School Experience Expectations Year 1 PITE 1008 · School Experience 1 ... intention of providing...

School Experience Expectations

Year 1

PITE 1008

BA (Hons)

2018 - 2019

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Contents

Welcome, general advice and comments .................................................................................... 4

OVERVIEW OF DATES AUTUMN SE1 .......................................................................................... 6

School Experience 1 – AUTUMN ............................................................................................... 8

SE1 AUTUMN PRE-PLACEMENT EXPECTATIONS ................................................................... 10

Pre SE1 Tutorial ........................................................................................................................ 12

SE1 AUTUMN EXPECTATIONS ................................................................................................... 14

2 week block practice minimum requirements ...................................................................... 16

OVERVIEW OF DATES SUMMER TERM SE1 ............................................................................. 18

SE1 SUMMER BLOCK EXPECTATIONS ..................................................................................... 22

Expectations of visit day .......................................................................................................... 24

University Expectations SE1 Summer .................................................................................... 25

COMPLIANCY AND PROFESSIONALISM ................................................................................... 30

Compliancy ............................................................................................................................... 32

Student Professionalism Whilst on School Experience ........................................................ 33

SE FILE AND RP ........................................................................................................................... 34

The Reflective Portfolio............................................................................................................ 36

Reflection requirements........................................................................................................... 36

Reflective Portfolio structure .................................................................................................. 37

School Experience File ............................................................................................................ 38

OBSERVING TEACHERS AND PLANNING GUIDANCE............................................................. 40

Observation of teacher by trainee – Guidance ...................................................................... 42

Planning requirements ............................................................................................................. 44

TUTOR VISITS, ASSESSMENT AND GRADING ......................................................................... 46

SE tutor - Visit Overview SE1 .................................................................................................. 48

Grading trainee teachers during SE1 ..................................................................................... 48

Flowchart for Targeted Support .............................................................................................. 50

PROCEDURES WHILST ON SE ................................................................................................... 52

Communication during School Experience ........................................................................... 54

Parental/guardian involvement ............................................................................................... 54

Procedures for Trainee Teachers raising concerns whilst on School Experience ............. 55

Further Considerations ............................................................................................................ 55

Attendance ................................................................................................................................ 56

Absence..................................................................................................................................... 56

Adverse Weather ...................................................................................................................... 56

Safeguarding and Whistleblowing Procedure ....................................................................... 57

Flow Chart Describing Statutory Guidance & UW (IOE) Whistleblowing Procedure and Links to Safeguarding Children and Young People .............................................................. 60

Table of Glossary & Acronyms ............................................................................................... 61

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Welcome, general advice and comments Starting your school experience placement is exciting but can also be daunting. The University of Worcester Primary Placements managers work hard with our partnership schools to ensure that they source an appropriate placement for each of our trainees and carefully consider a range of requirements with the intention of providing the best possible setting for each individual. They work alongside a team of highly experienced people who are here to support you as you prepare to undertake this teaching practice. We expect you to draw upon their experience and reflect upon the following guidance and advice which will further support you with the expectations of this module. This booklet is designed to help you become familiar with the expectations and paperwork associated with your School Experience 1 (SE1). This school experience is one of your professional modules. The booklet is broken down into different sections and can be found on BlackBoard PITE 1008 along with additional information. We highly recommend you visit the page and read the information. The booklet can also be found on the Partnership web pages http://www.worcester.ac.uk/discover/education-partnership-primary-strategic.html. You will also be able to access support via email and Blackboard so it is essential that you check your university email and Blackboard regularly whilst on school experience. The Partnership team are certain that if trainees avail themselves of all the opportunities and support that is on offer and are willing to listen to and act upon advice with focus and resilience, School Experience will be an exciting and rewarding time. We wish you all the very best for your school experience and look forward to hearing about what we are sure will be your many successes and achievements. The Primary Partnership Team

http://www.worcester.ac.uk/discover/education-partnership-primary-strategic.html

http://www.worcester.ac.uk/discover/education-partnership-primary-strategic.html

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OVERVIEW OF DATES AUTUMN SE1

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School Experience 1 – AUTUMN

Autumn Term 2 week block practice

Monday 12th November 2018 – Friday 23rd November 2018

During this block practice you will begin to set up and collect evidence for your Reflective Portfolio (RP). There is guidance for the organisation of the RP in this booklet. The Reflective Portfolio (RP) is an important working document. Your RP will provide important evidence of the Teachers’ Standards. Ensure your SE tutor, class teacher and mentor can access your RP by sharing the electronic link with them prior to starting your school experience.

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SE1 AUTUMN PRE-PLACEMENT EXPECTATIONS

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Pre SE1 Tutorial

(2 week block practice)

For every school experience you will have a school experience (SE) tutor assigned to you. Your tutor is an experienced member of staff and there to support your throughout your placement. Before you begin your 2 week block practice you will have a group tutorial with your SE tutor. It is your responsibility to contact your SE tutor to arrange the tutorial. You must have a tutorial before the SE begins. During the tutorial you be able to will discuss the SE and ask any questions you may have. Please ensure your SE tutor has access to your RP by sharing the electronic link with them prior school to the tutorial.

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SE1 AUTUMN EXPECTATIONS

(2 week block practice)

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SE1 Autumn Expectations

2 week block practice minimum requirements

Write an email to the school to introduce yourself. Please share the electronic link to your RP in the email.

Complete the School Information Sheet. Save this in your electronic RP.

Complete the Transition Task (see BB)

Complete the Professional Enquiry Tasks for individual subjects (see BB). If you have any queries regarding these tasks please contact the relevant subject tutor.

