Early Years ITT:

Early Years Teacher Status

Programme Handbook

Graduate Employment-based Route Programme

2016-2017

Disability Support ServicesStatement

SpLD (Specific Learning Difficulties) Support Team

Inclusion Team (Disability or Health Condition)

Ourapproachisfriendlyyetprofessionalandyoucandiscussyourindividual learningrequirementsincompleteconfidence.Itisimportant tocontact usas earlyas possible.

SpLD Support Team:

You can contact us in relation to:

  • SpLD assessments(Dyslexia, Dyspraxia)
  • Specialist SpLD support
  • Using assistive technology
  • Applying forDisabled Students’Allowances(DSA)
  • Visual stress / Meares-Irlen

Inperson: UniversityLibrary, Ormskirk, 1stfloor

Tel:01695 584372

E-mail:

The Inclusion Team:Based intheStudentInformation Centre(SIC), groundfloor

Ifyou havespecificrequirementsdue toa physicalorsensoryimpairment,mentalhealth/anxietyissues,healthcondition,anautistic spectrumcondition, orneedsemergewhen you are studying here,wecanadviseyou on:

  • ‘Reasonableadjustments’tolearning, teaching, assessment and exam modifications
  • Accessible facilitiesandequipment
  • Support on placements
  • 1- 2 -1 Academic and other forms of support
  • Applying for Disabled Students’Allowances(DSA)

Inperson: SIC,Ormskirk, ground floor

Tel:01695 584190

E-mail:

Equality and Diversity – Policy Summary

Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’

The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background.

The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities.

The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate.

The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them.

Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University.

Making Contact

Students are encouraged to make any concerns known. The first point of contactfor this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student ). The Student Information Officer will refer you on to an individual member of staff as appropriate.

A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site

Contents

Disability Support Service Statement?

Equality and Diversity?

Welcome?

Introduction?

Trainee Identity?

Roles and Responsibilities?

Overview of the Programme?

Student Voice?

Quality Assurance and Quality Enhancement?

Teaching, Learning and Assessment?

EHU ITT Professional Practices?

Lines of Communication?

Useful Contact Information for Trainees?

The Role of the Personal Tutor?

Employability, Including References?

Former Trainee Development and Enhancement Programme?

Timetable?

Assessment Information?

Code of Conduct?

Attendance Expectations?

Academic and Professional Review Meetings (APRM)?

Exceptional Mitigating Circumstances (EMC)?

On Programme Self Declaration Procedure?

Safeguarding – Management of a Cause for Concern?

Teaching Standards?

Welcome

Patricia Burgess

EYTS Graduate Programme Leader

Welcome to the Programme

The Early Years Team welcomes you to the programme.

The programme is designed to support you in the achievement of the Early Years Teacher Status, a status that will recognise your expertise as a practitioner and a professional leader.

Edge Hill University is a provider of Early Years Initial Teacher Training leading to the award of Early Years Teacher Status in the UK and delivers training and assessment on behalf of The National College of Teaching and Leadership in the North West.

We aim to ensure that you will find the programme challenging, innovative, and rigorous and, we hope, enjoyable, relevant and rewarding.

The programme requires a great deal of commitment from you as trainees. It is designed to provide personal enrichment and assist your professional development.

Enjoy your studies.

Patricia Burgess

EYTS Graduate Programme Leader

Welcome from one of our Early Years Partners

I feel it is a privilege and an asset for all concerned, to be a partner setting with Edge Hill University. Over the past five years I have watched as students, trainees and colleagues, including myself, develop and move forward on our early year’s journey together. We all have strengths and skills to share and build upon and working closely with the university enables us to do this. The University prepare and encourage trainees to be confident to ask questions and contribute to discussions and debates around current issues.

Offering guidance and support and acknowledging the student’s contributions is key to ensuring they feel valued. Celebrating achievements and setting clear targets is an essential part of our role in the setting.

Working together to raise standards and improve outcomes for children is something we all want to achieve. Gaining a place on this course of study already shows your passion to be involved and if you show commitment and drive you will have the opportunity to make a difference.

It is exciting to be a part of this programme and I look forward to travelling on this journey with you.

Thank you

Jan Davies

Owner and Manager of Penguins Nurseries

Introduction to the Programme

The Programme Handbook 2016/17 is designed to provide you with a range of information that will continue to guide your understanding of the Early Years Teacher Status programme.

The Programme Handbook contains important information. Please ensure you spend some time reading it carefully and that you continue to refer to it during the year.

