PGCE Early Years (Leading to EYTS)

EYTS

Teaching Assessment Record

Phase 1

PGCE Early Years (leading to EYTS)

Trainee Name
Name of School/Setting
Age phase (0-3/3-5)
No. of Children in room

HOW TO USE THIS BOOKLET: TRAINEE

This booklet is owned by the trainee and it is their responsibility to keep safe as a record of their performance over the duration of their degree.
The booklet must be presented to Mentors in each phase of placement in order for them to evidence observed standards and give 3rd party feedback in completion of the appropriate phase and standards achieved.
After every Placement Phase the trainee should then send a copy to their University Personal Tutor for them to review, complete and sign the PLACEMENT REPORT (retaining a copy for themselves). The original should then be returned to the Trainee.
The trainee must present a copy of the PLACEMENT REVIEW, STANDARDS FORMS and PLACEMENT REPORT to Carnegie Student Administration so that it can be added to their student file for recording purposes and in preparation for Exam boards.
Finally the Trainee should place a copy of the PLACEMENT REVIEW, STANDARDS FORMS and PLACEMENT REPORT into their Personal Development Profile and their eportfolio.
It is the Trainee’s responsibility to ensure this happens.

HOW TO USE THIS BOOKLET: SETTING MENTOR

The booklet can be used in conjunction with Lesson Observation forms. It is envisaged that Mentors evidence the Standards by circling ‘Doc’ and or ‘Obs’ in the appropriate boxes relevant to the performance of the trainee, where the trainee is demonstrating the standard in either documentation or observed sessions. This will allow the trainee and mentor to identify strengths and development areas in both practical delivery and documentation. This will enable the trainee to progress through the standards and collect more evidence of improved performance as the placement develops.

Mentors must complete the PLACEMENT REVIEW

It provides an “at a glance” overview of the trainee’s performance on the placement and should include the grades achieved in the individual standards forms.
N.B. A grade 4 against any of the standards would constitute a failed placement overall. This would mean the trainee not progressing to the next phase of their degree until a repeat placement is undertaken of the same duration in another setting in the following academic year.
If in the Mentor’s judgement, a Trainee has not had an opportunity to evidence any of the standards, this should not be recorded as a 4 but as a statement across the evidence boxes or in the additional comments section.
If there is a likelihood of a grade 4, the Link Tutor mid-term visit should identify an action plan to have the opportunity to at least attempt to evidence all the standards in all the phases.
Please record and sign off the trainee’s ITE Placement Attendance log.

TRAINEE CHECKLIST

PLEASE ENSURE THE FOLLOWING: / DATE COMPLETED:
The Trainee has;

Presented this booklet to Placement Mentors in order for them to evidence observed standards and give third party feedback in completion of the appropriate phase and standards achieved. We recommend that this is reviewed regularly, ideally during weekly review meetings.
Kept a log of their attendance on placement on the ITE PLACEMENT ATTENDANCE LOG.

The Mentor has;

At the end of the placement agreed the grades against the standards with the Link Tutor.
Completed the comments, targets and grades on the individual standards grading forms.
Signed off the trainees ITE PLACEMENT ATTENDANCE LOG and completed the MENTOR PLACEMENT OVERVIEW form.

The Link Tutor has;

Recorded your grades and submitted electronically to Carnegie Student Administration Team.

The Trainee has;

Copied thefull booklet and sent a copy to your Personal Tutor.

Your Personal Tutor has;

Reviewed the booklet and
Completed and signed the ITE PLACEMENT REPORT.

The Trainee has;

Copied the completed Placement Assessment Forms and
ITE PLACEMENT REPORT and
Sent to the Carnegie Student Administration Team.

The Trainee has;

Placed a copy of the full, complete booklet into your Personal Development Profile and eportfolio.

It is the Trainee’s responsibility to ensure this happens.