Observe at least one lesson each visit day. Use the Observation of Teacher by Trainee form to make notes of the lessons you observe, focus on 1 Teachers’ Standard per observation (use the lesson observation guidance in this booklet to assist you). You are encouraged to observe a range of foundation subjects throughout your SE as well as core subjects. We also recommend you observe some lessons in other age phases. The observation form can be placed in the relevant Teachers’ Standard in your RP.

In collaboration with the class teacher complete a Weekly Trainee Review (in the Meeting the Teachers’ Standards booklet).

Work alongside the class teacher, taking groups as required.

Assist with break duties and an after school club. You should attend staff meetings (if appropriate).

Complete the attendance sheet and ensure that the class teacher signs it. This should be saved in your RP and handed into the Partnership Office at the end of your summer block practice.

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OVERVIEW OF DATES SUMMER TERM SE1

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School Experience 1 SUMMER

Overview of dates

Summer Term Visit day

Wednesday 8th May 2019

Summer Term (5 ½ weeks)

Monday 13th May 2019 – Wednesday 26th June 2019

End of School

Experience Report

Wednesday 26th June 2019

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SE1 SUMMER BLOCK EXPECTATIONS

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Expectations of visit day

Share the electronic link to your RP with your class teacher and SE tutor.

Ensure the School Information Sheet is saved in your RP.

Set up the SE file according to the guidance in this booklet.

Gather information on what you need to plan and when you will be teaching during the School Experience block.

Ensure you have read and reflected upon the school’s ‘Safeguarding’ and ‘Health and safety’ policies. These can be saved in your RP as evidence.

Discuss a timetable for the first week of your SE with your class teacher.

Consider and plan how you will contribute to the wider life and ethos of the school. E.g. clubs, staff meetings, playground duties etc. Teachers’ Standard 8.

Complete the Transition task if it was not completed in SE1 Autumn.

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University Expectations SE1 Summer Use the following pages as a checklist of the expectations for each week. Your SE tutor will check you are meeting these expectations during their visit in Week 1 or 2.

Week 1 (minimum requirements)

The School Information Sheet is complete and saved in the RP.

Ensure the SE file is set up according to the guidance.

Identify a timescale to complete your Professional Enquiry Tasks.

Ensure you have read the school’s ‘Safeguarding’ and ‘Health and safety’ policies. Make notes on these and use them as evidence in your RP.

Use the Observation of Teacher by Trainee form to make notes of the lessons you observe, focus on 1 Teachers’ Standard per observation (use the lesson observation guidance to assist you). You are encouraged to observe and teach a range of foundation subjects throughout your SE as well as core subjects. By the end of SE3 you should have observed and/or taught all curriculum subjects.

Work alongside the class teacher, taking groups as required.

Discuss and prepare a timetable for your teaching next week. This could be co-teaching with the class teacher and/or your partner.

Find and prepare well in advance the resources that you will need for each lesson or small group activity.

Have a Weekly review with your class teacher completing the Weekly Trainee Review in the Meeting the Teachers’ Standards booklet. Review the week’s progress and agree targets and actions for the next week.

During the weekly review meeting with the class teacher discuss your progress and underline your achievements in the Meeting the Teachers’ Standards Booklet. Share the evidence you have collected and reflected upon in your RP with your class teacher.

Ensure you teach at least 1 phonics lesson during the SE. If you are in FS, KS1 or lower KS2, this may not be a problem but if you are in upper KS2, it is strongly recommended that you arrange to teach phonics in another year group.

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Week 2 (minimum requirements) Continue to update your SE files and RP accordingly.

Co plan/co-teach or independently teach at least 1 whole class lesson/FS teacher led activity per day with your partner/ class teacher/individually.

Ensure that you have clear lesson plans using the UW planning format for every group and whole class lessons taught. Some of these could be used as evidence in your Reflective Portfolio.


Reflect on your lessons by annotating the lesson plans to evaluate your teaching, the learning that has taken place, for assessment and to inform future planning. These could be used as evidence in your RP.

Work alongside the class teacher, taking groups as required


During the weekly review meeting with the class teacher discuss your progress and underline your achievements in the Meeting the Teachers’ Standards Booklet. Share the evidence you have collected and reflected upon in your RP with your class teacher.

Prepare a timetable for teaching lessons/groups for next week with your partner and/or class teacher. Arrange a formal lesson observation of your teaching for next week.

Check that your SE file and RP are up to date, organised and well presented. Share them with your class teacher during your weekly review meeting.

It is advisable to ensure that you teach phonics. If you are in FS, KS1 or lower KS2, this may not be a problem but if you are in upper KS2, it is strongly recommended that you arrange to teach phonics in another year group. Ensure you teach at least 1 phonics lesson during the SE.

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Week 3 (minimum requirements) Co-plan with your class teacher/ and or partner and co- teach at least 2 lessons/ FS teacher led activities per day. 1 should be whole class If appropriate one of these could be taught independently. Independently review the lessons.



Discuss and make notes about how your class teacher records pupil progress. These notes could be used as evidence in your RP (TS6).




During the weekly review meeting with the class teacher discuss your progress and underline your achievements in the Meeting the Teachers’ Standards Booklet. Share the evidence you have collected and reflected upon in your RP with your class teacher. By the end of the SE2 your RP should contain evidence for each Teachers’ Standard and Part 2. (You will continue to develop and add evidence in SE2 and SE3.)

Prepare a timetable for teaching lessons/groups for next week with your partner and or class teacher. Arrange a formal lesson observation of your teaching for next week.

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Week 4 & 5 (minimum requirements) Continue to co-plan at least 2 lessons/ FS teacher led activities per day with your class teacher/ and or partner. You can continue to co-teach the lessons with your class teacher / and or partner, however we strongly suggest you gain experience of teaching the whole class independently. Independently review the lessons.






