plan for all the sessions that they will be leading, trainees’ planning should be in line with school planning but will need to include all of the elements as directed by university subject teams.

Support trainee’s planning and identification of subject knowledge needs and identify appropriate activities, resources, ideas available in school.

If the class teacher feels that the trainee is not ready to start the practice discuss with the School Mentor who will contact the University Tutor immediately.

Identify a schedule for Weekly Professional Development Meetings. Discuss with the School Mentor who will take part in these discussions.

Identify with the School Mentor relevant staff meetings that should be attended. School Based Training Responsibilities:

Negotiate with the School Mentor a schedule of lesson observations, information about the number of observations are included in the School Based Training Guidance.

The first observation must be undertaken within 7 working days of the start of the School Based Training.

Be prepared to carry out a joint observation with the University Tutor, where possible give verbal feedback jointly and both write individual feedback sheets.


Formal observations should be recorded on the university’s observation form electronically. This can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms are also available which trainees can collect from the university and bring into school.


Written feedback should be discussed to identify strengths, areas for development and strategies the trainee may use to enhance their professional practice. Feedback should include practice based examples of strengths and areas for improvement and be as detailed and clear as possible.

If there is a Cause for Concern this should be clearly demarcated on the observation form against the relevant Teachers’ Standards and a ‘Cause for Concern’ form should be completed. (See previous advice)



A Cause for Concern form will be written by the School Mentor identifying the reasons for the


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concern, the targets, the support available and the date when the targets will be reviewed.

Liaise closely with the School Mentor to ensure that appropriate support is available to meet the trainee’s needs.


Ensure you schedule a Weekly Professional Development Discussion during which there should be time to discuss the progress the trainee has made and targets for further development, these discussions may include:










Attend the Review/Progress meeting at the mid-point of the school based training with the School Mentor. This meeting is an essential element of the trainee’s formative assessment:


In discussion with the School Mentor identify the trainee’s achievement against the Teachers’ Standards. This judgement is recorded in the School Based Training Booklet.



Discuss the trainee’s Professional Development Profile, including evidence collected and reflective comments, make contributions where appropriate and ratify the trainee’s comments.

Attend the Review/Progress meeting at the end of the school based training with the Scholl Mentor. This meeting is an essential element of the trainee’s formative assessment:




Trainees who are at the end of the course will be awarded a final grade. The School Mentor and the class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are changed as a result of the moderation process.

Be prepared to accommodate visits by External Examiners and school visits as part of an OFSTED inspection.


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Lead School University Tutor The University Tutor will act as the representative of Birmingham City University in the school. The University Tutor will contact the school and arrange a school briefing and will be the named university representative for the school. Responsibilities:

Contact the School Mentor at the start of each placement to brief them on the outcomes and expectations of the placement and arrange a schedule of meetings and maintain a telephone and/or email link.

Where possible lead school based training briefing sessions in the school.

Arrange to visit the school during the practice and carry out a joint observation with the School Mentor or class teacher.

Confirm with the School Mentor that an appropriate teaching timetable, and support for preparation and planning, taking into account the trainee’s stage of training, has been arranged with the class teacher.

Meet the trainee and monitor the School Based Training Booklet and File and provide feedback on preparation, planning, evaluation and assessment and confirm with the trainee that a schedule of Weekly Professional Development Discussion have been negotiated.

Visit the school and carry out a joint observation with the class teacher or School Mentor, where possible give verbal feedback jointly and both write individual feedback sheets.

Discuss with the School Mentor and class teacher the progress and attainment of the trainee and ensure that trainee’s development needs are supported and interventions are timely and appropriate.

As soon as possible after you have been informed about a trainee causing concern contact the School Mentor and ensure that the trainee understands which aspects of their practice they need to improve and the strategies and actions they need to employ to achieve this improvement and that a Cause for Concern form has been written identifying the reasons for the concern, the targets, the support available and the date when the targets will be reviewed.

Ensure that the School Mentor sends a copy of the Cause for Concern form to you, monitor and discuss the contents and offer advice as appropriate.

Inform the Deputy Programme Leader of the relevant course of trainees causing a concern and agree intervention plans and strategies as appropriate.

Liaise closely with the School Mentor to ensure that appropriate support is available to meet the trainee’s needs.

When necessary arrange additional visits to school to ensure that the trainee makes appropriate progress.



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Use the School Based Training Booklet and File to moderate the grade at the whole cohort moderation. Inform the school if a grade has been changed as a result of the moderation process. And discuss the reasons.

Where possible lead an in school moderation session.

During whole cohort moderation meetings refine trainees’ grades to enable cohort/group tracking and monitoring of progress.

Quality assure lesson observations and feedback through joint observations with school colleagues, at least once during each school based training.

Quality assure and moderate assessment judgements made in school against the current statutory assessment criteria for the award of QTS.

Quality assure lesson observations and feedback through joint observation with a university colleague, at least once during each school year.

Assist in the organisation of visits by External Examiners and school visits as part of an OFSTED inspection.

Meet with the trainee at the end of the school based training to discuss and evaluate progress and to sign School Based Training Booklet and to evaluate the school based training.

Contact the School Mentor at the end of the school based training to evaluate the training and to discuss implications.

Attend training meetings.

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Section 2 School Based Training Guidance DBS and child protection issues in initial teacher training (ITT)

All entrants to ITT programmes must by law be checked against the DBS barred list and subject

to criminal record checks. DBS certificates will be issued to individual applicants and not to

providers. ITT providers have a responsibility to ensure that entrants on all routes, including

salaried School Direct programmes, have been subject to these checks, although how this is

done for trainees on salaried routes does differ.

The responsibilities are:

For trainees on routes other than School Direct salaried, the accredited provider,

Birmingham City University, is responsible for ensuring that checks have been completed by

requesting sight of the original DBS certificate and keeping a record of the fact that it has

been seen. Birmingham City University will confirm to schools that checks have been made.

Schools are advised to record this fact in their central record, although they are not required

to do so.

For trainees on salaried School Direct programmes, the employer is responsible for ensuring

that checks have been completed by requesting sight of the original certificate and keeping

a record. Schools can also request, but cannot require, permission to keep copies. Schools

should confirm to accredited providers that checks have been made and providers should

make a note of this.

Further checks should not be made by providers, schools or colleges if they have received

notification from the responsible organisation that a satisfactory enhanced check has been

obtained.

Sharing of information

The latest advice from NCTL is that ITT providers are not ‘obliged or required’ to share with schools information relating to the level of DBS check, the unique certificate reference number and date of the check. DBS has said that such information can however be shared with the trainee’s permission. It remains an offence under the 1997 Police Act, and a breach of the DBS Code of Practice, for registered bodies such as ITT providers to share copies of DBS certificates, or any information contained in a trainee’s disclosure, with third parties such as schools or colleges. Reaching agreement with schools and colleges about the kinds of offence that might be a barrier to recruitment or placement will reduce the likelihood of schools or colleges wanting to request information about the content of certificates direct from trainees. If non-salaried trainees are asked by schools or colleges for such information they are not under any obligation to agree.

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Childcare Disqualification Regulations

New guidance on regulations require those who work in childcare or early years settings to

disclose to whether they or (as far as they are aware) members of their households are

disqualified from working in childcare settings. Both new and existing ITT students are covered

by this. Those training on routes covering the 3-5 age range, and those on programmes that

involve the provision of support (e.g. in relation to breakfast or after school clubs) for children

aged up to 8 years are most likely to be affected. Further details on who is covered by the

regulations can be found at paragraph 6 of the statutory guidance at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/407788/disqual_s

tat-guidance_Feb_15.pdf.

New and existing trainees who might be covered by the regulation will be asked to confirm in

writing that neither they or, as far as they are aware, members of their household are

disqualified. They will also be asked to inform the provider during their training if they or a

member of their household becomes disqualified. If they or a member of their household are

disqualified, they will either need a waiver from OFSTED or the location or nature of their

training should be changed so the trainee is no longer covered by the disqualification

regulations.

Birmingham City University will confirm to schools that declarations relating to the

disqualification requirements have been obtained. Schools are advised to record this fact in their

central record.

The criteria for disqualification are:

Inclusion in a Disclosure and Barring Service (DBS) Children’s Barred List

Being found to have committed certain violent and sexual criminal offences against

children and adults which are referred to in regulation 4 and Schedules 2 and 3 of

the 2009 Regulations (note that regulation 4 also refers to offences that are listed in

other pieces of legislation)

Certain orders made in relation to the care of children which are referred to in

regulation 4 and listed at Schedule 1 of the 2009 Regulations

Refusal or cancellation of registration relating to childcare, or children’s homes, or

being prohibited from private fostering, as specified in Schedule 1 of the 2009

Regulations

Living in the same household where another person who is disqualified lives or is

employed (disqualification ‘by association’) as specified in regulation 9 of the 2009

Regulations

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/407788/disqual_stat-guidance_Feb_15.pdf


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Being found to have committed an offence overseas which would constitute an

offence regarding disqualification under the 2009 Regulations if it had been done in

any part of the United Kingdom

The disqualification by association criteria relates to people living in the same household as a

trainee. The accepted definition of a ‘household’ is:

One person or a group of people who have the accommodation as their only or main

residence and (for a group): either share at least one meal a day; or share the living

accommodation (that is, a living room or sitting room).

The occupant(s) of a bedsit who do not share a sitting or living room with anyone

else comprise a single household.

Trainees only need to declare to providers that as far as they are aware no members of their

households are disqualified. They should not be expected to seek declarations from the

individuals concerned.