Carnegie Student Administration

G01 Carnegie Hall, Carnegie Faculty, Leeds Beckett University
HeadingleyCampus, Leeds, LS6 3QQ, 0113 812 7495, Email: educationeypeadmin@leedsbeckett.ac.uk

Electronic Copies of all Handbooks, Booklets and Forms will be available at

Phase 1 Placement Review

Trainee name / Course / PGCE Early Years (EYTS)
Phase 1 Placement name / Phase 1 placement type
Setting mentor
(print) / Date
Link tutor
(print) / Date
Trainee
(signature) / Date
Progress for Trainee (at this stage of the course)
Standards to be demonstrated / Level 1 / Level 2 / Level 3 / Level 4
Above expected level / Outstanding level demonstrated at this stage of the course / Good levels demonstrated at this stage of the course / Pass – progress towards EYTS demonstrated / Fail – Trainee not demonstrating appropriate standard.
Action plan required before next placement
1. Set high expectations which inspire, motivate and challenge all children
2. Promote good progress and outcomes by children
3. Demonstrate good knowledge of early learning and EYFS
4. Plan education and care taking account of the needs of all children
5. Adapt education and care to respond to the strengths and needs of all children
6. Make accurate and productive use of assessment
7. Safeguard and promote the welfare of all children, and provide a safe learning environment
8. Fulfil wider professional responsibilities
Grading for Reading and phonics (in Standard 3) / Grading for mathematics (in Standard 3)

Phase 1 EYT Standard 1 -Set high expectations which inspire, motivate and challenge all children

Supporting notes for EYT Standard 1 – Set high expectations which inspire, motivate and challenge all children

This standard promotes the importance of children learning and developing within a safe and stimulating environment.

Much of your evidence for this standard will come from placement observations, documentation and from discussions between you and your mentor, who will want you to explain the setting’s policies in terms of planning, assessing and observing children's learning and development and will want to see that you have a secure understanding of your responsibilities and actions in this context.

Therefore you should ensure that you aware of, and demonstrate in your portfolio, evidence of your understanding of:

Early years outcomes: A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years;
Statutory Framework for the Early Years Foundation Stage. Sets the standards for learning, development and care for children from birth to five;
The Children Act (1989) and the Children Act (2004);
Development Matters in the Early Years Foundation Stage (EYFS). This non-statutory guidance material supports practitioners in implementing the statutory requirements of the EYFS.