During the weekly review meeting with the class teacher discuss your progress and underline your achievements in the Meeting the Teachers’ Standards Booklet. Share the evidence you have collected and reflected upon in your RP with your class teacher. By the end of the SE2 your RP should contain evidence for each Teachers’ Standard and Part 2. (You will continue to develop and add evidence in SE2 and SE3.)

Complete the Curriculum audit sheet for SE1 and place it in TS3 in your RP.

You should have experience of teaching all curriculum subjects by the end of SE3.

Discuss your School Experience Report with the Class Teacher.

Send your attendance form to the Partnership & Placements office.

Complete the online SE evaluation.

In collaboration with the SE tutor the class teacher will complete the SE1 School Experience Report. The School Experience report and attendance sheet (word processed) should be emailed with encryption or via One Drive to [email protected], the Partnership & Placements Office by Wednesday 26th June 2019.

mailto:[email protected]

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COMPLIANCY AND PROFESSIONALISM

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Compliancy

There are specific requirements from the Department for Education (DfE) which the University of Worcester adheres to. These are set out below. By the end of the course students will have had experience in the following areas; A minimum of two different school settings A minimum of 120 days of School Experience. In addition, students must have had experience in teaching across two or more consecutive age ranges selected from the following: 3-7 pathway - Ages 3-5 (Foundation stage). Ages 5-7 (School years 1-2) 5 – 11 pathway - Ages 5-7 (School years 1-2). Ages 7-11 (School years 3-6)

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Student Professionalism Whilst on School Experience

(Part 2 of the Teachers’ Standards) Trainee teachers are 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 pupils’ 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.

Having professional regard for the ethos, policies and practices of the school in which they teach, and maintaining high standards in their own attendance and punctuality. In addition trainees should:

Ensure they are in school at the time expected by the Head Teacher in order to allow time to prepare for the day.

Remain in school at the end of the day to prepare for the following day, usually until at least 4.30pm.

Undertake planning, preparation and assessment (PPA) time as allocated by the Head Teacher.

Provide planning at the request of the class teacher/ Head Teacher/ SE tutor.

Take an active part in the school life outside the classroom, e.g. school duties, planning, staff meetings, Teacher Development days, Parents’ Evenings and clubs, etc. (See Teachers’ Standard 8.) FAILURE TO COMPLY WITH PART 2 OF THE TEACHERS’ STANDARDS MAY RESULT IN THE SCHOOL PLACEMENT BEING SUSPENDED AND MAY RESULT IN FAILING THE PLACEMENT.

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SE FILE AND RP

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The Reflective Portfolio

Your SE file and RP must be accessible at all times. They should be professionally presented and well organised. (Please note an SE file is not required for UG SE1 Autumn Block).

The reflective portfolio (RP) is a personal collection of a trainee’s evidence towards meeting each Teachers’ Standard. It is an important document and must be accessible for school staff and SE tutors to access at all times. By the end of the SE3 it should be complete with evidence against all subheadings. The RP provides opportunities for trainees to evidence how they are making progress towards meeting the Teachers’ Standards. It is a working document which helps trainees make links between UW sessions, School Experience and academic and professional development. It promotes critical reflection and encourages target setting in order to make significant progress over the duration of the course. Evidence will enable trainees to demonstrate competence in all Standards, including strengths in specific areas, showing the impact they have had on pupils’ progress. The completed RP will be an excellent reflective portfolio that can be used at interview and into the NQT year. You will continue to make contributions to the RP throughout all 3 School Experiences.

Reflection requirements Reflections will provide valuable evidence to demonstrate how you are meeting the Teachers’ Standards within your RP. All evidence that is present in your RP should be reflected upon. When reflecting on lesson plans or other evidence you could consider:

The child’s voice

The impact on the children’s progress

The effectiveness of the learning

The appropriateness of teaching strategies used

The success of the learning objectives

Suggestions for improvements and how these will be achieved

How does this evidence relate to the Teachers’ Standards?

Reflecting on lesson plans

Reflecting on all aspects of your teaching is a method of assessing the children’s progress but can also give you the opportunity to evaluate your effectiveness as a teacher. It is important for you to allow time to examine the decisions and actions you made during a lesson/activity/situation. Each lesson plan should be reflected upon following the lesson. Some of your lesson plans can be used as evidence in your RP. Annotation of lesson plans provides evidence of pupil assessment, allows you to record observations and informs future planning. Ensure you annotate every lesson plan.

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Reflective Portfolio structure

Section Title Suggested Content

About me Information about yourself

Personal contact details

PAT tutor

SE tutor

School placement information

School information sheet

Link to website of schools

Important documentation

DBS letter

Attendance sheet

Code of conduct

Teacher Reference Number

Trainee progress (In date order)

Meeting the Teachers’ Standard Booklet

Lesson observation/lesson commentaries

Mid point reviews

End of SE report

Transition task

Teachers’ Standards

Suggested Content

Other examples of evidence

Teachers’ Standard 1

Annotated lesson plans

Children’s work

Photos of events/activities

Examples of marking

Annotated school policies

Reflections of events

Staff meeting minutes

Training evidence from school and UW

SAFs from UW

Lesson observations

Lesson commentaries

Weekly trainee reviews

Mid points

SE reports

Examples of assessment

Team planning

Examples of resources to support learners

PETs



Curriculum subject audit





Behaviour Management toolkit


PART 2

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School Experience File (Not required for SE1 Autumn term) The School Experience File is an important working document. This file should remain well organised, sufficiently detailed and be kept up to date throughout the School Experience. Every trainee teacher is required to keep SE files for each School Experience (a new one for each SE). The SE file is used to show evidence of your ability to plan thoroughly, evaluate, assess and record both their own and the children’s progress. Failure to keep the file up to date may result in a Targeted Support being issued.