Other points

Other things to take into account are:

It should be made clear to trainees that being cleared to train as a teacher is not the same

as being cleared for employment, which will be at the discretion of the school or college

concerned.

Trainees can, at the Head-teachers’ discretion, go into school pending the completion of a

criminal records check provided that checks have been made against the DBS barred lists

and they have been subject to normal recruitment procedures.

There is no requirement to complete separate checks in respect of time spent in different

schools

Additional checks are not required during the course of programmes, including those lasting

for more than three years

Minor convictions or cautions from several years ago will not now be shown on enhanced

DBS certificates. Providers, schools and colleges should not ask applicants about any such

convictions or cautions.

ITT tutors who only have occasional contact with pupils and do not carry out regulated

activity do not require checks provided they are at all times accompanied by someone (e.g.

a trainee) who has been checked.

Overseas trainees should be subject to barred list and criminal record checks. Certificates of

good conduct and references should also be requested for overseas trainees and those who

have spent time living overseas

Further checks should not be carried out on anyone entering training after completing a

subject knowledge enhancement programme, provided they are continuing their training

with the same provider and the gap between the ending of the enhancement programme

and the beginning of the ITT is shorter than three-months.

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Further information

Statutory guidance on keeping children safe:

https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

Childcare disqualification guidance: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/407788/disqual_stat-guidance_Feb_15.pdf DFE guidance on the ITT requirements: https://www.gov.uk/government/publications/initial-teacher-training-criteria-supporting-advice

Statutory requirements:

http://www.homeoffice.gov.uk/publications/crime/disclosure-and-barring/

On the filtering out of ‘minor’ convictions & cautions:

https://www.gov.uk/government/publications/dbs-filtering-guidance

https://www.gov.uk/government/publications/keeping-children-safe-in-education--2



https://www.gov.uk/government/publications/initial-teacher-training-criteria-supporting-advice

http://www.homeoffice.gov.uk/publications/crime/disclosure-and-barring/

https://www.gov.uk/government/publications/dbs-filtering-guidance

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BA (Hons) Primary Education with Qualified Teacher Status Assessment of School Based Training

All school experiences on this course are assessed on a Pass or Fail basis. In the case of a weak trainee his/her teaching programme will be modified and the situation monitored closely. However, in the final stages of the placement s/he should, wherever possible, return to the usual teaching programme in order to be assessed fairly. Year One: School Based Training in either Early Years, KS1 or KS2 as a pair (in the same class).

In the latter part of the Spring term trainees begin preparing and planning for their first school experience, their block placement begins in the Summer term.

Trainees will work with the Class teacher’s guidance and medium term planning to produce individual plans for the lessons they are teaching.

Trainees can lead learning with small groups and 1:1, they build up to plan and deliver one lesson each day, planning his/her partner in as an additional adult. As they develop confidence each trainee will be required to plan and deliver at least one lesson each day, as a minimum. During the final two weeks each trainee should where possible teach 2 lessons on alternate days to give them experience of managing transitions.

This model is a suggestion but can be adapted to meet specific needs.

Trainees will make a contribution to the wider life of the school by, for example, attending staff meetings, supporting playground duty and engaging with extra-curricular activities.

A trainee may not progress to Year 2 until this placement has been successfully completed.

Year Two: School Based Training in either Early Years, KS1 or KS2.

Trainees prepare and plan for their school experience in the early part of the Spring term

Trainees undertake a six week block placement later in the Spring term.

Trainees plan and teach small groups, 1:1 and the whole class, they build up to teaching approximately 60% of the timetable

Trainees specialising in age phase 5-11 will teach all of the core subjects and a selection of foundation subjects and RE. (It will be useful for trainees to experience teaching subjects not covered during their Year 1 placement, where possible).

Trainees specialising in age phase 3-7 will teach across all areas of learning if placed in Nursery or Reception.

A trainee who fails this placement may be able to proceed to Year 3 following discussion

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with the Programme Leader and will repeat the placement in another school.

Year Three: School based Training in either Early Years, KS1 or KS2 (final school experience).

Trainees undertake an eight week block placement in a class appropriate to their age phase choice. Those opting for 3-7 age phase will therefore be placed in an Early Years or Key Stage One class, whilst those opting for 5-11 will be either in Key Stage One or Two.

All trainees will build up towards teaching 80% of the timetable. They cover all areas of learning as agreed between the trainee and school

They should participate in class and school procedures such as keeping registers, supporting playground duty attending staff meetings.

It is envisaged that trainees will maintain links with their placement school for the rest of their course, and where possible take up other opportunities such as participation in the development of school policies, or engagement in extra-curricular activities.

Trainees also find it very valuable to be helped by school staff to prepare for their first appointment interview.

A sample of trainees will be seen by the External Examiner.

In the case of a trainee failing this placement, a re-sit placement in another school may be offered in the following autumn term at the earliest.

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PGCE Primary and Early Years Assessment of School Experience

School Experience 1a is formatively assessed. School Experience 1b and 2 is Pass or Fail. The External Examiner will visit a sample of trainees during School Experience 2. In line with university regulations for the course, trainees who fail a school experience are allowed one further attempt. Trainees who do not complete the first or second school experience must repeat these successfully before they can undertake the third school experience. A trainee who is unsuccessful on their second attempt at School Experience 2 will not be awarded Qualified Teacher Status at the end of the course. Autumn Term: School Experience 1a

During the Autumn term trainees begin their attachment to the school in which they will undertake their first school based training experience which begins in November.

This school experience, where possible, will operate as a shared placement so trainees will work together to support their professional development.

Trainees can lead learning with small groups and 1:1, they build up to plan and deliver one lesson each day. As they develop confidence each trainee will be required to plan and deliver at least one lesson each day, as a minimum.

Trainees will work with the class teacher’s guidance and planning to produce individual plans for the lessons they are teaching.

Trainees will each teach the core subjects to the whole class, eg alternate weeks teaching maths and English, they will include their partners in their plans to support identified groups

During the final two weeks trainees should where possible teach 2 lessons on alternate days to give them experience of managing transitions.


The placement will be formatively assessed against the Teachers’ Standards in order to provide focused professional development targets.

Spring Term: School Experience 1b

During the Spring Term trainees return to the same school where they will complete a 5 week block placement.

This school experience, where possible, will operate as a shared placement so trainees will work together to support their professional development.

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Trainees will work with children and small groups identified by school data to support ‘closing the gap’ targets and will teach all core subjects and a selection of foundation subjects.


The placement will be summatively assessed against the Teachers’ Standards and is Pass or Fail.

Summer Term: School Experience 2

This is an eight week placement and trainees will build up towards teaching 80% of the timetable.

They cover all of the core curriculum and other subjects, as agreed between the trainee and school so that by the end of the practice they have taught all subjects in the primary curriculum.

They should participate in class and school procedures such as keeping registers, supporting playground duty attending staff meetings.

It is envisaged that trainees will maintain links with their placement school for the rest of their course, and where possible take up other opportunities such as participation in the development of school policies, or engagement in extra-curricular activities.

Trainees also find it very valuable to be helped by school staff to prepare for their first appointment interview.

This placement is summatively assessed and graded against the Teachers’ Standards.

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Assessment of trainees during School Based Training We believe that teaching is all about the learner and that school experience is central to the learning of trainee teachers, as it enables them to put into practice innovative teaching and learning strategies based on and informed by research.

School staff, in consultation with the University Tutor, determine whether to recommend that the trainee's school experience is successful or not. However, the final decision will always be the responsibility of the University Tutor. In the case of a trainee graded at 'fail', recommendations about the nature of the repeat placement should be incorporated in the report on the trainee at the end of the placement. The role of the External Examiner is to ensure that all procedures have been followed correctly and there is parity of judgement across the course and similar courses. All trainee teachers are assessed against the Teachers’ Standards (2012) and to be awarded Qualified Teacher Status trainees must meet all of the standards by the end of their course.

The Teachers’ Standards 2012

Apply to all teachers, regardless of career stage.

Define minimum level of practice expected of teachers from the point of being awarded QTS onwards.

For the purposes of ITT, trainees will be assessed in a way that is consistent with what could reasonably be expected of a teacher prior to the award of QTS.

How should they be used?

Teachers, including trainees, should engage in appropriate self-evaluation, reflection and professional development activity.

Standards clearly set out the areas in which a teacher/trainee should be able to assess their own practice and receive feedback from colleagues.

As careers progress, teachers will be expected to extend the depth and breadth of knowledge, skill and understanding in relation to the Standards.

This applies in the context of trainees as they progress through the course. To ensure that all stakeholders understand the scope and demands of the Teachers’ Standards we use Initial Teacher Education Assessment Criteria. The statements in the Initial Teacher Education Assessment Criteria set out the minimum standard that is expected of a trainee teacher at the point of recommendation for the award of QTS. All trainees recommended for the award of QTS must meet all of the Standards at least at the ‘Establishing’ level. We expect all of our trainees to make good or very good progress in developing their professional competencies and attributes and to be meeting the Standards at the ‘Embedding’ and ‘Enhancing’ levels.

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Professional Development Profile (PDP) During their school experiences trainees must gather evidence from their placement towards meeting each of the Teachers’ Standards. Evidence to support the Standards (for example, Lesson Observation Forms, photographs, children’s work, background reading, etc.) is collated in the PDP. Discussions with relevant staff are useful in developing trainees’ knowledge and understanding of key issues and concepts to support the development of their classroom practice. Notes made as a result of such discussions will serve as useful evidence. What can be used as evidence?