You are now an Early Years Teacher Status trainee at Edge Hill University. The programme is challenging, innovative, rigorous and enjoyable! It requires a great deal of commitment from you and it is designed to develop a range of important professional and vocational knowledge, understanding and skills. It aims to train high quality Early Years Teachers who:

Achieve the Teachers’ Standards (Early Years) 2013:

  • Meet the needs of schools and settings and children;
  • Develop throughout their professional careers.

Early Years Education at Edge Hill aims to develop high quality teachers and educators who have developed:

  • commitment, creativity and energy within environments that encourage them to be reflective and analytical
  • a range of academic, professional and vocational knowledge, understanding, skills and values
  • intellectual skills and abilities within a high quality academic community
  • an appropriate range of key transferable skills
  • knowledge and skills across the Early Years Foundation Stage

And who will:

  • work within the profession with an informed, thoughtful and innovative attitude and approach to Early Years Education
  • continue their professional development throughout their professional careers

Roles and Responsibilities

Leadership of your Programme

Patricia Burgess / EYTS Graduate Programme Leader / / 01695 654381

Tutors

Patricia Burgess / EYTS Graduate Programme Leader / / 01695 654381

Administrative Staff

Professional Support Team / / 01695 584418
01695 584556

EYTS Group Tutor

Your EYTS Group Tutor will lead your teaching sessions and support you through the programme. They will be your first point of contact for individual or small group pastoral and professional support.

Setting Mentors

All Early Years Teacher Status trainees will be asked to identify someone within their setting who will act as the mentor for the trainee. This could be a practitioner who has previously achieved the status of EYP/EYT and who has agreed to give support and advice to the trainee during their time on the programme.

Edge Hill University (EHU) Visiting Tutor

All trainees will also be assigned an EHU Visiting Tutor who will make a visit to their setting three times per term (9 visits overall) to provide guidance and advice as required. Your EHU Visiting Tutor will make arrangements with you in order to choose a suitable time to visit the setting.

Overview of the Programme

Delivery of the Programme

The standard delivery route will take the form of ten taught sessions; a development and progress review; online learning and independent study. The course tutor will be available at pre-arranged times for trainees to e-mail or telephone.

You will be introduced to the use of the Blackboard Virtual Learning Environment during your induction session. You will need access to the internet in order to fully undertake the programme. You are also expected to arrange visits to other early years settings that may be different to yours in some way or cater for a different age range.

Enhanced Age Related Experience

All trainees are required to demonstrate personal practice and leadership across the birth to five age range, within specific age phases of birth-20 months (babies), 16–36 months (toddlers) and 30-50 months (young children).

All trainees will be required to undertake an age related experience in one or more of these specific age phases in a different setting than their own in order to effectively meet the NCTL requirements and also to be able to complete the assessment tasks in order to meet the Teachers’ Standards (Early Years) 2013. Trainees who would benefit from undertaking age related experience may be aware of this as part of their own professional development, or it may have been indicated to them during the interview/offer process, or through discussion with the tutor. The experience must be as follows:

  • A minimum of 15 days (which includes 10 days in KS1)

Trainees are required to individually organise their own age related experience in discussion with their tutor during the Development and Progress Review. The details of these arrangements must be submitted to the Programme Leader for approval for quality assurance purposes prior to the commencement of the placement. The placement must be based on their training needs as identified by the Mentor and Visiting Tutor. The age related experience may not take place within another area of their own setting. Please note that the Edge Hill Visiting Tutor will come and visit you in the second setting.

Programme Calendar

You will be provided with a timetable, which is an overview of proposed sessions for the programme. Sessions may be amended or offered as individual study sessions and will be advised by the tutor or announcement on Blackboard.

Please note that the programme calendar/timetable includes the following:

  • Induction day
  • Taught Sessions x 10
  • Pre-arranged opportunities to contact the course tutor
  • Development and Progress Reviews
  • Online materials
  • Final Assessment period

Session / Title / Overview
Session 1 /

Induction

/ Induction, Introductions, Enrolment. Overview of Assessment Procedures for EYTS
Session 2 / Standard 1
Enabling Environments / How to set high expectations which inspire, motivate and challenge all children.
Play, Early Mathematics
Session 3 / Standard 7 Safeguarding / How to promote the welfare of children and provide a safe learning environment
Session 4 / Standard 6
Assessment / Make accurate and productive use of data and assessment
Session 5 / Standard 5
Inclusion / How to adapt education and care to respond to the needs of all children
Session 6 / Standard 2
Child Development and Attachment / How to promote good progress and outcomes for children through warm, responsive relationships
Development and Progress Reviews / Review of Progress to date / Time and date to be arranged with trainee
Session 7 / Standard 3
Play/Early Learning / Developing a good knowledge and understanding of EYFS and National Curriculum
Early Reading and Phonics
Session 8 / Standard 8 Leadership and Management / Leading quality within early years/Pedagogical leadership
Session 9 / Standard 4
Planning and differentiation / How to plan education and care successfully for 0 -5 age group. Use of ICT with young children.
Session 10 / Mentor Training

These sessions will be followed up by an online and other materials which will support the understanding of the Standard. Trainees will then be required to submit a piece of reflective writing which demonstrates how they meet that Standard. Submission dates are listed at the back of this Handbook.