Section Section Title Information to include

1 Classroom organisation Staff responsibilities Staff duties Class list Classroom layouts Ability groupings

2 School Planning Medium term plans (if applicable) Timetable/s

3 Planning for each week As each week is completed, documentation should be archived accordingly. For example, week 2’s annotated lesson plans will be filed under “Week 2” Organised chronologically and sub-divided into weeks.

4 Assessment This section should contain evidence of: - how you have assessed and recorded pupil progress/attainment. - how has AfL informed and developed planning and subsequent teaching. Record keeping should be accessible, manageable and used to inform planning. Further guidance for each practice will be given in the Trainee Briefings.

Your SE file and RP must be accessible at all times.

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OBSERVING TEACHERS AND PLANNING

GUIDANCE

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Observation of teacher by trainee – Guidance Use this guidance when you are observing another teacher. Remember to observe a range of subjects including foundation subjects and RE.

.

Context

•Provide a brief description of the lesson. E.g. year group, number of pupils, subject, SEN, EAL etc.

Teachers' Standard

•Decide which Teachers' Standard will be the focus for your observation (1 per lesson)

Observations

•Use the key questions (on next page) for the chosen Teachers' Standard to aid your observation.

Reflect

•What have you learned from this observation? What strategies and techniques that you have seen might you try yourself? How will you amend your teaching? What has been the most useful part of the observation and why?

Evidence

•The observation form that you have completed can be used as evidence in your RP

within the chosen Teachers' Standard.

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Observation of teacher by – key questions

When observing a lesson use these key questions to help focus your observations.

TS1

How does the CT motivate and inspire the children?

How does the classroom environment ensure the safety and wellbeing of the children?

How are the children being challenged?

How does the CT encourage the children to set goals for themselves?

How does the CT model positive attitudes/values/behaviour?

TS2

What does the CT do to encourage the children to evaluate their own work?

What prior knowledge has the CT used to ensure that the ‘pitch’ of the lesson is appropriate?

How does the CT encourage the children to reflect on their progress and identify needs?

What strategies does the CT use to encourage independent learning?

TS3

How does the CT maintain the children’s interest?

How does the CT pre-empt misconceptions?

How does the CT break down the learning into manageable steps?

How does the CT model learning to the children?

TS4

How are lessons structured?

How are resources managed?

How is time managed effectively?

How does the CT maintain a focus on the learning?

TS5

Describe the differing approaches to differentiation

How do the activities overcome barriers to learning?

How does the lesson cater for the physical/social/intellectual development of the children?

What distinctive approaches are used for the different groups of learners? What is the impact on the learning?

TS6 How does the CT offer feedback during the lesson?

What formative assessment strategies does the CT use in the lesson?

Are any assessment records/notes kept during and after the lesson?

How has the CT decided on the focus for this lesson – what data has been consulted?

How do the teaching and learning activities match the intended learning outcomes?

What other forms of assessment are used?

Look closely at questioning used during the lesson. How does it probe and scaffold thinking?

TS7 How do the children know what the expectations are for behaviour?

Describe how the CT uses intrinsic/extrinsic motivation?

How did the CT build a positive learning environment?

How does the CT deal with disruptive pupils?

Which routines enable the development of appropriate learning behaviour?

TS8

How does the CT monitor the learning of those working with a TA?

How does the CT ensure the TA is aware of their role and the learning objective?

How is the TA deployed to support a range of learners?

If there are specific TAs for 1-1 support in the classroom, how are these managed?

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Planning requirements

The Primary Partnership Team recognises the importance of eliminating unnecessary workload but is also aware that whilst student teachers develop their skills within the areas of subject knowledge and planning, it is vital that opportunities are in place for student colleagues to think through the planning process effectively with appropriate support. Consequently, after consultation with school colleagues, over the course of the three school experience placements a flexible planning expectations structure has been created which allows for adequate support at each stage of the learning process but also aims to enables students within their third school experience to work within the placement schools’ procedures around planning in order to reduce unnecessary stress from workload. Medium Term Planning All planning should be prepared in collaboration with the class teacher.

Where schools provide comprehensive medium term planning you are expected to interpret these plans with regard to the abilities and needs of the children in the class. You should include school planning in your SE file with clear indication of who produced the planning. It is expected that you will provide individual lesson plans for all sessions taught.

National Curriculum and Early Years Foundation Stage should be referenced where appropriate.

You should be prepared to discuss your planning with your SE tutor. Individual Lesson Plans

These should be prepared in advance of each lesson and discussed with the class teacher. All plans should be annotated after lessons to inform future planning and assessment.

The learning objectives should be clearly identified and matched, where appropriate, to the National Curriculum (DfE, 2014) or the Statutory Framework for the Early Years Foundation Stage (DfE, 2014).

The university planning format should be used throughout the placement.

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TUTOR VISITS, ASSESSMENT AND

GRADING

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SE tutor - Visit Overview SE1 For every school experience trainees will be allocated a school experience (SE) tutor. The SE tutor will work collaboratively with the trainee, the school and the university. During the school experience, the SE tutor will arrange suitable times to visit the trainee in school. Autumn term (2 weeks)

TOTAL =1 visit

Length of visit

When

Visit to include: Tutorial with SE

tutor

1 hour (per trainee)

Week 1 or 2

Ensure the trainee has read the key policies (Safeguarding, Health and Safety etc)

Set and discuss a behaviour management and phonics target

Ensure the RP has been set up correctly

Discuss any evidence that is present in the RP

Invite the trainee to discuss any planning that has taken place

Ensure the expectations are being met (from trainee SE handbook)

Discuss the trainee’s progress so far with the class teacher and/or mentor

Look at children’s achievement and the impact of the trainee’s teaching on the children’s progress

This visit will not include an observation of teaching.