Faculty based training(taught sessions, assignments, audits, directed tasks, independent study)

Lesson Planning

Lesson observation feedback including

Examples of pupils’ work

Trainee evaluations

Use of assessment and monitoring to promote learning

Record keeping (pupil records, marking and feedback to show pupil progress)

Professional discussions Ultimate responsibility for the PDP File lies with the trainee but contributions are expected from all those supporting the trainee, e.g. the class teacher, the School Mentor, the University Tutor and other appropriate members of university and school staff. Trainees will need, therefore, to have the document available at all times during the placement. It is intended as a working reflective journal in which good practice can be highlighted and pointers for improvement noted as they occur.

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Scheduled Meetings to Support the Assessment of Trainees For school experience to be effective in developing the learning of a trainee teacher all stakeholders need to be aware of the trainee’s strengths and areas for development and to be able to use strategies to support and challenge them. To facilitate these evaluations there are key meetings scheduled across the school based training.

Weekly Professional Development Discussion

These meetings are most effective when from the start of the block placement they have been arranged and scheduled through negotiation with the class teacher and/or the School Mentor. Each week trainees are required to reflect upon the impact that their teaching has had on children’s progress and to record this evaluation and to gather evidence to support their reflection which could include:

Pupils’ work; observations of pupils; quotes from pupils

Planning; annotated planning; prior learning; identified learning for groups, individuals

Tracking of progress; outcomes for groups; outcomes for individuals

Impact of behaviour management strategies

Discussions with class teacher, TA, mentor; lesson observations

This written reflection will form the starting point for the weekly professional development

discussion and during this meeting the trainee should be supported and challenged to identify

emerging strengths and to target areas for development. To support this process the class

teacher or the School Mentor will use the Initial Teacher Education Assessment Criteria in the

School Based Training Booklet and discuss relevant statements. Statements should be

underlined as they are achieved. This will support the trainee’s self-assessment and the setting

of challenging targets. The trainee and class teacher will complete the record of the weekly

discussion in the School Based Training Booklet.

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Mid Point Review/Progress Meeting This meeting is led by the University Tutor or the School Mentor and includes the class teacher, if possible. The purpose of this meeting is to review the trainee’s progress against the Teachers’ Standards across the first part of the block placement and to set targets for the second part of the placement. The Initial Teacher Education Assessment Criteria will support the discussions and the University Tutor or School Mentor will underline the statements achieved so far and for each Standard judge whether the trainee’s achievement is broadly at the ‘Emerging, Establishing, Embedding or Enhancing’ level. The grid in the School Based Training Booklet will be completed and an overall grade for achievement so far will be made by using a best fit judgement. The trainee will be supported in identifying targets for improvements and strategies for achieving these targets will be discussed.

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End Point Review/Progress Meeting This meeting is led by the University Tutor or the School Mentor and may include the class teacher. The purpose of this meeting is to review the trainee’s progress against the Teachers’ Standards by the end of the placement and write a report identifying the trainee’s strengths, areas for development and targets for continued professional development.

For BA QTS Years 1 and 2 and PGCE SE 1 a and b The Initial Teacher Education Assessment Criteria will support the discussions and the University Tutor or School Mentor will highlight the statements achieved so far and for each Standard judge whether the trainee’s achievement is broadly at the ‘Emerging, Establishing, Embedding or Enhancing’ level. The grid in the School Based Training Booklet will be completed and an overall grade for the School Experience will be made by using a best fit judgement. The trainee will be supported in identifying targets for improvements and strategies for achieving these targets will be discussed. The University Tutor or School Mentor will complete the End of Practice Report. These comments provide valuable feedback for the trainee and will be used by their Personal Tutor in writing the trainee’s reference.

For BA QTS Year 3 and PGCE SE 2 At the penultimate Professional Development Discussion meeting the Initial Teacher Education Assessment Criteria should be completed and the statements reflecting the trainee’s achievements against the Teachers’ Standards should be highlighted. This document is then used to inform the completion of the Summative Assessment Report. On this report the University Tutor or School Mentor identifies the grade that best reflects the trainee’s attainment against each Standard by the end of the school based training. In each Standard they record the details of the trainee’s achievements and progress during the school based training.

These comments provide valuable feedback for the trainee and will be used by their Personal Tutor to write the trainee’s reference. The School Mentor or University Tutor supports the trainee in identifying targets to support their continuing professional development and use a best fit judgement to identify the final grade. The Summative Grades will be moderated and refined. The moderation process will be informed by the best fit grades for each standard, the School Experience File, and the quality of the evidence and reflective comments in the PDP.

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Trainees’ School Experience File

Trainees are required to keep a School Experience File, which forms part of the assessment strategy for the school experience modules. This file is an open document, which will be shared with teachers in school and Faculty tutors. The information that follows is a generic requirement for each practice. The School Experience File should be divided and clearly labelled as follows: Section 1 - Introduction & Background

Safeguarding Status Confirmation Form (this should be shown to school on the first day of your school experience alongside your photographic student ID card)

School Based Training Booklet with relevant sections completed

List of staff and their responsibilities

A copy of the trainee’s teaching timetable showing precise times when lessons begin and end (if possible). A copy of this should be given to the University Tutor.

Section 2 - Medium Term Planning

Copies of the school’s medium term plans for the subjects/topics they will be teaching

Evidence of the trainee’s subject knowledge development and effective resources

Trainee’s medium term plans as applicable

Section 3 – Short Term Lesson Planning, Assessment & Evaluations

A lesson plan for every lesson/session taught must be created and included

Planning should be organised sequentially in weekly sections, day-by-day, and not grouped according to subjects.

Formative assessment and annotations should be included on short term lesson planning

Trainees must evaluate their professional development weekly.

Assessment File

In addition to the School Experience File, trainees will also keep an Assessment File This file will contain:

Your assessment records for classes

Samples of children's work containing your written feedback

School assessment policies

Samples of different recording and marking strategies,

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Anonymised data

and anything else that might help you to develop your understanding of assessment in the primary classroom across all abilities in reading, writing, phonics, maths and your choice of curriculum area for subject study.

This file will be reviewed by the PDT at the end of each year and checked by the university tutor during each school based training. At the end of school based training the content of your assessment file can be placed in TS6 of your PDP.

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Planning All trainee teachers are required to plan and assess all learning sequences they lead, whether it is whole class, small groups or one to one teaching. School Based Training 1 Trainee teachers will use the class teacher’s weekly/medium planning to plan their daily lessons. Trainee teachers should plan as directed by the university subject teams. There are planning templates provided by the subject teams in this pack. School Based Training 2 Trainee teachers will work with the class teacher to develop weekly planning and will create lesson plans for all learning sequences they lead. School Based Training 3 Trainee teachers will create weekly/medium term and daily lesson plans for all their teaching. Where possible they will have the opportunity to work with the class teacher and other teachers in the year group to discuss planning, assessment and learning needs. It can be very challenging to plan for effective learning and all planning starts as a thought process. Trainee teachers need to consider the following questions when creating plans:

What will the children be learning?

What do they already know?

What are the Learning Objectives and how are they linked to the curriculum?

What will children know, understand, be able to do at the end of the learning sequence?

What are the Success Criteria?

How will you introduce the new learning and make links with what they already know?

What are the main teaching activities?

What are the independent learning tasks?

How will you differentiate the teaching and the independent tasks to meet the needs of all learners?

What will happen in the plenary so that the teacher and the children know what progress has been made?

What assessment strategies will be used?

What are the key questions?

How will additional adults support learning?

What resources are needed?

What are the timings of the lesson?

Is a risk assessment required?

How will you evaluate the lesson to inform future planning?

Detailed guidance for planning is available in the Birmingham City University Primary Partnership Lesson Planning Guidance which can be downloaded from the Primary Partnership

website: www.bcu.ac.uk/education/partnerships


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Behaviour Management Trainees should ensure that they know the rules that apply in the placement school and that they are familiar with, and work within, the policies. Many schools have carefully structured systems of rewards and sanctions, and consistency is an important factor in behaviour management. Trainees must engage with the Behaviour Policy and observe and reflect on the implementation in the classroom. There are many factors that contribute to establishing an effective learning environment. In particular trainees should consider:

The link between excellent and effective teaching and positive behaviour.

Their personal style of implementing behaviour policies.

Effective use of volume and intonation of voice.

How to care for their voice: o www.atl.org.uk/health-and-safety/staff-and-pupil-issues/voice-care.asp o www.youtube.com/watch?v=jExkenbRm2c o www.teachers.org.uk/voicecare

Their use of space and non-verbal cues including eye contact.

Their verbal and non-verbal responses and how to manage their emotions.

How to adapt & develop their behaviour management strategies.

School systems that are in place to support good behaviour management and prevent & deal with bullying.

The importance of consistency in managing behaviour. The importance of positive appropriate & professional teacher-pupil relationships.

The importance of praise.

How rewards and sanctions are implemented.

How effective time management and use of routines contribute to good behaviour.

How behaviour is managed in various contexts throughout the school.

Why children misbehave and demonstrate more challenging behaviour.

How to take account of individual special needs to reduce the likelihood of misbehaviour.

How to take appropriate action when confronted by more extreme behaviour.

http://www.atl.org.uk/health-and-safety/staff-and-pupil-issues/voice-care.asp

http://www.youtube.com/watch?v=jExkenbRm2c

http://www.teachers.org.uk/voicecare

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Lesson observations These are a vital part of trainees’ school experience and as such it is important that these are detailed, constructive and give subject specific and pedagogical feedback and guidance. Formative Lesson observations take place to:

- Identify the trainee’s strengths and areas for development in classroom teaching - Monitor the trainee’s success in achieving previously agreed targets - Offer strategies and ideas to help the trainee improve and identify new targets - Develop the trainee’s capacity to develop their own teaching through prompted reflective

analysis - Provide evidence of the steps taken toward success of all children.

