Early Years Initial TeacherTraining (EYITT)

Partnership and MentorHandbook

Graduate Entry Route 2016/17

Contents

EYITT Team / p3
EYITT: Overview / p3
The EYITT Partnership / p3
Selection and recruitment of trainees / p4
DBS checks / p4
The training programme / p4
Placements / p4
Cause for Concern / p5
The Assessment Process: Graduate Entry Training Route / p5/6
Planning / p6
Target setting / p7
Role and responsibilities: Placement Mentor / P7/8
Funding / p8
Appendix 1: Teachers’ Standards (Early Years) / p9
Appendix 2: GE/GEB Programme 2016/17 / p10/11

EYITT Team

Programme Leader

Dilys Wilson 020 8411 5182

Programme Co-ordinator

Kathleen Zielinska 020 8411 6914

Tutors

Sharon Goate

Amanda Oscar

EYITT: Overview

Early Years Initial Teacher Training (EYITT) leading to Early Years Teacher Status (EYTS) is a graduate-level professional status for those who wish to specialize in early childhood development and lead education and care for children from birth to five years. Early Years Teachers can make a real difference to children’s development and life chances.

EYTS was introduced in September 2013 to build on the strengths of the previous Early Years Professional Status (EYPS) programme.Middlesex University has been involved in EYPS/EYTS training since 2006 and as an accredited Initial Teacher Training provider has continued to deliver the EYITTroutes put in place byThe National College for Teaching and Leadership (NCTL) in September 2014. During 2016/17 we are running the following training routes to EYTS: Graduate Employment Based (GEB), Graduate entry (GE) and an Assessment Only (AO) route for candidates who can meet the Teachers’ Standards (Early Years) without further training.

The course is designed to ensure that trainees are fully prepared to teach across the birth to 5 age range and to engage with the continuum of expectations, curricula and teaching in Key Stage 1 and 2.Trainees on the Graduate Entry training route gain teaching experience through placements in a range of early years settings and schools where they can work in partnership with colleagues, parents and other professionals to develop their teaching skills and leadership of practice. This wide variety of placement experience will provide opportunities for trainees toteach children from different backgrounds across the 0 to 5 age range andgain experience of different approaches to teaching and to early years setting/school organisation and management. Further information about EYITT requirements and the Teachers’ Standards (Early Years) can be found on

The EYITT Partnership

EYITT places a strong emphasis on partnership working between the university and local early years settings and schools. We have established an EYITT Advisory Board within the ITT Partnership Steering Group to ensure that EYITT provision at Middlesex University remains responsive to the needs of the early years sector and the diverse workforce. The Advisory Board is made up of employers and practitioners from the early years sector, Local Authority representatives and EYPS/EYTS alumni alongside staff from the university. Ongoing evaluation from all partners helps to ensure that all stakeholder views are taken into account and that the training programme and assessment process is rigorous and effective.

Selection and recruitment of trainees

The admissions procedure provides an excellent way for colleagues across the EYITT partnership to collaborate in the shared exercise of recruiting and selecting the very best trainees. The process for admissions is co-ordinated by the university but welcomes the involvement of early years settings in the interview process. Interview dates are set by the university and shared with partners as early as possible. Trainees are selected on the basis of their application forms, the interview itself (including a written task and a group task) and decisions following the interview. The process is rigorous and designed to admit only applicants who are deemed suitable to work with children and judged to have the potential to become good or outstanding Early Years Teachers at the end of the training year.

DBS checks

Entry route applicants are invited to complete a suitability declaration in advance of application for enhanced DBS and Health checks. These are scrutinised by a ‘fitness for practice’ panel within the ITT Leadership group. In the event that an applicant’s declaration contains information, decisions are made as to whether the declared conviction or caution affects their suitability for teaching. These decisions are informed by the shared understanding established by the Partnership Steering group.

Middlesex University will have sight of original DBS certificates for entry trainees and only those judged suitable to work with children will be accepted.Middlesex has established via the Partnership Steering Group a common understanding of any cautions, convictions, offences and warnings that constitute a barrier to joining a programme of ITT.