Group Pre - SE tutorial

Summer term (5 weeks + 3 days) TOTAL = 2 visits

Length of visit

When

Visit to include:

Tutorial with SE

tutor

1 hour Week 1 or 2

Ensure the trainee has read the key policies (Safeguarding, Health and Safety etc)

Set and discuss a behaviour management and phonics target

Ensure the RP has been set up correctly

Discuss any evidence that is present in the RP

Invite the trainee to discuss any planning that has taken place

Ensure the expectations are being met (from trainee SE handbook)

Discuss the trainee’s progress so far with the class teacher and/or mentor

Look at children’s achievement and the impact of the trainee’s teaching on the children’s progress

This visit will not include an observation of teaching.

Not required

1.5 hours Week 4 or 5

Final SE grades will be agreed between the class teacher and SE tutor.

SE tutor will review trainee progress over the SE, including reviewing the targets set at each Weekly Review and the phonics and behaviour management target.

SE tutor and trainee will discuss Actions for development in preparation for the next SE.

Observe a lesson Review Documentation

Engage in Professional Dialogue

Observation of the trainee teacher carried out by the SE Tutor and Mentor/ Class Teacher. Length of observation dependent upon context and circumstances. 1 joint observation with the class teacher is required.

SE Tutor to gather evidence from a range of sources including talking to children, class teacher / lead mentor. In addition, the SE tutor will look at children’s achievement and the impact of the trainee’s teaching on the children’s progress over time. The RP and SE file will be used to inform professional dialogue between SE Tutor and trainee.

Grading trainee teachers during SE1

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Class teachers / mentors are not required to grade trainee’s lessons or during Weekly Review meetings. The Meeting the Standards booklet should be used during the Weekly Review meetings to track the trainees progress and identify areas for development. The Weekly Trainee Review sheet should be completed every week. The SE tutor will grade the trainee during the SE tutor visits, these will be discussed and agreed with the class teacher. During the placement one of the visits should include a joint observation between the SE tutor and class teacher. Please note that Part 2 of the standards ‘Personal and Professional Conduct’ are graded ‘pass’ or ‘fail’. All other Teachers’ Standards are graded Emerging or Met.

SE1 Final grading

It is acceptable that at this stage of training the trainee may be working at an Emerging

standard for all Teachers’ Standards.

There may be trainees Meeting some Teachers’ Standards.

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Flowchart for Targeted Support

Trainee issued Targeted Support by class teacher/lead mentor or SE tutor if concerns are raised about their progress. If the school raises issues, the SE tutor should be informed as soon as possible

and a prompt visit by the SE tutor should be arranged.

The class teacher/lead mentor and SE tutor should discuss the areas requiring Targeted Support with the trainee exploring the Teachers’ Standards where there are concerns. Targets should be recorded on the Weekly Trainee Review form in the Meeting the Teachers’ Standards booklet. The Targeted

support tick box should be checked (√ )

Using the ‘Additional Support Record’ sheet (in the Meeting the Teachers’ Standards Booklet) the class teacher/SE tutor and trainee should agree on the actions required in order to support the trainee

in meeting the targets. The actions should be recorded on the Weekly Trainee Review form.

The SE Tutor must inform the Primary Partnership Office as soon as possible by sending a copy of the targets and actions from the weekly review sheet.

A date of review should be agreed with the school approximately 10 days from when Targeted Support was issued.

The Partnership team will arrange an additional SE tutor to visit the school and review the Targeted Support on the agreed date.

The review of the TS should take place with the SE tutor/ Class Teacher and the additional SE tutor. The targets identified should be reviewed.

Trainee has met the targets of the original Targeted Support but other concerns have been raised.

Issue another Targeted Support and follow steps above.

(Only 2 Targeted Supports allowed per placement).

TARGETS ACHIEVED

Procedure:

Primary Partnership should be informed of the successful review.

Trainee continues with placement.

TARGETS NOT MET, REASSESSMENT REQUIRED IN

ALTERNATIVE SETTING

Procedure:

Review the trainees’ progress with the trainee.

Inform trainee.

Complete the Unsuccessful Review form.

Direct trainee to meet with Placement Manager (PGCE) or Year lead (UG) to discuss reassessment.

Trainee to leave the setting.

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PROCEDURES WHILST ON SE

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Communication during School Experience Please ensure that a high standard of professionalism is maintained when using all channels of communication. It is important for you to ascertain the most appropriate method of communication to deal with situations and problems. Using the most appropriate method of communication will help speed up the responses. All communications are recorded and unprofessional, disrespectful or abusive behaviour will not be tolerated. Professional conduct is expected at all times, this is PART 2 of the Teachers’ Standards. Consult your SE handbook or course handbook as a first port of call. If you still need assistance please follow these guidelines.

If the matter is urgent (e.g. a serious personal or professional situation) please telephone/e-mail your School Experience (SE) tutor and the course administrator [email protected] / 01905 855071.

For all enquiries linked to placements in school please email [email protected] or contact your School Experience (SE) tutor. Your enquiry will be forwarded to the relevant member of the team. Please be patient, as the Partnership and Placement team deal with large quantities of email traffic.

Clear lines of communication with your school are crucial during your SE, particularly with your class teacher. Please ensure you provide the school with your contact details.

If the matter is concerning course advice please contact your PACT or email [email protected] (Course administrator).