During discussion and feedback the trainee should be encouraged to analyse the lesson, it is important for trainees to:

- Develop the ability to analyse their own teaching objectively - Recognise their own strengths and weaknesses - Give examples of the impact of their teaching on children’s learning - Highlight children who made good progress - Identify children who struggled

Observers should:

- Establish a constructive atmosphere eg start with a positive comment - Identify strengths with examples from the lesson - Identify possibilities with examples linked to the lesson - Identify development issues with constructive feedback to support the trainees - Agree targets these should take into account children’s progress.

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Cause for Concern If there are areas of concern in a trainee’s teaching or professional conduct relating to the Teachers’ Standards, trainees need to be made aware of them as quickly as possible to give them the maximum opportunity to seek further advice and address the identified issues. Trainees whose progress requires improvement will not be demonstrating their understanding or application of the Teachers’ Standards at the required level, as indicated in the relevant School Based Training Booklet and/or are not fully engaged or responding to advice and feedback.

If a Cause for Concern is identified, a ‘Cause for Concern’ sheet should be completed clearly stating what the issue is, which Teachers’ Standards it links to, the targets which have been agreed and a date for review. A copy of this should be sent to the partnership team, please fax (0121 331 7307) or email a copy to [email protected] . The Cause for Concern process is subject to review and updated advice will be posted as soon

as it is available.


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Travelling to school The School of Education has to source over 1400 primary and Early Years placements per year across a wide geographical area. A number of factors impact on the ability of schools to make offers: Ofsted; staffing issues; placements already offered; external demands and internal changes. These in turn impacts on the allocation of places to trainees. The Birmingham City University Primary Partnership works closely together to ensure that school based training meets the learning needs and professional development of all trainees.

Trainees are responsible for making their own way to and from school. To ensure excellent outcomes from their school based training experience all trainees will need to be in school for as long as is necessary to effectively prepare and assess all learning that they lead. However, trainees must be in school at least 30 minutes before the start of the school day, and at least 30 minutes after the end of the school day. Local bus and train details can be obtained from www.transportdirect.info For car travel www.bing.com/maps/directions may provide quicker or more direct routes. Often planning journeys that avoid motorways are more efficient. Walking – www.walkit.co.uk Travel Expenses Guidance about travel claims is available on Moodle and from the Finance Office, on the first floor of Attwood Building (Room A105).

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Job Interviews Trainees on final placements, particularly PGCE will be seeking their first post during their final practice. Trainees should be allowed to visit prospective schools but, where possible, should arrange these outside of the school day. Where this is not possible, the number of visits should be limited and attendance monitored carefully. There will be a requirement to make up time if a number of days are missed. All final block trainees should try to organise a mock interview with the Head Teacher or appropriate member of staff to prepare for real interviews.

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Section 3

Organisation of Birmingham City University Primary and Early Years Partnership

The BA (Hons) Primary Education QTS and the PGCE Primary & Early Years course teams

work with the Partnership Team to secure school based training places for trainee teachers on

their courses.

The School Based Training Process

Where trainees are placed

Trainees will only be placed in a school that is a member of the BCU Partnership. All partner schools sign The Partnership Agreement and guarantee to provide trainees with agreed levels of support. In return, the University guarantees to offer partnership schools appropriate training and to support trainees and schools during placement. Being in Partnership allows schools and the University to build good relationships and to work together consistently to enhance trainees’ experiences. There are many factors which mean that schools are only able to offer a limited number of placements each year so trainees should not be disappointed if a school that they know to be in Partnership does not offer a place for the practice.

As a result of the national shortage in primary ITT placements, especially in Key Stage One, trainees may, on occasions, be asked to support the placement process by making known, contacts they have with the schools, to the course team. However, all placements will be negotiated, arranged and confirmed with School by Partnership staff.

April -POP Packs sent to partnership schools and

settings.

June/July - Initial offers received from schools.

At this point some schools are unable to offer places

due to unconfirmed staffing and request a September

call back.

June/July/August - Trainees are allocated

provisional school places based on training needs.

Trainees are informed of their placement location

via Moodle or email

September - Schools are approached for additional places so that all trainees

can be accommodated (this process involves phone calls, emails and letters and is on-going throughout the

year).

Trainees will be allocated a University Tutor who is responsible for supporting

the trainee and school throughout the

placement.

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The University has to source and organise over 1400 placements each year across a wide range of geographical locations in and around the West Midlands and across all age phases from Nursery to Post-16. Placement Appeal Procedure If after receiving placement details a trainee feels they have grounds to make an appeal for a change in placement the matter will be reviewed by a placement panel. Trainees will need to provide evidence so that the panel can give it fair and due consideration. All relevant evidence must be supplied at the time of submission of the Placement Appeal Form. This form is available on Moodle in the SPS module. On completion it should be emailed to the Primary and Early Years Partnership Administrator identified on the form. A deadline for submitting Placement Appeal Forms will be communicated to all trainees when placements are announced. A panel comprising of members of the BA (Hons) Primary Education QTS and the PGCE Primary & Early Years leadership teams will consider the evidence presented in the form and a final response will be sent to trainees via email. The panel’s decision is final. School placements are made on the basis of the training requirements of the course the trainee is enrolled on and information given to the Partnership Team by trainees, which is held on its database. It is the responsibility of trainees to notify the Partnership Office of any changes that need to be made to their records. Placements will not be altered if trainees have failed to keep their records up-to-date.

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Partnership Models

We offer two levels of Partnership to schools: Leading Partnership Schools and Associate Partnership

Schools.

Leading Partnership Schools

School mentors will supervise, support and assess trainees throughout the school experience, including

signing off trainees’ School Experience Files, providing support and feedback on preparation, planning,

teaching and learning. School mentors will observe trainees teaching and identify development targets,

they will assess trainees’ progress at the interim points and identify developmental targets and assess

progress at the summative point and prepare a report on achievements and targets for development.

Birmingham City University trained School-based Tutors will be invited to become school mentors and

their schools will be invited to become a Leading Partnership School.

The benefits for schools are:

Mentor training packages will be offered to all schools at no cost

Schools can receive CPD vouchers which are redeemable against our Primary CPD Programme

Schools will work in a cluster of schools so that moderation meetings and mentor training etc can

be hosted by a cluster school

Schools can choose to receive IPads and/or monetary recognition for the School Experience

Placements they host

A named university mentor will support and advise mentors and schools

Associate Partnership Schools

Class teachers provide advice and support to trainees and university mentors assess trainees’ progress

at the interim and summative points. Associate Partnership Schools will receive monetary recognition for

the School Experiences they host.

We would strongly encourage Associate schools to look towards becoming Leading Partnership Schools where staff are trained as school mentors. To support schools we will provide mentor training at no cost to the school and a named university mentor will support schools during the transition of status.

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Payments to Partnership Schools:

Model EYFS Placement KS1 Placement KS2 Placement

Associate Partnership

School

£100 per trainee £150 per trainee £100 per trainee

Leading Partnership

School

£325 per trainee £375 per trainee £325 per trainee

Leading Partnership Schools will be able to access CPD opportunities offered by Birmingham City University or choose to receive iPads in lieu of payments.

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Course Management A joint Staff and Student Board is established for each ITT. This Board has a central role in the School of Education’s Quality Assurance processes and provides a formal opportunity for staff and trainees to discuss the course in detail. The Board is accountable to the HELS Faculty Boards for ensuring that courses meet their aims and outcomes through systematic monitoring and evaluation. It is chaired by the Programme Leader and meets once each term. The membership of the Board of Studies includes tutors who teach on the course, trainees and partnership school representatives. The Programme Leader has overall responsibility, under the Head of School, for the day-to-day operation of the course and for maintaining and enhancing its quality. It is vital to effective course development that all those involved in the Partnership have a forum to exchange ideas and disseminate information. As well as being represented on the Board of Studies, Partnership Schools play a major role in the Primary and Early Years Strategic Leadership Committee. If colleagues wish to discuss any points related to particular courses they should contact the appropriate Programme Leader in the first instance. The Examination Board for each course considers the results of all assessments and makes decisions regarding the progression of trainees on the course and their final award. All staff teaching on the course are entitled to attend, as are the External Examiners appointed to the course.

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Quality Assurance Procedures Courses are subject to a range of Quality Assurance processes, some instituted at University level, some at Faculty level and some at course level. These are inter-related and are intended to complement the external measures operated by NCTL and OfSTED. The internal processes for all Birmingham City University courses are the:

Course approval process, managed by the Executive Dean and Associate Deans on behalf of Senate

External Examiner system, in which appropriately qualified, impartial examiners from

outside the University are appointed to consider a sample of the assessed work for each module and to make judgements about the appropriateness of the standard of trainees and of the marks awarded by tutors. External Examiners visit a sample of trainees in school.

Annual monitoring procedure by which the Faculty critically appraises the course each

year to ensure that the standard of the award and the quality of the trainee learning experience are maintained

Academic audit which is managed by the Pro-Vice-Chancellor (Academic) and administered by the Quality Assurance and Audit section of the Academic Registry on behalf of Senate and the Board of Governors

Annual Report on the Student Experience at Birmingham City University, a central university system for gathering feedback on trainees’ perceptions of their educational experience. The Executive Dean of each Faculty provides a management response to the outcomes of the survey, which is followed up by the Vice-Chancellor and the Pro-Vice-Chancellor (Academic)

Module evaluation system, in which trainees are asked to evaluate each module using a questionnaire which contains both Faculty-wide and module-specific questions. Module leaders report on the outcomes of the evaluation and issues raised by trainees during the process to the Programme Leader and Head of School. The responses of the course team are analysed in the annual course evaluation report.