In accordance with the DBS Code of Practice and guidance from the NCTL Middlesex University does not share copies of DBS certificates, date of check or DBS issue number with partner settings. We have been advised that it is not good practice for settings to request to see original DBS certificates and that DBS numbers and dates of check can only be shared with the trainee’s permission.

We will confirm to all partner settings hosting trainees for placement that criminal record checks, including checks of the children’s barred list and prohibition order checks have been completed and the trainee judged suitable to work with children. Prior to DBS checks all necessary ID checks are carried out.

The training programme:

The training programme (see Appendix 2) has been organised to provide core training sessions on different aspects of early years theory and practice followed by a workshop focusing more specifically on the Teachers’ Standards (Early Years). Entry trainees also take part in small group supervision sessions where they can explore their experience of placement and practice with children. The programme assessment is integrated with the EYTS assessment process through a Post Graduate Certificate in Early Years Foundation Stage Teaching.

Placements

EYITT trainees are assessed against the 8 Teachers’ Standards (Early Years) and must demonstrate their teaching practice with babies aged 0-20 months, toddlers aged 16-36 months and young children aged 30-60 months. Graduate Entry trainees are required to spend a minimum of 120 days on placement during the training period. Placements are organised to provide a variety of training placement experience in early years settings including a school placement experience in Reception and KS1.

Cause for Concern

Where there are concerns about the trainee’s progress in meeting the Teachers’ Standards (Early Years), a ‘Cause for Concern’ (form C1) should be used by mentors, university placement tutors or trainees to record the nature of the concerns.

The Assessment Process: Graduate Entry Training Route

Trainees on the Graduate Entry Route follow the placement structure set out in the Graduate Entry training programme and create a training plan to ensure that they have sufficient opportunities to meet the Teachers’ Standards (Early Years) and the programme requirements. The table below provides an overview of the placement requirements.

Graduate Entry Placement requirements:

Placement 1:Early Years setting - 40 days
03/10/16 – 16/12/15 (Age group 1) / Trainees are expected to shadow an experienced teacher/practitioner, contribute to teaching practice in the setting and take shared responsibility for observation, assessment and planning.
Placement 2: School placement - 24 days
Beginning of the school term 01/17(January start dates will vary depending on the school term dates) - 09/02/17 / 14 days in a Reception class
10 days placement in Key Stage 1 and engagement with Key Stage 2.
(See school placement guidance)
Placement 3: Early Years setting - 56 days
27/02/17 – 23/06/17 (Age groups 2 and 3) / Trainees are expected to take responsibility for leading aspects of teaching practice as they address their training targets and meet the Teachers’ Standards (Early Years).

Procedures for Support and Assessment

The EYITT assessment process enables trainees to demonstrate their ability to meet the 8 Teachers’ Standards (Early Years) across the birth to five years age range. EYITT trainees, mentors and University Link Tutors use the Assessment Guidance for the Teachers’ Standards (Early Years) to set training targets and track progress towards EYTS. Level descriptors set out the expectations for teaching practice at Grade 3 (Emerging), Grade 3 (Minimum), Grade 2 (Good) and Grade 1 (Outstanding).

The role of the placement mentor: overview

The placement partnership agreement sets out the roles and responsibilities of the placement mentor. Placement mentors must be experienced practitionerse.g. Early Years Professionals/Early Years Teachers/Teachers with QTS (or equivalently experienced senior practitioners/managers).Mentors must engage with the mentor training provided by the university link tutors during visits to settings and other methods of training provided by Middlesex University. Mentor training will support mentors in understanding their roles and responsibilities in supporting the trainee.