Parental/guardian involvement The partnership team are aware that there are times during school experience when a trainee might come across challenging situations where they need additional professional and emotional support. Over time, with our stakeholders, we have developed very clear procedures and structures for supporting trainees to deal professionally and positively with these challenges and the first contact should always be made by the trainee to the SE tutor. Given that trainees will have passed the age of 18, we ask that parents appreciate that their child will now be considered an adult whilst on their course. As with any other organisation, university colleagues cannot be involved in any direct discussions with parents unless written permission has been granted. We respectfully ask that parents do not contact university staff directly or indeed our partnership schools. Any issues will of course be dealt with sensitively and confidentially but directly with trainees who may of course request to be accompanied by a ‘supportive other’ if an additional tutorial with the partnership team is necessary




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Procedures for Trainee Teachers raising concerns whilst on School Experience

Where trainee teachers raise concerns whilst on School Experience the following procedures outline the process undertaken. This process is based on the underlying principles:

Moderation of any school placement is based on a clear partnership between University, schools and trainee teachers.

Openness and sensitivity are important aspects of this relationship.

There are regular evaluations of placements from University, school and trainee teacher perspectives in order to maintain quality.

It is out of these principles that the following process has arisen.

Process for trainees

Where concerns about placements arise you should, in the first instance, discuss the specific nature of the concern with the class teacher and/or Lead Mentor/Headteacher, noting the outcome of the meeting briefly if required/necessary.

If the above does not resolve the concern then you should raise the issue(s) with your School Experience (SE) tutor. Please also send an email explaining the concern to [email protected] who will inform the Primary Partnership Team.

A member of the Primary Partnership Team will discuss the nature of the concern with the person(s) raising the issues. If at this point the concern can be resolved, a member of the Primary Partnership and Placement Team will contact the appropriate person to inform them of any appropriate feedback/action.

If following the above discussion the issue is not able to be resolved the Primary Partnership Team will arrange to contact the school in order to try to resolve the issue.

If, after the above conversation has taken place the concerns continue, a meeting will be organised to encourage a professional dialogue between all members of the Partnership, including the person raising the concern. All parties will have the opportunity to discuss the concerns and consider an appropriate plan of action and any necessary support needed in order to resolve the concern successfully.

Action to be taken following the above will depend on the nature and severity of the problem, although wherever possible the first stage should always be to aim to maintain the placement and support the school in making suitable provision for the trainee teacher;

The above process is closely monitored by the Primary Partnership Team. Where concerns continue over a period of time, or are raised from a range of sources, then the concerns and supporting evidence will be discussed by the Primary Partnership Team in order to consider whether or not the school continues to be part of the Partnership.

Further Considerations

If you withdraw yourself without evidence of mitigating circumstances, you will be deemed not to have presented yourself for examination and will fail the School Experience. You will be required to complete a Termination of Placement form.

Where a school withdraws a placement following ongoing concerns with a trainee, without evidence of mitigating circumstances, the trainee will be deemed as failing the School Experience. The school will be required to complete a Termination of Placement form.

A resit of a School Experience may incur a charge which is to be paid by the trainee.


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Attendance Attendance is compulsory and monitored for the visit days and block practice.

You are required to complete 120 days minimum in school over the course of the programme.

Your attendance is recorded and monitored through the ‘attendance sheet’.

You must complete the attendance sheet and ensure that the class teacher signs it.

Keep a copy of the attendance sheet in Section 3 of your RP.

A copy of your attendance sheet must be sent to the Partnership Office. [email protected] at the end of the SE.

All days missed in any practice must be made up. If you do not complete 120 days you will be unable to pass the course and gain QTS.

Absence

All trainee teachers are reminded that the consequences of absence will result in an extension of School Experience, or the arrangement of an additional period. If you are absent you must:

telephone (not text) the school (Class Teacher / Lead Mentor/ Head Teacher). If you have to leave a message ensure you call back to ensure the message has been received.

Telephone or email your SE Tutor.

telephone or email the Partnership & Placements Administrator at [email protected].

if you have a hire car, you must inform the School Experience Transport Co-ordinator at [email protected]

Adverse Weather In the event of any adverse weather you should:

ensure you are aware of the school’s procedure in the event of adverse weather.

telephone (not text) your school (Class Teacher / Lead Mentor/ Head Teacher). Schools will not close unless it is absolutely necessary.

make every effort to attend school as long as it is safe to do so.

keep up to date with local weather reports by listening to local radio stations. You may also find the UW website useful.

If you do not go in to school for any reason, this will be counted as absence which must be reported to the Partnership Office. Some trainees will have a long distance to travel, so please make sure that you are sensible and take all the necessary precautions to ensure you are safe.



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Safeguarding and Whistleblowing Procedure All trainees will provide the school with a letter confirming their DBS details. Guidance Relating to Safeguarding Concerns during Placement or Work-based Learning This guidance applies to all trainees who are studying at the University and with our Partner Colleges, and who may be working with children, young people or vulnerable adults. The School of Education takes positive efforts to ensure that all trainees are appropriately prepared for their Professional Practice Experiences (Placement/Work-based Learning) within their study programme. This includes preparation from the point of Course Induction and the mandatory modules of study. The School of Education does recognise that trainees may be feeling anxious about their professional placement, and much reassurance and support is offered by the appropriate person as outlined in the course handbook. However, there may be occasions when a trainee raises a concern during their experience within a placement, and this may also occur after the placement is completed. In these rare events and as a means of providing guidelines for trainees as to what they should do, the following points are listed:

Trainee guidance Clarification as to what may be a reasonable cause for concern about a placement experience:

Examples of Causes for Concern

Child protection or safeguarding concern

Bullying behaviour by staff towards them or other staff colleagues

Discrimination or oppressive practices

An experience which causes a trainee to feel vulnerable, belittled or excluded.

