TRAINEE EARLY YEARS TEACHER PROFILE FORM: Trainee Name

Early Years Initial Teacher Training Early Years Teacher Status All Routes

TRAINEE EARLY YEARS TEACHER PROFILE FORM: Trainee Name

Personal Information

Programme
Subject
Year of study
Student Number
Edge Hill University E-mail
Telephone number
Key Information
Other qualifications e.g. coaching awards

Interests

Interest that you may be able to utilise whilst on professional practice.

Early Years Initial Teacher Training Early Years Teacher Status All Routes

Interview/Standards Reflection Targets (to be completed by trainee in preparation for first visit from Visiting Tutor

Target / Progress update

Pre-programme Experience[i]

Setting[ii] / Setting Context[iii] / Summary of Experience[iv] / Key Achievements/Strengths[v] / Emerging Training Needs[vi]
PVI
Children’s Centre
Maintained school
Academy
SEN
Nursery School
Other
Other______/ Setting
Age Range / Phonics
Early Mathematics
Behaviour
Planning/Assessment
EAL
SEN/D
EYFS
Working with other professionals
/

GE Professional Practice 1a GEB – Term 1

Setting / Setting Context / Summary of Experience
Children’s Centre
PVI
Maintained school
Academy
SEN
Nursery School
Other
Other______/ Setting:
Age Range / Phonics
Early Mathematics
Behaviour
Planning/Assessment
EAL
SEN/D
Working with other professionals
Leading practice

End of Professional Practice [vii]

S1 / S2 / S3 / S4 / S5 / S6 / S7 / S8
Key Achievements/Strengths / Emerging Training Needs / Progress updates[viii]

GE Professional Practice 1b GEB Term 2

Setting / Setting Context / Summary of Experience
Children’s Centre
PVI
Maintained school
Academy
SEN
Nursery School
Other
Other______/ Setting
Age Range / Phonics
Early Mathematics
Behaviour
Planning/Assessment
EAL
SEN/D
Working with other professionals
Leading practice

GE End of Professional Practice[ix]2 GEB End of Term 3

1
2
3 (RI)
4 (Inadequate)
Key Achievements/Strengths / Emerging Training Needs / Progress update

1GE Professional Practice2 GEB Term 3 Final Grade into FT Year[x]

Setting / Setting Context / Summary of Experience
Children’s Centre
PVI
Maintained school
Academy
SEN
Nursery School
Other
Other______/ Setting:
Age Range: / Phonics
Early Mathematics
Behaviour
Planning/Assessment
EAL
SEN/D
Working with other professionals
Leading practice
Key Achievements/Strengths / Emerging Training Needs

1Professional Practice 2 Final Grade into FT Year[xi]

1End of Programme Level of Performance(at end of PP2/Term 3)

Overall Grade (please tick)

1
2
3 (RI)
4 (Inadequate)

Teachers’ Standards Grades[xii]

S1 / S2 / S3 / S4 / S5 / S6 / S7 / S8 / Part 2
Final grade / Pass
Fail

Source:

CEDP: Career Entry Development Profile [xiii]

S1 Set high expectations which inspire, motivate and challenge all children. / Competent[xiv] (please tick) / Confident (please tick) / S2 Promote good progress and outcomes by children. / Competent (please tick) / Confident (please tick)
Establish and sustain a safe and stimulating environment where children feel confident and are able to learn. / Be accountable for children’s progress, attainment and outcomes.
Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. / Demonstrate knowledge and understanding of how babies and children learn and develop.
Demonstrate and model the positive values, attitudes and behaviours expected of children. / Know and understand attachment theories, their significance and how effectively to promote secure attachments.
Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained and shared thinking.
Communicate effectively with children from birth to age five, listening and responding sensitively.
Develop children’s confidence, social and communication skills through group learning.
Understand the important influence of parents and/or carers, working in partnership with them to support the child’s wellbeing, learning and development
S3 Demonstrate good knowledge of early learning and EYFS. / Competent (please tick) / Confident (please tick) / 4 Plan education and care taking account of the needs of all children. / Competent (please tick) / Confident (please tick)
Have a secure knowledge of early childhood development and how that leads to successful learning and development at school. / Observe and assess children’s development and learning, using this to plan next steps.
Demonstrate a clear understanding of how to widen children’s experience and raise their expectations. / Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
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. / Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
Demonstrate a clear understanding of systematic phonics in the teaching of early reading. / Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics. / Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision.
S5 Adapt education and care to respond to the strengths and needs of all children. / Competent (please tick) / Confident (please tick) / S6 Make accurate and productive use of assessment. / Competent (please tick) / Confident (please tick)
Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these. / Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements
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. / Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.
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. / Give regular feedback to children and parents and/or carers to help children progress towards their goals.
Support children through a range of transitions.
Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.
S7 Safeguard and promote the welfare of children and provide a safe learning environment. / Competent (please tick) / Confident (please tick) / S8 Fulfil wider professional responsibilities. / Competent (please tick) / Confident (please tick)
Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child. / Promote equality of opportunity and anti-discriminatory practice.
Establish and sustain a safe environment and employ practices that promote children’s health and safety. / Make a positive contribution to the wider life and ethos of the setting.
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. / Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
Take responsibility for leading practice through appropriate professional development for self and colleagues.
Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
Understand the importance of and contribute to multi-agency team working.

Trainee Name: Print

Signed:

/ Date:

Personal Tutor/Course Leader: Print

Signed:

/ Date:

Programme Leader Name: Print

(Or other designated Senior Manager)

Signed:

/ Date:

1Guidance Notes

[i] Include all relevant experience gained within the 3 years prior to starting your teacher training programme. Complete this section prior to Professional Practice 1a in preparation for your first tutorial at EHU.

[ii] Name of school or setting.

[iii]For Setting include: age range; numbers on role; percentage of free school meals (FSM); IDACI rating; numbers with identified SEND; numbers of EAL learners; numbers of Looked After Children.Numbers of funded two year olds.

For Age Range include: age group(s); numbers in room; gender split; ability range; identified SEND; Able Learners; EAL learners; Looked After Children.

[iv] Include: Teaching Experience (key topics, assessment, EYFS); other; PSHE teaching; extra-curricular; wider professional engagement (parents’ evening, open evenings, INSET training).

[v] Include: key achievements during specific training phase; strengths which have emerged during specific training phase.

[vi] Include: key training needs at this point in training; priorities for the next phase of training.

[vii] Record you end of Professional Practice grade here. For phase 1a the grading is pass or fail. It is perfectly normally for a year 1 undergraduate to be graded RI at this stage therefore a pass.

[viii] Review your targets and report on the progress you have made in relation to the targets.

[ix] Record your end of Professional Practice grade here.

[x] This section is very important, it will help your NQT Induction Tutor plan for your NQT year in school.

[xi] The emerging training needs will help to plan your NQT induction, set no more than three training needs.

[xii] For each of the Teachers’ Standards record the grade you received.

[xiii]The EHU CEDP will be shared with your employment-based Induction Tutors during your first year after graduation, and will form a key document to support you in planning your professional development during your NQT Development and Enhancement Programme and Induction year.

[xiv]‘Competent’ refers here to the level appropriate to the stage of training reached. ‘Confident’ is to be used if you have excelled or had vast experience in this standard. (You cannot be both competent and confident).