Placement mentors will liaise with the university link tutor, and the trainee, to ensure the trainee is making progress in meeting the Teachers’ Standards (Early Years). Records of mentoring/supervision meetings with targets agreed by the mentor will be kept by the trainee and shared with the university link tutor (Form M2). Mentors and university link tutors will share the on-going assessment of the trainee during their placement experience as set out in the table below. Assessments include formal observations by mentors (Form TM1) and a mentor report at the end of the placement (Form M5). The EYITT Assessment Guidance is used to make judgements about the trainee’s progress in meeting the Teachers’ Standards (Early Years). During the university link tutor’s visit the placement mentors will jointly observe the trainee’s teaching practice with the link tutor to ensure that the assessment judgements are shared and agreed. This is an important part of the quality assurance process and it provides the trainee with shared oral and written feedback. Where joint observations are not possible, placement link tutors will discuss the mentor’s observation of the trainee’s practice with the mentor and collectively agree trainee feedback and targets.

Observation period / Early Years setting/Age group / Observation responsibility
Observation Period 1:
Nov/Dec 2016 / Placement 1
Age group: 1 e.g.Babies (B), Toddlers (T) or Young Children (YC) / Observation: University link tutor
Training meeting and joint observation with mentor – shared verbal feedback to trainee
Mentor report 02/12/16 / Placement 1 / Mentor: End of placement report
Observation Period 2:
Jan/Feb 2017 / Placement 2: School placement
Reception and KS1 class; engagement with KS2 / Observation: University link tutor
Training meeting and joint observation with mentor – shared verbal feedback
Mentor report 12/02/15 / Placement 2: / Mentor: End of placement report
Observation Period 3:
25/04/16 – 20/05/16 / Placement 3
Age group: 3 / Observation: University link tutor
Training meeting with mentor
Mentor observation / Age group: 3 / Observation: Mentor
Observation Period 4:
13/06/16 – 07/06/16 / Placement 3
Age group: 1,2 or 3 / Shared Observation: University link tutor and mentor
Training/QA meeting with mentor on shared observation
Mentor Report: 08/07/15 / Placement 3: Age groups: 3 and 1 or 2 / End of placement report

Planning for children’s learning and development

During the training programme trainees are expected to demonstrate their knowledge and understanding of the EYFS and how they use planning to support children’s progress, attainment and outcomes. We have provided a planning template for trainees to use in preparation for planned observation of their teaching practice by mentors and link tutors. This will support trainees to consider their understanding of the children’s development and learning needs and engage in a reflective way to plan differentiated support according to individual needs and interests.

Target setting

Central to the trainee’s progress is the agreement of accurate targets to enable them to improve their practice and the contribution they make to the children’s learning and development. The targets need to have a clear purpose and be related to specific aspects of teaching with reference to the EYFS and the Teachers’ Standards (Early Years).

Trainee targets should be agreed with the trainee and organised as follows:

  • Short term targets arising from observation of teaching practice (mentor/link tutor)
  • Slightly longer term targets from weekly mentor meetings (mentor)
  • Targets arising from assessment review points (mentor/link tutor)
  • Targets for the EYT induction year (mentor/link tutor)

Targets should be recorded using the well-established SMART guidance below:

Targets / Specific: What exactly do you want the trainee to achieve?
Measurable: How will you/the trainee know when the target has been achieved?
Agreed: Have you agreed the target with the trainee?
Realistic: Is the target achievable for the trainee?
Time-bound: What is the timeframe for achieving the target?
Target review / Weekly mentor meetings
Autumn Term Review
Spring Term Review
End of programme Review
Refer to the Assessment Guidance for the Teachers’ Standards (Early Years) and the level descriptors to guide the target setting process.

Roles and responsibilities: The GE Placement Mentor (Early Years Settings)

Placement Mentors will:

  • Have EYPS/EYTS/QTS or significant experience as a senior practitioner/manager.
  • Keep up to date with the requirementsof Graduate Entry training route, programme structure and content.
  • Complete the Mentor Self Audit (Form M1) and participate in mentor training opportunities provided by Middlesex University.
  • Meet weekly with the trainee to set targets and review progress (Form M2).
  • Undertake observations of the trainee’s practice using the tutor/mentor observation form (form TM1).
  • Meet with the Link Tutor during observation visits to review trainee progress and agree assessment decisions using the Assessment Guidance for the Teachers’ Standards (Early Years).
  • Jointly observe the trainee with the link tutor during the link tutor’s observation visit and provide the trainee with shared verbal feedback.
  • Liaise with the Link Tutor should a cause for concern be identified at any point during the programmeto agree and implement an appropriate course of action.
  • Compile an end of the placement report using the Assessment Guidance for the Teachers’ Standards (Early Years) (Form M5).