If you experience an issue then you are assured that you will not be left unsupported or alone in dealing with the concern, you are advised to take the following steps:

Raise your concern with your supervisor or the manager of the setting. If the concern is about child protection or safeguarding then you should speak with the Designated Safeguarding Officer within the setting. The matter should be addressed within the setting, however if you remain concerned, or for some reason are reluctant to raise the matter within the setting then you should take the next step. You are signposted to the Whistle Blowing procedure and Flowchart within your course handbook for specific guidance.

If your concern is about another matter then you are advised to contact (by phone/email), your Course Leader as detailed in the course handbook. If they are not available then contact one of the Module Tutors or alternatively your Academic Tutor. You should explain what the nature of the concern is and how you may be contacted.

The School of Education staff member will request you email them about your concern and to ascertain the possibility of a meeting with you during placement or after placement.

The School of Education staff will contact the setting (with your permission if appropriate) to highlight the difficulty and to seek to identify how the concern can be resolved or to suggest a meeting with the setting and you as a means of addressing the concern.

Most importantly, any intervention by the School of Education should be seen to be supportive of you in addition to being constructive and supportive to the setting.

Every effort will be made by the School of Education to establish a positive outcome for you and the setting, except on cases where there are signs and indications of poor practice within a setting. In this

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event, the Course Leader would have to consider how to proceed in reference to the Whistle Blowing Procedure of the IoE and University’s Whistle Blowing policy.

If you raise a concern and this is found to be a malicious complaint against a setting, it is likely that you will be subject to university sanctions. Malicious complaints against a setting are dealt with seriously and could potentially mean you being investigated under the ‘Fitness to Practice’ procedure or in a worst case scenario; removed from your course with a referral to the Disclosure and Barring Service for consideration about your suitability to work with children and young people.

***PLEASE NOTE In the event of concerns about safeguarding or protecting children and young people, trainees and staff are also referred to the School of Education Whistleblowing Procedure in the Course Handbook and the University’s Child Protection Policy. CMR/CEC 03/13

WHISTLE-BLOWING PROCEDURES FOR SCHOOL OF EDUCATION TRAINEE ON PLACEMENT

Scope of the Procedural Guidance with specific links to Safeguarding Children and Young People 1.0 The University of Worcester has an established Trainee Complaints Procedure that is available to trainees on Placements. The Procedure relates to all aspects of the trainee experience including matters that arise in professional placements and which do not relate directly to the learning experience. 1.1 In addition, the University of Worcester recognises that trainees on placement must report unacceptable behaviour and practice that might occur in the professional setting in which they are placed. In this situation the trainee should follow the safeguarding procedures or whistle-blowing policy in the placement organisation. Where the nature of the concern makes that inappropriate or difficult because the cause of concern may be the management of the setting/practice then, the purpose of these procedures is to allow trainees to bring forward and have investigated concerns about dangerous, abusive, discriminatory or exploitative behaviours, attitudes and practice, without being subjected to threats of victimisation or disciplinary action. 1.2 The University of Worcester recognises that where a concern unrelated to the learning experience is raised about an external body, the University’s powers to investigate may be limited. The University’s Whistle Blowing Procedure makes express provision for trainees who are on professional practice (Work Based Learning) or who are conducting research activities. The University will guide the trainee to refer the concern to the relevant authorities where indicated as necessary and appropriate, particularly in the following circumstances:

Safeguarding vulnerable children, young people and adults

Commission of a criminal offence whether in the past, ongoing or prospectively.

Health and safety concerns

Failure by professional setting to meet a legal obligation

Miscarriage of justice

Risk of environmental damage Where an incident occurs and results in Whistle-Blowing outside the institutional and academic context of learning the following procedures will apply. Procedure 2.0 First and foremost all trainees are strongly encouraged to follow the policy and procedures of their placement provider. In the case of safeguarding children (or vulnerable adults), the trainee should adhere to the Child Protection policy and practice guidelines of the setting, and raise their concern with the Designated Safeguarding Officer within the setting. If the trainee considers that the concern has not been heard or addressed appropriately and they remain concerned about the welfare and safety of a child or children; then they should take the next step in seeking guidance and support from the University as described below. 2.1 A trainee wishing to raise a matter of concern, suspicion or unease, should report the concerns to the School’s Designated Safeguarding Officer (DSO) or Course Leader (CL), these contact details will be in the

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course handbook. The DSO or CL should in turn inform the Head of Department and the Head of the School of Education and keep them fully informed of the process undertaken. 2.2 When a trainee raises a concern the following steps should follow-

The DSO or CL should acknowledge the positive action taken by the trainee, given the stress and anxiety the process of Whistle-Blowing can present and will advise and support the trainee on the next steps in keeping with the University’s Whistle-Blowing procedures.

If the DSO considers that there is an immediate risk of significant harm or the likelihood of significant harm to children then they will need to seek advice and contact Children’s Social Care through the Access Centre, with the knowledge of the Head of the School of Education and University’s Registrar.

Likewise, if the DSO considers that there is a concern about poor professional practice in a setting which could compromise the safety and care of children, then they should seek advice from Ofsted, with the knowledge of the Head of the School of Education and the University’s Registrar.

In the case of protecting vulnerable children and adults at risk, the trainee will be guided and supported to refer the matter firstly and expeditiously to the relevant public protection authorities, following the advice received by the DSO from the relevant external authority as mentioned above. Thereafter, child (or adult) protection inquiries, procedures and responses will be initiated by the relevant professional authorities.

2.3 If there is no concern of immediate risk of significant harm or the likelihood of significant harm to children, the DSO or CL should –

Support the trainee in the preparation of a statement setting out the concern(s), this is the Statement of Concern. The DSO or CL will advise the trainee on the limits placed on any investigation as a result of a likely request for their anonymity. The DSO or CL should advise and support the trainee; it is the trainee’s responsibility to compile the Statement of Concern.