External Examination

All school experiences are subject to External Examination. Examiners see a range of achievement, including trainees who are recommended as ‘fail’, to ensure that assessments by tutors are comparable with those who assess courses in other institutions. They will also consider the quality and management of the course within the context of placements. External Examiners report to the Examination Board responsible for the course and submit a written report to the Pro-Vice-Chancellor of the University.

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Selection and De-selection of Schools The term ‘school’ is used generically to refer to a range of educational institutions including Early Years settings. Schools join the Primary and Early Years Partnership by one of two routes; either the school approaches the University or the University approaches the school. A school may approach the University where the teaching staff in the school have expressed a particular interest in working alongside Initial Teacher Training. Alternatively, the University will approach a school where the school can offer the experience particularly required by a trainee teacher. On occasion, geographical location becomes a factor. Birmingham City University Primary Early Years Partnership initially considers a range of criteria to ensure that a school is suitable to join the Partnership. This will include the latest OFSTED report, the geographical location and the age range of the school. If it is decided that the school should be considered for selection, a visit will be made to the school to discuss the nature of the courses offered by the Faculty. At this point The Partnership Agreement will be discussed and, if the school and Faculty representatives agree that each partner can meet its terms, the Head Teacher will sign it. The Executive Dean of Faculty will give final approval and trainees will then be placed in school under the guidance of a University Tutor. The Faculty enters into a formal agreement with each school before the onset of any trainee placement. This defines the commitment of both partners to the provision of effective training of and support for trainees on all teacher-training courses. The selection and de-selection of Partnership Schools is dependent on the ability of the school to meet the terms of The Partnership Agreement.

Essential procedures to be undertaken by schools joining the Partnership:

The Head Teacher must sign The Partnership Agreement

If the school wishes to become a Leading Partnership School, School Mentors must be trained to support trainees’ development. The Faculty recognises the School Mentor training of other Higher Education Institutions (HEIs)

If the school wishes to be an Associate Partnership School the school should identify a Teacher in Charge of Placements who will be the main school contact with the Faculty.

The Partnership Agreement document is valid for a period of five years. Being in Partnership is an indication of a willingness to accept trainees on placement and is not a guarantee that trainees will be placed in the school. Schools are asked annually to indicate the placements for which they are willing to take trainees. Schools are able to make offers in the light of their own circumstances, which may vary from year to year.

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The Primary and Early Years Partnership Strategic Leadership Committee Its membership comprises: Director of Education partnerships Head of the School of Education (or Deputy Head of School) BA Honours Primary Education with QTS Programme Leader BA Honours Primary Education with QTS Course Deputy Directors PGCE Programme Leader PGCE Deputy Programme Leaders Representation from Partnership schools

The remit of this Committee includes responsibility for the Primary and Early Years Partnership Handbook, determining the roles and responsibilities of trainees, School Mentors, and University Tutors, Mentor Training, overview of the ITT courses, including The Partnership Agreement, placement documentation, moderation, evaluation procedures and monitoring and reviewing improvement planning.

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Birmingham City University Policies and School Based Training Documents Breakdown of Placements Policy and Procedure This policy is under review and updated advice will be

posted as soon as it is available.

1 Introduction

The policy is intended to be used in cases where a placement arrangement has broken down. The

Faculty needs to ensure that there are transparent and consistent procedures for dealing with a

placement which has ended before the allocated timescale. The intention of the policy is to ensure

parity of treatment for students whose placements are ended for reasons other than academic failure

and where there is not an immediate concern about the student’s personal or professional ability to

enter the teaching profession. Where there is ambiguity over whether the case should be referred to a

Fitness to Practice panel or not, a decision will be sought from an Associate Dean or the Head of the

School of Education.

For the purposes of this policy, written communication from participants can take the form of email

correspondence and documentation.

2 When the Policy should be used

2.1 The Policy should be followed when a placement has been terminated, for example:

A situation where the head teacher, or a senior member of staff in the placement

organisation, has made a decision to terminate that placement, but where the student’s

professional or personal suitability for the profession does not seem to be in question. This

will include circumstances in which internal events in the placement organisation have led

to a situation in which the provider no longer feels able to support the student.

A placement where the Faculty Partnership Manager, after consultation with the Faculty

tutor responsible for liaising with the placement organisation and Programme Leader,

judges that the placement situation is such that the student can no longer be appropriately

supported and has suspended the placement, pending the decision of the Breakdown of

Placements Panel.

No practice may be terminated by Faculty staff except in the above situations or under the

procedures outlined in the University’s Fitness for Practice procedure.

2.2 The Policy should not be used in the following circumstances:

Illness or personal circumstances of the student. A student who fails to complete a practice

through illness or other personal circumstances, can make an application for a deferral on

the grounds that the failure to complete the practice was due to exceptional extenuating

circumstances.

A student withdrawing from a placement without the support of the Partnership Manager

or Programme Leader. All placements have a required first date of attendance, a student

who decides to withdraw from a placement at any point on or after that date without the

authorisation of their Programme Leader will be awarded a fail grade for the placement. If

the student wishes to claim that his/her withdrawal was due to any failure on the part of the

Faculty or the placement provider, s/he may invoke the Student Complaints Procedure or

may make a representation against the decision of the examination board on the grounds of

material error.

Where there are concerns about the student’s professional suitability to enter the teaching

profession. Such cases should be referred to the Fitness to Practice Panel.

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Guidance for Trainees: Primary External Examiner Visits to School You have been selected to host an External Examiner for your primary Initial Teacher Training course during this placement. Please be assured that this is nothing to worry about and that the system exists to quality assure the university’s procedures for school placements and is not designed to affect judgements based on your placement. This guidance is designed to ensure you are clear about the purpose of the visit and how this will be organised. An External Examiner is an academic from another institution delivering similar provision in the field of education who works with us to quality assure our procedures. On the External Examiner’s arrival at school:

You will be introduced to the External Examiner and you should introduce them to

relevant staff (please remember that the purpose of this visit is to quality assure the

University’s assessments for this Teaching Practice)

You must provide the External Examiner with a copy of the lesson/session plan and

your up to date TP file and PDP file. External Examiners are aware that your

planning will be in-line with the setting in which you are working.

Please ensure that your files are organised as advised to enable the External

Examiner to navigate their way around them easily. Time for these visits is limited.

The External Examiner will observe a lesson/session and record their observations

on the External Examiner Observation proforma. (The pro-forma is for their records

and you may not receive a copy, but you will receive verbal feedback and engage in

professional dialogue about strengths, development points and general issues).

External Examiners will consider:

Your Teaching Practice/School Based Training Booklet to ensure all required actions

to date are complete.

If you are making progress towards the action points agreed at the Mid-Point

Review/Progress Meeting and in previous observations/weekly professional

development discussions.

If your lesson/session plans contain clear and appropriate learning objectives.

Independent tasks/activities that you plan and the evidence they show of appropriate

differentiation.

If your evaluations reflect on the impact that your teaching has had on children’s

learning to inform future practice; being analytical rather than descriptive.

If there is evidence of the use of a range of appropriate formative assessment

strategies.

Lesson/session observations; ensuring that they have been completed at appropriate

points; covering a range of subjects/areas of learning.

If you are receiving regular verbal and written feedback, with appropriate targets

being set.

The clarity of feedback you receive relating to subject knowledge and pedagogy.

Your engagement with weekly professional development discussions to drive

practice forward.

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Feedback/Discussion

The External Examiner will wish to discuss issues that are relevant to the coherence

of School and University-Based Training and any of the themes specific to this

practice, which External Examiners have been asked to focus on collectively by the

course management team. Prior to the visit, you will be advised of the specific visit

foci.

Class teacher, School Mentor (if applicable) – areas for discussion: The External Examiner will also meet with relevant school-based colleagues and discuss:

The coherence of School and University-Based Training.

The support and guidance provided by the University, particularly if the trainee has

been identified as a “Cause for Concern”.

The quality of training for class teacher and School Mentor.

Clarity of roles and responsibilities.

Communication

Clarity and usefulness of University documentation.

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Birmingham City University Partnerships Initial Teacher Education Assessment Criteria

Assessing Trainees: important considerations

1. The key factor in judging the quality of teaching over time is the impact teaching has on the quality of learning of pupils/learners. (‘Initial teacher education inspection handbook’,

March 2015, Paragraph 125)

2. When assessing the quality of primary and secondary trainees’ teaching over time, reference should be made to the Teachers’ Standards in full (‘Initial teacher education inspection

handbook’, March 2015, Paragraph 126). The bulleted sub-headings in this toolkit should be used to:

track progress against the Teachers’ Standards;

determine areas for additional development;

identify strengths which indicate excellent practice;

enable the identification of aspects of, for example, outstanding practice for ‘Good’ (EMB) trainees and good practice for trainees with ‘Requires improvement’ (EST) in

order to show that they are exceeding the minimum in aspects of the Teachers’ Standards

3. ‘The standards need to be applied as appropriate to the role and context within which a trainee or teacher is practising. Providers of initial teacher training (ITT) should assess

trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS.’ (‘Teachers’ Standards’, Paragraph

6)

4. Trainees’ teaching over time should be assessed in relation to:

the impact they have on the progress and learning over time of the pupils for which they are responsible;

the context and content of their teaching, over sequences of lessons; the quality of teaching must be judged in terms of attainment in relation to the relevant

Teachers’ Standards and not on individual lessons.