Phase 1 EYT Standard 2 –Promote good progress and outcomes by children

Grade 1
To achieve this grade, the Trainee must demonstrate a consistently detailed, robust approach to their practice, demonstrating exceptional knowledge and understanding / Grade 2
To achieve this grade, the Trainee must demonstrate a detailed, thorough approach to their practice, demonstrating good knowledge and understanding / Grade 3
To achieve this grade, the Trainee must demonstrate an emerging, organised approach to their practice, demonstrating a developing knowledge and understanding / Grade 4
To achieve this grade, the Trainee is demonstrate an insufficient approach to their practice, knowledge and/or understanding
2.1 Be accountable for children’s progress, attainment and outcomes. / Trainee is demonstrating consistently clear and robust understanding of how they are accountable for the attainment, progress and outcomes of children and have taken some responsibility for this with some guidance. / Obs / Trainee is demonstrating good knowledge and understanding of how teachers are accountable for the attainment, progress and outcomes of children and have taken some responsibility for this with guidance. / Obs / Trainee is beginning to demonstrate knowledge and understanding of how teachers are accountable for the attainment, progress and outcomes of children and have taken some responsibility for this but is dependent on guidance. / Obs / Trainee is insufficiently knowledgeable of how teachers are accountable for the attainment, progress and outcomes of children and have taken no responsibility for this or need significant support and guidance. / Obs
Doc / Doc / Doc / Doc
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. / Trainee is demonstrating exceptional knowledge and understanding of how babies and children learn and develop and with support is robust in their rationale for choices made in the context of their practice. / Obs / Trainee is demonstrating consistently detailed knowledge and understanding of how babies and children learn and develop and with support is able to explain a particular teaching approach in the context of their practice. / Obs / Trainee is beginning to demonstrate knowledge and understanding of how babies and children learn and develop and with support is able to explain a particular teaching approach in the context of their practice. / Obs / Trainee is insufficiently knowledgeable about how babies and children learn and develop and is unable to demonstrate a particular teaching approach in the context of their practice. / Obs
Doc / Doc / Doc / Doc
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. / Trainee is demonstrating consistently detailed knowledgeand understanding of attachment theories, their significance and with support how effectively to promote secureattachments. / Obs / Trainee is demonstrating knowledgeand understanding of attachment theories, their significance and with support how effectively to promote secureattachments. / Obs / Trainee is beginning to demonstrate knowledgeand understanding of attachment theories, their significance and with support how effectively to promote secureattachments. / Obs / Trainee is insufficiently knowledgeable about attachment theories and their significance and is unaware how to effectively promote secureattachments. / Obs
Doc / Doc / Doc / Doc
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. / Trainee is demonstrating consistently robust leadership and with guidance models robust approaches to develop and extend children’s learning and thinking, including sustained shared thinking in practice. / Obs / Trainee is demonstrating good leadership and with guidance models thorough approaches to develop and extend children’s learning and thinking, including sustained shared thinking in practice. / Obs / Trainee is beginning to demonstrate leadership and with guidance models approaches to develop and extend children’s learning and thinking, including sustained shared thinking in practice. / Obs / Trainee is beginning to demonstrate leadership and with guidance models approaches to develop and extend children’s learning and thinking, including sustained shared thinking in practice. / Obs
Doc / Doc / Doc / Doc
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. / Trainee is effectively communicating with children from birth to age five and is demonstrating exceptional listening skills and with some guidance is responding sensitively. / Obs / Trainee is demonstrating good communication and listening skills with children from birth to age five and with guidance is responding sensitively. / Obs / Trainee is beginning to demonstrate communication and listening skills with children from birth to age five and with guidance is responding sensitively. / Obs / Trainee is unable to demonstrate communication and listening skills with children from birth to age five and is unable to respond sensitively. / Obs
Doc / Doc / Doc / Doc
2.6 Develop children’s confidence, social and communication skills through group learning. / With some guidance, the Trainee is demonstrating consistently robust approaches for developing children’s confidence, social and communication skills through group learning. / Obs / With guidance, the Trainee is demonstrating thorough approaches for developing children’s confidence, social and communication skills through group learning. / Obs / Although dependent on guidance, the Trainee is beginning to demonstrate approaches for developing children’s confidence, social and communication skills through group learning. / Obs / Trainee is unaware or unclear how to develop children’s confidence, social and communication skills through group learning. / Obs
Doc / Doc / Doc / Doc
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development. / Trainee demonstrates a consistently detailed understanding of the influence of parents and/or carers, and with some guidance works in partnership with them to support the child's wellbeing, learning and development. / Obs / Trainee demonstrates a good understanding of the influence of parents and/or carers, and with guidance works in partnership with them to support the child's wellbeing, learning and development. / Obs / Trainee is beginning to demonstrate an understanding of the influence of parents and/or carers, and dependent on guidance works in partnership with them to support the child's wellbeing, learning and development. / Obs / Trainee is unaware of the influence of parents and/or carers, and does not work in partnership with them to support the child's wellbeing, learning and development. / Obs
Doc / Doc / Doc / Doc
Evaluative discussion:
Personalised targets for development: / Best fit grade for standard 2:
1 / 2 / 3 / 4
This grade reflects the fact that the Trainee is undertaking their first phase of placement

Supporting notes for EYT Standard 2 – Promote good progress and outcomes by children

This standard promotes the importance of leading and modelling strategies to develop and extend children’s learning, thinking and development as well as demonstrating knowledge and understanding for the promotion of secure attachments. The EYFS statutory framework sets the standards for development, learning and care for children from birth to age five therefore much of your evidence for this standard will come from your documentation and from discussions between you and your tutor, who will want you to explain the settings policies and procedures in terms of recognising the significance of the important influence of parents and/or carers and your responsibilities for working in partnership with them to support the child’s wellbeing, learning and development.

Therefore you should ensure that you aware of, and demonstrate in your portfolio of evidence:

The working in partnership with parent and/or carers policy of your setting;
section 1 of the Statutory Framework for the Early Years Foundation Stage;
Development Matters in the Early Years Foundation Stage
section 39(1)(a) of the Childcare Act (2006);
Data Protection Act (DPA) (1998) and where relevant the
Freedom of Information Act (2000).

Phase 1 EYT Standard 3 –Demonstrate good knowledge of early learning and EYFS

Grade 1
To achieve this grade, the Trainee must demonstrate a consistently detailed, robust approach to their practice, demonstrating exceptional knowledge and understanding / Grade 2