Roles and responsibilities: The School Placement Mentor (Reception and KS1)

  • Have experience as a teacher with QTS, EYPS or EYTS.
  • Keep up to date with the requirementsof Graduate Entry training route, programme structure and content.
  • Complete the Mentor Self Audit (Form M1) and participate in mentor training opportunities provided by Middlesex University.
  • Meet weekly with the trainee to set targets and review progress (Form M2).
  • Undertake observations of the trainee’s practice using the tutor/mentor observation form (form TM1)
  • Jointly observe the trainee with the link tutor during the link tutor’s observation visit and provide the trainee with shared verbal feedback.
  • Provide opportunities for the trainee to contribute to the teaching of early reading and mathematics.
  • Liaise with the Link Tutor should a cause for concern be identified at any point during the programmeto agree and implement an appropriate course of action.
  • Compile an end of the placement report using the Assessment Guidance for the Teachers’ Standards (Early Years) (Form M6).

Funding

A payment will be made to placement settings to support the role of the placement mentor and recognise the contribution that mentors make in providing training opportunities and supporting the trainees progress and development. Trainees are required to spend a minimum of 120 days on placement and in some cases they will exceed this number. If a trainee requires additional training support beyond this, a further payment will be made to recognise the additional input required of mentors.

  • Placement 1 and 3: up to 50 days at £13 per day
  • School placement: 20 days at £13 per day

Appendix 1: Teachers’ Standards (Early Years)

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

1.1 / Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
1.2 / Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 / Demonstrate and model the positive values, attitudes and behaviours expected from children.
  1. Promote good progress and outcomes by children.

2.1 / Be accountable for children’s attainment, progress and outcomes.
2.2 / Demonstrate knowledge and understanding of how babies and children learn and develop.
2.3 / Know and understand attachment theories, their significance and how effectively to promote secure attachments.
2.4 / Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking with children.
2.5 / Communicate effectively with children from birth to age five, listening and responding sensitively.
2.6 / Develop children’s confidence, social and communication skills through group learning.
2.7 / Understand the important influence of parents/carers, engaging them effectively to support their child's wellbeing, learning and development.
3Demonstrate good knowledge of early learning and EYFS.
3.1 / Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
3.2 / Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
3.3 / Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
3.4 / Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5 / Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
  1. Plan education and care taking account of the needs of all children.

4.1 / Observe and assess children’s development and learning, using this to plan next steps.
4.2 / Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
4.3 / Promote a love of learning and children’s intellectual curiosity in partnership with parents and/or carers.
4.4 / Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5 / Reflect on the effectiveness of activities and educational programmes to support the continuous improvement of provision.
  1. Adapt education and care to respond to the strengths and needs of all children.

5.1 / Have a secure understanding of how a range of factors can inhibit children’s ability to learn, and how best to address these.
5.2 / Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
5.3 / Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4 / Support children through a range of transitions.
5.5 / Know when a child is in need of additional support and how this can be assessed, working in partnership with parents and/or carers and other professionals.
  1. Make accurate and productive use of assessment.

6.1 / Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).
6.2 / Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.
6.3 / Give regular feedback to children and parents and/or carers to help children progress towards their goals.
  1. Safeguard and promote the welfare of children, and provide a safe learning environment.

7.1 / Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.
7.2 / Establish and sustain a safe environment and employ practices that promote children’s health and safety.
7.3 / Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them.
  1. Fulfil wider professional responsibilities.

8.1 / Promote equality of opportunity and anti-discriminatory practice.
8.2 / Make a positive contribution to the wider life and ethos of the setting.
8.3 / Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
8.4 / Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
8.5 / Take responsibility for leading practice through appropriate professional development for self and colleagues.
8.6 / Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
8.7 / Understand the importance of and contribute to multi-agency team working.

Appendix 2: EYITT Graduate Entry/Graduate Employment Based Programme timetable