When making judgements, the full range of evidence should be utilised, including planning, discussions with trainees and pupils, pupils’ responses in lessons and in their work books, the quality and

impact of trainees’ marking and feedback, trainees’ assessment and planning records and evidence of their own and their pupils’ progress and learning over time.

Please underline applicable Assessment Criteria at the Weekly Meetings and the Mid Point Review Meeting. At the End Point Review Meeting please consider the progress made and

highlight (please note yellow highlights do not photocopy) the Assessment Criteria achieved to inform the final judgement to be recorded on the Summative Assessment Record.

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TS1 Set high expectations which inspire, motivate and challenge learners

S1: Set high expectations which inspire, motivate and challenge learners

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Establish a safe and stimulating environment for learners, rooted in mutual respect

Demonstrate knowledge and understanding of how learners learn and how this impacts on teaching

Demonstrate consistently the positive attitudes, values and behaviour which are expected of learners

Is beginning to establish a safe and stimulating environment for pupils. Is beginning to set goals for pupils of all backgrounds, abilities and dispositions.

Is beginning to demonstrate the positive attitudes, values and behaviour which are expected of pupils.

Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect. Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect. Sets goals that stretch, challenge and motivate pupils. Uses strategies to support the learning and progress of underperforming groups. Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject. Consistently sets goals that stretch, challenge and motivate pupils. Uses effective strategies to support the learning and progress of underperforming groups. Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

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TS2 Promote good progress and outcomes by learners S2: Promote good progress and outcomes by learners

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Be accountable for learners’ attainment, progress and outcomes Plan teaching to build on learners’ capabilities and prior knowledge

Guide learners to reflect on the progress they have made and their emerging needs

Demonstrate knowledge and understanding of how learners learn and how this impacts on teaching Encourage learners to take a responsible and conscientious attitude to their own work and study

Is beginning to take accountability for pupils’ attainment, progress and outcomes. Is beginning to demonstrate an awareness of pupils’ capabilities and their prior knowledge, and is beginning to plan teaching to build on these. Is beginning to guide pupils to reflect on the progress they have made and their emerging needs. Is beginning to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Is beginning to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Is able to take accountability for pupils’ attainment, progress and outcomes. Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these. Is able to guide pupils to reflect on the progress they have made and their emerging needs. Is able to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching. Is able to encourage pupils to take a responsible and conscientious attitude to their own work and study

Is accountable for pupils’ attainment, progress and outcomes Has a good understanding of the pupils’ capabilities and their prior knowledge. Assesses pupils’ achievement, plans and teaches lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress. Pupils are offered intervention and feedback which, much of the time, enables them to identify the progress they have made and understand what they need to do to improve. Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching. Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations.

Is consistently accountable for pupils’ attainment, progress and outcomes. Has a detailed understanding of the pupils’ capabilities and their prior knowledge. Demonstrates through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress. Pupils are consistently offered high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve. Is consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching. Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible and conscientious attitude to work and study.

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TS3 Demonstrate good subject and curriculum knowledge S3: Demonstrate good subject and curriculum knowledge

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain learners’ interest in the subject, and address misunderstandings

Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Is developing knowledge of the relevant subject(s) and curriculum areas, is beginning to foster and maintain pupils’ interest in the subject, and with support addresses misunderstandings. Is beginning to demonstrate understanding of developments in the subject and curriculum areas, and is beginning to promote the value of scholarship. Is beginning to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject. Is beginning to, if teaching early reading, demonstrate an understanding of systematic synthetic phonics. Is beginning to, if teaching primary mathematics, demonstrate an understanding of appropriate teaching strategies.

Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and maintains pupils’ interest in the subject, and addresses misunderstandings. Is able to demonstrate a critical understanding of developments in the subject and curriculum areas, and promotes the value of scholarship. Is able to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject. Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. Is able to, if teaching primary mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Teaches well, demonstrating good subject and curriculum knowledge and phase expertise. Works within the current curriculum. Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest. Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas. Much of the time promotes the value of scholarship. Demonstrates a good understanding of how to develop the reading, writing and communication skills of the pupils they teach. Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject. Trainee can teach early reading, systematic synthetic phonics, communication and language development with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading. Demonstrates a good understanding of strategies for the teaching of primary mathematics. Trainee can teach primary mathematics with increasing confidence and competence so that pupils make at least expected progress.

Consistently teaches exceptionally well, demonstrating: strong subject and curriculum knowledge and phase expertise. Is confident to work within the current curriculum. Demonstrates the ability to address misunderstandings and maintain pupils’ interest. Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas. Consistently and effectively promotes the value of scholarship Consistently demonstrates a thorough understanding of how to teach reading, writing, and communication skills effectively to enhance the progress of pupils they teach. Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist. Trainee can teach early reading, systematic synthetic phonics, communication and language development confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading. Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of primary mathematics. Trainee can teach primary mathematics confidently and competently so that pupils make good or better than expected progress.

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TS4 Plan and teach well-structured lessons S4 Plan and teach well-structured lessons

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Impart knowledge and develop understanding through effective use of lesson time Promote a love of learning and learner’s intellectual curiosity

Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding learners have acquired

Reflect systematically on the effectiveness of lessons and approaches to teaching Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Is beginning to impart knowledge and develop understanding through use of lesson time. Is beginning to promote a love of learning and children’s intellectual curiosity. Is beginning to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired. Is beginning to reflect on the effectiveness of lessons and approaches to teaching. Is beginning to contribute to the design and provision of the curriculum within the relevant subject area(s).

Is able to impart knowledge and develop understanding through effective use of lesson time. Is able to promote a love of learning and children’s intellectual curiosity. Is able to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired. Is able to reflect systematically on the effectiveness of lessons and approaches to teaching. Is able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Much of the time imparts knowledge and develops understanding through using lesson time to good effect. Much of the time promotes a love of learning and children’s intellectual curiosity. Much of the time plans differentiated homework/out-of-class activities that consolidates and extends existing knowledge and understanding. Is systematically able to reflect in order to improve their practice. Is able to judge the effectiveness of their lessons and impact on all groups of pupils. Makes good contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Consistently and effectively imparts knowledge and develops understanding through using lesson time to great effect. Consistently and effectively promotes a love of learning and children’s intellectual curiosity. Consistently and effectively plans differentiated, purposeful homework/out-of-class activities that consolidates and extends existing knowledge and understanding. Is systematically and critically reflective in analysing, evaluating and improving their practice. Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils. Consistently makes effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

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TS5 Adapt teaching to respond to the strengths and needs of all learners S5: Adapt teaching to respond to the strengths and needs of all learners

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Know when and how to differentiate appropriately, using approaches which enable learners to be taught effectively. Have a secure understanding of how a range of factors can inhibit learners’ ability to learn, and how best to overcome these. Demonstrate an awareness of the physical, social and intellectual development of learner, and know how to adapt teaching to support learners’ education at different stages of development. Have a clear understanding of the needs of all learners, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Is beginning to differentiate appropriately. Is beginning to develop an understanding of how a range of factors can inhibit pupils’ ability to learn, and how to overcome these. Is beginning to demonstrate an awareness of the physical, social and intellectual development of children, and is beginning to know how to adapt teaching to support pupils’ education at different stages of development. Is beginning to develop an understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities. Is beginning to use and evaluate teaching approaches to engage and support pupils.

Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. Is able to demonstrate an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development. Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities. Is able to use and evaluate distinctive teaching approaches to engage and support pupils.

Much of the time differentiates appropriately using approaches which enable pupils to be taught effectively. Understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Demonstrates an awareness of the physical, social and intellectual development of pupils and, much of the time, adapts teaching to support pupils’ education at different stages of development. Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including FSM). Understands how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.

Consistently and effectively differentiates appropriately using timely approaches which enable pupils to be taught effectively. Understands the causes of low achievement; challenges and motivate pupils where attainment is low; uses effective strategies to support underperforming groups. Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of children, and effectively adapts teaching to support pupils’ education at different stages of development. Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including FSM). Challenges and motivates pupils where attainment is low; and uses effective strategies to support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.

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S6: Make accurate and productive use of assessment

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Make use of formative and summative assessment to secure learners’ progress. Use relevant data to monitor progress, set targets, and plan subsequent lessons. Give learners regular feedback, both orally and through accurate marking, and encourage learners to respond to the feedback.

Is beginning to know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Is beginning to make use of formative and summative assessment. Is beginning to use relevant data to plan subsequent lessons. Is beginning to give pupils feedback, both orally and through marking, and is beginning to encourage pupils to respond to the feedback.

Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Is able to make use of formative and summative assessment to secure pupils’ progress. Is able to use relevant data to monitor progress, set targets, and plan subsequent lessons. Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Assesses pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements. Much of the time uses formative, continuous assessment and summative assessment to secure progress through a sequence of lessons over time. Uses a range of relevant data including school progress data to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting. Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time

Accurately assesses achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements. Consistently and effectively uses formative, continuous assessment and summative assessment to great effect to secure progress for all pupils, through a sequence of lessons over time. Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting. Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.

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S7 Manage behaviour effectively to ensure a good and safe learning environment

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Manage classes effectively, using approaches which are appropriate to learners’ needs in order to involve and motivate them Maintain good relationships with learners, exercise appropriate authority, and act decisively when necessary.

Is beginning to use rules and routines for behaviour in classrooms, and is beginning to take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy. Is beginning to have high expectations of behaviour. Is beginning to establish a framework for discipline with a range of strategies. Is beginning to manage classes using some strategies to involve and motivate pupils. Is beginning to establish good relationships with pupils, and beginning to exercise appropriate authority and/or act decisively when necessary.