The Statement of Concern will be submitted by the DSO or CL to the Registrar and Secretary of University of Worcester on the trainee’s behalf, with the agreement of the Head of School.

Submission of the Statement does not imply endorsement by the CL or the Head of School but does signal the University’s recognition of the need to take positive action when concerns are raised in the context of safeguarding children and vulnerable adults. The trainee’s identity will also be disclosed to the Registrar and Secretary.

The University of Worcester’s Registrar will forward the Statement of Concern to the named person at the organisation concerned with a request that the matter be investigated. The Registrar will not disclose the identity of the trainee without the consent of the trainee, it will be acknowledged that a trainee may be identifiable by their recent attendance within a setting or placement.

3.0 All organisations entering into an agreement to accept trainees on placement will be required to identify a contact person for the purposes set out above, who is able to carry out an appropriate internal investigation and to feedback to the University by a specified date. This is most likely to be the DSO or Manager of the setting. Normally this will be conducted under the organisation’s own established Child Protection or Managing Allegations Against Staff procedures. The University will also explain the need to take further action if it is not satisfied that the matter is resolved or being addressed appropriately. In the event of an on-going concern in the context of safeguarding or poor professional practice, the University will explain to the setting its position when having to take further action and identify the need to remove the trainee from the setting or, to ensure that the trainee is not harassed or victimised, because they have submitted a Statement of Concern. The University will consider the need to withdraw the setting either temporarily or permanently as a placement for trainees, and the position or implications for other university trainees who may be attending the setting. 3.1 On conclusion of the investigation of the concern by the setting a report setting out the findings should be submitted to the Registrar and Secretary, who will forward the findings to the trainee and the Head of the School of Education and DSO. If there is still a concern as a consequence of the feedback or report; or if there has been no response from the setting then the Registrar or DSO will contact the Access Centre or Ofsted as appropriate.

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Flow Chart Describing Statutory Guidance & UW (IOE) Whistleblowing Procedure and Links to Safeguarding Children and Young People

Trainee has concern about a member of staff in

the setting, or poor professional safeguarding practice.

CONCERN

Trainee discusses concern with Designated Safeguarding Officer or Manager of setting in keeping with settings’ policy

NO CONCERN

DSO to take advice from Ofsted or Access Centre as appropriate (with agreement of Head of School and Registrar) and agree appropriate response. Keep record of discussion and points of action.

Trainee still has concern and discusses the issue with DSO or Course Leader (cf UW WB policy + CP policy).

Trainee no longer has concern as issue dealt with via setting safeguarding CP policy.

If immediate risk and serious concerns to children are identified, then DSO will support trainee to make a referral to the Access Centre.

DSO/ Course Leader to inform Head of Department or Head of School about trainee’s concern to consider course of action.

Trainee to request feedback from the setting about the outcome of raising the concern.

Inter-agency strategy meeting with children’s social care, police and other relevant agencies.

If no concern of immediate significant harm or significant harm, then DSO or CL to support trainee in preparation of Statement of Concern.

Feedback from setting to trainee as necessary and appropriate.

Discussion will make decision about need for immediate child protection action and information giving, especially to parents/carers.

DSO or CL to submit SoC to Registrar (and Secretary) of UW with agreement of Head of School.

UW to forward SoC to setting and make request for an investigation. UW will also seek feedback about outcome and feedback to trainee. If not satisfied UW Registrar or DSO to contact Access Centre - Children’s Social Care or Ofsted as appropriate for advice.

If no concern following investigation and feedback, NFA other than feedback by UW to trainee

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Table of Glossary & Acronyms

GLOSSARY ACRONYMS Access Centre – The Local Authority’s point of contact for members of the public or professionals who are concerned about the safety and welfare of a child. The concern may be initially discussed informally without giving the identity of a child or family, to discuss the nature of the concern for advice and/or the need to make a referral to Children’s Social Care.

CEP – Career Entry Profile CP – Child Protection CL- Course Leader DSO – Designated Safeguarding Officer SoE – School of Education

Child protection - Is a safeguarding process but which is specific to protecting children who are suffering or, at risk of suffering significant harm because of abuse and/or neglect.

HoSoE- Head of School of Education HoD – Head of Department LA – Locality Assessor NFA – No Further Action

Designated Safeguarding Officer – The member of staff in an agency who is the main point of contact for staff to discuss concerns about a child’s safety and welfare and what action to take in response to the concern.

SoC – Statement of Concern UW- University of Worcester WB- Whistleblowing

Safeguarding - To protect children from maltreatment, preventing the impairment of their development and to promote and ensure an environment which is conducive to their health and welfare.

Significant harm - The measure which brings about compulsory intervention by the local authority in the child’s family to assess the risk of harm the child is suffering or likely to suffer in the context of abuse and neglect. Significant harm may be due to an isolated incident of abuse or trauma experienced by the child, or persistent patterns of abuse and/or neglect which have or may cause damage to the child’s development and well-being.

Statement of Concern- The statement prepared by a trainee who has raised concern about an aspect of safeguarding a child/ren in a professional placement or aspects of professional practice which compromises safeguarding and protecting a child/ren. The Designated Safeguarding Officer or Course Leader should assist the trainee in preparing this statement.

Strategy meeting – A meeting of key professionals who may be known to the child and their family to assess the shared information and the need to proceed to a child protection inquiry.

Whistleblowing- A widely accepted definition, by Lord Borrie QC in 1995 is as follows: the disclosure by an employee (or professional) of confidential information which relates to some danger, fraud or other illegal or unethical conduct connected with the workplace, be it of the employer or of fellow employees" (UW Whistleblowing Procedures, 2000).

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