Has clear rules and routines for behaviour in classrooms, and takes responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy. Has high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, using a range of strategies. Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them. Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary.

In accordance with the school’s behaviour policy: -takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment; -encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation; -is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying. Sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, consistently and fairly using a range of strategies. Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs. Demonstrates good relationships with pupils and exercises appropriate authority, and acts decisively when necessary.

In accordance with the school’s behaviour policy: -takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning; -actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation; -can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying. Consistently sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies. Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs. Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary.

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S8 Fulfil wider professional responsibilities

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH) Make a positive contribution to the wider life and ethos of the school Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Deploy support staff effectively Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Communicate effectively with parents with regard to learners’ achievements and well-being.

Is beginning to make a contribution to the wider life and ethos of the school. Is beginning to develop professional relationships with colleagues. Is beginning to know how and when to draw on advice and specialist support. Is beginning to deploy support staff. Is beginning to take responsibility for improving teaching through professional development. Is beginning to respond to advice and feedback from colleagues. Is beginning to communicate with parents with regard to pupils’ achievements and well-being.

Is able to make a positive contribution to the wider life and ethos of the school. Is able to develop effective professional relationships with colleagues. Knows how and when to draw on advice and specialist support. Is able to deploy support staff effectively. Is able to take responsibility for improving teaching through appropriate professional development. Responds to advice and feedback from colleagues. Is able to communicate effectively with parents with regard to pupils’ achievements and well-being.

Is proactive and makes a positive contribution to the wider life and ethos of the school. Professional relationships with colleagues are good. Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. Deploys support staff effectively to support the learning of pupils. Takes responsibility for improving their own teaching through professional development. Respects and responds to the advice and guidance offered by colleagues. Communicates effectively with parents and carers about pupils’ achievements and well-being.

Is consistently proactive and makes a positive contribution to the wider life and ethos of the school. Professional relationships with colleagues are consistently effective. Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. Consistently and effectively deploys support staff to maximise the learning of pupils. Is consistently proactive in taking full responsibility for improving their own teaching through professional development. Effectively uses the advice and guidance offered by colleagues to secure improvements in practice. Proactively and consistently communicates effectively with parents and carers about pupils’ achievements and well-being.

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Part Two: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Teachers’ Standard:

Part Two descriptor

Scope

Key questions

Consistently High

Standards

Cause for

Concern

Teachers uphold public trust in

the profession and maintain high

standards of ethics and

behaviour, within and outside

school, by:

Trainee treats pupils with dignity,

building relationships rooted in mutual

respect, and at all times observing

proper boundaries appropriate to a teacher’s professional position

Trainee has regard for the need to safeguard pupil’s well-being, in

accordance with statutory provisions

Trainee shows tolerance of and respect

for the rights of others

Trainee does not undermine fundamental British values, including:

democracy, the rule of law, individual

liberty and mutual respect, and tolerance of those with different faiths and beliefs

Trainee ensures that personal beliefs are not expressed in ways which exploit

pupils’ vulnerability or might lead them

to break the law.

Does the trainee have a commitment to upholding the high standards of the teaching profession, within and outside school?

Does the trainee develop appropriate professional relationships with colleagues

and pupils?

Is the trainee able to safeguard pupils’ well-being, in accordance with statutory

provisions?

Does the trainee understand that schools are required to develop pupils’ wider

understanding of social and cultural diversity, tolerance for others and respect

for different faiths and beliefs, in line with the maintenance of fundamental British values?*

Does the trainee understand the challenges of teaching in modern British

schools? *

Is the trainee aware of the Prevent strategy and its implications? *

Does the trainee understand the responsibility teachers hold in relation to the

expression of personal beliefs and the impact these could have on pupils and

their consequent actions?*

Does the trainee understand and adhere to the school’s and provider’s

VLE/internet safety policy, including the safe and responsible use of social

media?

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Teachers’ Standard:

Part Two descriptor

Scope Key questions Consistently high

standards

Cause for

concern

Teachers must have proper and professional regard to the

ethos, policies and practices of

the school in which they teach, and maintain high standards in

their own attendance and

punctuality.

Teachers must have an

understanding of, and always

act within, the statutory frameworks which set out their

professional duties and

responsibilities.

Trainee’s conduct demonstrates a highly professional approach to teaching,

understanding and demonstrating that their

own conduct is appropriate at all times.

Trainee reads, understands and applies

school policies at all times, e.g. health and

safety, risk assessments before trips, homework, etc.

Trainee is punctual for school, lessons,

meetings, etc.

Trainee always informs the

school/colleagues of reasons for any non-

attendance involving his/her teaching obligations or other professional meetings

and responsibilities in line with school

policy.

Trainee’s language and dress are highly professional and in line with school policy.

Trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in

relation to statutory frameworks.

Trainee is aware of his/her responsibilities in relation to, for example, equality legislation,

duties and safeguarding.

Trainee is able to judge when they may need advice and help in matters of Child

Protection or confidentiality.

Does the trainee display high standards of personal and professional behaviour, inside and outside school, including attendance and

punctuality at all times?

Does the trainee understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider

involvement in the life of the school?

Does the trainee take appropriate responsibility for their own and pupils’

well-being in the classroom and during off-site activities or visits?

Is the trainee aware of and does the trainee act in the context of the

professional duties of teachers as set out in the statutory School

Teachers’ Pay and Conditions document?

Has the trainee received relevant training in Child Protection/safeguarding? Can he/she articulate the school’s policy if

reporting a concern?

*Note: Maintained schools have obligations under Section 78 of the Education Act 2002 to provide a broad and balanced curriculum, to promote SMSC (Spiritual, Moral, Social and Cultural awareness), and the mental and physical

development of pupils at the school and of society. The emphasis is placed on actively promoting Fundamental British Values. Pupils are expected to have knowledge and understanding about freedom to choose and hold other faiths and

beliefs which are protected in law and an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated and should not be the cause of prejudicial or discriminatory behaviour.

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Birmingham City University Partnerships Initial Teacher Education

Summative Assessment Report

Complete this summative report to identify the trainee’s final attainment against the Teachers’ Standards.

The written report must identify:

key aspects of the trainee’s overall attainment

the trainee’s impact on pupil progress and learning overtime

the trainee’s strengths

Please identify targets for the trainee’s induction period as an NQT on page 63. This information will inform the trainee’s Career Entry Development Profile (CEDP) and will be forwarded

to the trainee’s employing school.

Grading Rationale This grading rationale references the Ofsted criteria for judging the quality of outcomes for trainees as set out in the ‘Initial teacher education inspection handbook’ (March 2015). The

Ofsted criteria are as described in the ‘Initial teacher education inspection handbook’ (March, 2015); inspectors follow a best fit descriptor for grades 1, 2 and 3 and an ‘any one

descriptor’ for inadequate utilising their professional judgement.

All borderline cases must be reviewed, taking into account all relevant evidence and with additional moderation as required.

Outstanding (1) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees

demonstrate excellent practice in the majority of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time

is outstanding and never less than consistently good. For a trainee’s final grading to be 1:

pupil progress and learning over time must be good or better than expected;

four Standards graded 1 overall but many features of other Standards also graded 1 (utilising assessment against the sub-headings);

all other Standards graded 2 (utilising assessment against the sub-headings);

no grade 3 or 4 for any Standard.

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Good (2) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees

demonstrate excellent practice in some of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is

good; some is outstanding. For a trainee’s final grading to be 2:

pupil progress and learning over time must be at least as expected;

at least five Standards graded 2 overall;

any grade 3 Standards must be scrutinised and would require grade 2 features (utilising assessment against the sub-headings);

no grade 4 for any Standard.

Requires improvement (3) All primary and secondary trainees awarded QTS meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. The quality of

trainees’ teaching over time requires improvement as it is not yet good. For a trainee’s final grading to be 3:

pupil progress and learning over time is not always as expected;

most Standards graded 3 overall;

no grade 4 for any Standard.

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TS1 Set high expectations which inspire, motivate and challenge pupils

Trainee’s Attainment

This column illustrates the link between the Assessment Criteria and the numerical grades. Summative Assessment Report – please circle grade and

complete providing practice based examples of trainee’s achievement and progress.

Grade 1 Enhancing

Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:

Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject. Consistently sets goals that stretch, challenge and motivate pupils. Uses effective strategies to support the learning and progress of underperforming groups. Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Best fit Grade: 1 2 3

Grade 2 Embedding


Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect. Sets goals that stretch, challenge and motivate pupils. Uses strategies to support the learning and progress of underperforming groups. Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils. Grade 3 Establishing


Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect. Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

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TS2: Promote good progress and outcomes by pupils


This column illustrates the link between the Assessment Toolkit and the numerical grades. Summative Assessment Report – please circle grade and


Grade 1 Enhancing


Is consistently accountable for pupils’ attainment, progress and outcomes. Has a detailed understanding of the pupils’ capabilities and their prior knowledge. Demonstrates through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress. Pupils are consistently offered high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve. Is consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching. Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible and conscientious attitude to work and study.

Best fit Grade: 1 2 3

Grade 2 Embedding

Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that: Is accountable for pupils’ attainment, progress and outcomes Has a good understanding of the pupils’ capabilities and their prior knowledge. Assesses pupils’ achievement, plans and teaches lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress. Pupils are offered intervention and feedback which, much of the time, enables them to identify the progress they have made and understand what they need to do to improve. Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching. Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations.

Grade 3 Establishing


Is able to take accountability for pupils’ attainment, progress and outcomes. Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these. Is able to guide pupils to reflect on the progress they have made and their emerging needs. Is able to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching. Is able to encourage pupils to take a responsible and conscientious attitude to their own work and study.

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TS3 Demonstrate good subject and curriculum knowledge



complete providing practice based examples of trainee’s achievement

and progress. Grade 1 Enhancing


Consistently teaches exceptionally well, demonstrating: strong subject and curriculum knowledge and phase expertise. Is confident to work within the current curriculum. Demonstrates the ability to address misunderstandings and maintain pupils’ interest. Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas. Consistently and effectively promotes the value of scholarship Consistently demonstrates a thorough understanding of how to teach reading, writing, and communication skills effectively to enhance the progress of pupils they teach. Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist. Trainee can teach early reading, systematic synthetic phonics, communication and language development confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading. Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of primary mathematics. Trainee can teach primary mathematics confidently and competently so that pupils make good or better than expected progress.

Best Fit Grade: 1 2 3

Grade 2 Embedding


Teaches well, demonstrating good subject and curriculum knowledge and phase expertise. Works within the current curriculum. Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest. Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas. Much of the time promotes the value of scholarship. Demonstrates a good understanding of how to develop the reading, writing and communication skills of the pupils they teach. Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject. Trainee can teach early reading, systematic synthetic phonics, communication and language development with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading. Demonstrates a good understanding of strategies for the teaching of primary mathematics. Teaches primary mathematics with increasing confidence and competence so that pupils make at least expected progress.

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Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and maintains pupils’ interest in the subject, and addresses misunderstandings. Is able to demonstrate a critical understanding of developments in the subject and curriculum areas, and promotes the value of scholarship. Is able to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject. Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. Is able to, if teaching primary mathematics, demonstrate a clear understanding of appropriate teaching strategies.

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TS4 Plan and teach well structured lessons



complete providing practice based examples of trainee’s achievement and

progress. Grade 1 Enhancing


Consistently and effectively imparts knowledge and develops understanding through using lesson time to great effect. Consistently and effectively promotes a love of learning and children’s intellectual curiosity. Consistently and effectively plans differentiated, purposeful homework/out-of-class activities that consolidates and extends existing knowledge and understanding. Is systematically and critically reflective in analysing, evaluating and improving their practice. Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils. Consistently makes effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s).


Grade 2 Embedding


Much of the time imparts knowledge and develops understanding through using lesson time to good effect. Much of the time promotes a love of learning and children’s intellectual curiosity. Much of the time plans differentiated homework/out-of-class activities that consolidates and extends existing knowledge and understanding. Is systematically able to reflect in order to improve their practice. Is able to judge the effectiveness of their lessons and impact on all groups of pupils. Makes good contributions to the design and provision of an engaging curriculum within the relevant subject area(s).



Is able to impart knowledge and develop understanding through effective use of lesson time. Is able to promote a love of learning and children’s intellectual curiosity. Is able to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired. Is able to reflect systematically on the effectiveness of lessons and approaches to teaching. Is able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

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TS5 Adapt teaching to respond to the strengths and needs of all pupils




Grade 1 Enhancing

Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that: Consistently and effectively differentiates appropriately using timely approaches which enable pupils to be taught effectively. Understands the causes of low achievement; challenges and motivate pupils where attainment is low; uses effective strategies to support underperforming groups. Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of children, and effectively adapts teaching to support pupils’ education at different stages of development. Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including FSM). Challenges and motivates pupils where attainment is low; and uses effective strategies to support underperforming groups. Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.


Grade 2 Embedding

Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that: Much of the time differentiates appropriately using approaches which enable pupils to be taught effectively. Understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Demonstrates an awareness of the physical, social and intellectual development of pupils and, much of the time, adapts teaching to support pupils’ education at different stages of development. Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including FSM). Understands how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.



Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. Is able to demonstrate an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development. Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities. Is able to use and evaluate distinctive teaching approaches to engage and support pupils.

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TS6 Make accurate and productive use of assessment




Grade 1 Enhancing

Trainees who have achieved the Standards at this level to be recommended for QTS will have demonstrated that:

Accurately assesses achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements. Consistently and effectively uses formative, continuous assessment and summative assessment to great effect to secure progress for all pupils, through a sequence of lessons over time. Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting. Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.


Grade 2 Embedding


Assesses pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements. Much of the time uses formative, continuous assessment and summative assessment to secure progress through a sequence of lessons over time. Uses a range of relevant data including school progress data to monitor pupil progress and learning over time. Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting. Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time



Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Is able to make use of formative and summative assessment to secure pupils’ progress. Is able to use relevant data to monitor progress, set targets, and plan subsequent lessons. Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

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TS7 Manage behaviour effectively to ensure a good and safe learning environment



complete providing practice based examples of trainee’s achievement and

progress. Grade 1 Enhancing

Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that: In accordance with the school’s behaviour policy: -takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning; -actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation; -can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying. Consistently sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies. Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs. Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary.


Grade 2 Embedding

Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that: In accordance with the school’s behaviour policy: -takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment; -encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation; -is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying. Sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, consistently and fairly using a range of strategies. Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs. Demonstrates good relationships with pupils and exercises appropriate authority, and acts decisively when necessary.


Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that: Has clear rules and routines for behaviour in classrooms, and takes responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy. Has high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, using a range of strategies. Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them. Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary.

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TS8 Fulfil wider professional responsibilities


This column illustrates the link between the Assessment Toolkit and the numerical grades. Summative Assessment Report – please circle grade

and complete providing practice based examples of trainee’s

achievement and progress. Grade 1 Enhancing


Is consistently proactive and makes a positive contribution to the wider life and ethos of the school. Professional relationships with colleagues are consistently effective. Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. Consistently and effectively deploys support staff to maximise the learning of pupils. Is consistently proactive in taking full responsibility for improving their own teaching through professional development. Effectively uses the advice and guidance offered by colleagues to secure improvements in practice. Proactively and consistently communicates effectively with parents and carers about pupils’ achievements and well-being.


Grade 2 Embedding


Is proactive and makes a positive contribution to the wider life and ethos of the school. Professional relationships with colleagues are good. Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. Deploys support staff effectively to support the learning of pupils. Takes responsibility for improving their own teaching through professional development. Respects and responds to the advice and guidance offered by colleagues. Communicates effectively with parents and carers about pupils’ achievements and well-being.



Is able to make a positive contribution to the wider life and ethos of the school. Is able to develop effective professional relationships with colleagues. Knows how and when to draw on advice and specialist support. Is able to deploy support staff effectively. Is able to take responsibility for improving teaching through appropriate professional development. Responds to advice and feedback from colleagues. Is able to communicate effectively with parents with regard to pupils’ achievements and well-being.

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Part 2: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes

which set the required standard for conduct throughout a teacher’s career.

Trainee’s Attainment Summative Assessment Report Achieving.

Trainees achieving the Standards at the level required to be recommended for QTS will have demonstrated that:

Trainee treats pupils with dignity, building relationships rooted in mutual respect, and at all times observing

proper boundaries appropriate to a teacher’s professional position

Trainee has regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

Trainee shows tolerance of and respect for the rights of others

Trainee does not undermine fundamental British values, including: democracy, the rule of law, individual

liberty and mutual respect, and tolerance of those with different faiths and beliefs

Trainee ensures that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might

lead them to break the law.

Trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating

that their own conduct is appropriate at all times.

Trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments

before trips, homework, etc.

Trainee is punctual for school, lessons, meetings, etc.

Trainee always informs the school/colleagues of reasons for any non-attendance involving his/her teaching

obligations or other professional meetings and responsibilities in line with school policy.

Trainee’s language and dress are highly professional and in line with school policy.

Trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory

frameworks.

Trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and

safeguarding.

Trainee is able to judge when they may need advice and help in matters of Child Protection or

confidentiality.

Achieved in School? Yes No

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Record the grade identified against each of the Teachers’ Standards into the table below and identify the trainee’s final attainment against the

Teachers’ Standards.

Signed:

Trainee: Class Teacher: School Mentor: University tutor:

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Part 2

(Pass/fail)

Final Grade

Grade

Teachers’ Standard Target for the Induction Period as an NQT

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Lesson Observation Forms Trainee’s name: Date: Course: BA QTS 1 2 3 PGCE 1 2 School: Subject/Area: Year Group: PDT: Observer’s name: Observer’s status: School Based Tutor Class teacher Link Tutor Observation Number:

Personal and Professional Conduct (Part Two of Teachers’ Standards). If applicable,

please identify a Cause for Concern by writing a C next to the relevant comment and complete a Cause For Concern Form.

Following the observation, through professional dialogue, please identify key strengths and targets for the trainee in the context of raising pupil achievement and supporting children’s learning.

Key Strengths Related Standard(s)

Possibilities, Issues, Reflections and Targets From the discussion, please agree SMART targets. Targets will be reviewed through Weekly Professional Development Discussions and subsequent observations. If a Cause for Concern is identified, please complete a Cause For Concern Form, stating clearly when targets will be reviewed.

Tick to identify any Causes for Concern

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Discursive Feedback In this section, please identify good practice and specific elements for development linked to the Teachers’ Standards in the context of the pupils’ progress. Consider:

Relationships with children and behaviour management.

Subject knowledge and pedagogy.

Planning and lesson structure, including appropriate challenge and pupil engagement/understanding.

Use of assessment, including children’s peer- and self-assessment.

The impact on children's learning and progress.

Associated Standard(s) Please note any Cause

for Concern with a C next to the Standard

number/comment and complete a Cause for

Concern Form.

Observer: Trainee:

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