Learning Outcomes

On successful completion of the programme, trainees will be able to demonstrate personal practice and / or leadership in elements as required by the Teachers’ Standards (Early Years) 2013.

Students’ Voices

“All students should have the opportunity to be involved in quality enhancement and assurance processes…….. In considering approaches it is important that higher education providers create a culture and environment where students are encouraged to take up the opportunities on offer.”

Chapter B5, QAA Quality Code

Our aim within the Faculty of Education is to go beyond mere consultation, or representation of students in decision-making, and to try and create a genuine partnership with each and every student. We believe that where a genuine partnership exists, students not only identify enhancement opportunities but also offer ways to take forward those enhancements. Our principle means of developing this partnership is to create an environment in which all parties feel valued; and to create a wide range of opportunities for any student to engage in dialogue which leads to educational enhancement and assurance of quality.

The views and opinions of all students are valued and the following list sets out the opportunities students have to provide feedback and to have a voice within their programme:

  • Evaluation; including The National Student Survey and The NQT Survey
  • Staff-Student Consultative Forums(SSCFs)
  • Focus Groups
  • Boards and Committees
  • Course Representation
  • Curriculum Development
  • Personal Tutor discussions

The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice to be recognised, celebrated and built upon; and secondly, it allows areas for improvement to be identified and acted upon.

In the past year students have fed back many positive things relating to the excellent personal and academic support; and, in addition, have raised the following points.

  • More information needed on completion of the FAIR
  • More information on early maths

Based on all of the helpful feedback received the programme team has undertaken the following enhancements:

  • Information on the counting principles
  • Amended FAIR document with clear indication of ownership.

In 2016-17 the following enhancements are also planned

  • Mentor training for existing trainees
  • Further support for mentors
  • Improved guidance on the use of the Employer Incentive
  • Further support for second assessed placement

The table overleaf sets out the ways in which the student voice will be captured during the coming academic year.

Student Voice Overview – sample – each programme/Area to create own version

September / October / November / December / January / February / March / April / May / June / July / Aug.
Potential Trainees / Feedback questionnaire after each open event/recruitment event
Feedback questionnaire after each interview, including questions about the rigour of the selection process
Trainees / First Week/
Induction Day Survey / Partnership Programmes Board
SSCF
Student Consultative
Meeting 1
HoA Focus Group / ITT Board
Faculty Board
SSCF
Student Consultative
Meeting 1 / SERIM
Mid-year
‘Big Evaluation’
NSS Survey / SSCF
Student Consultative
Meeting 2
Partnership Programmes Board / ISS Survey
ITT Board
Faculty Board / End of year
‘Big Evaluation’
Partnership Programmes Board
ITT Board
Faculty Board / Focus
Group
SERIM
NQTs/
Former Trainees / Partnership Programmes Board / ITT Board
Faculty Board / NQT Survey
Partnership Programmes Board / NQT/CPD Conference
Feedback
ITT Board
Faculty Board / Employability Survey
ITT Board
Faculty Board / Focus
Group
RQTs/
Past Trainees / Partnership Programmes Board / ITT Board
Faculty Board / Partnership Programmes Board / ITT Board
Faculty Board / Employability Survey
ITT Board
Faculty Board / Focus
Group

Feedback to Trainees after:

SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’

Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees

Staff-Student Consultation

The process of Staff-Student Consultation is set out below:

Year Group
Aim – To gather feedback at individual course and/or year level within the programme in order to celebrate achievements and successes, and to identify any issues; and provide prompt, on-going feedback. / Programme
Aim – To gather feedback on the programme as a whole in order to celebrate achievements and successes, and to identify any issues; and provide feedback via the production of the Staff-Student Consultative Forum (SSCF) Meeting Summary, within an agreed timescale. / Area
Aim – To gather feedback across the Area in order to celebrate achievements and successes, and to identify any issues; and provide prompt feedback to trainees via the production of the Staff-Student Consultative Forum Meeting Summary, within an agreed timescale.
-1 / 2 consultative representatives per group to be elected and trained in role
-Programme Leader and SU to train all consultative representatives, and to confirm processes/expectations at the start of the year
-On-going feedback mechanisms to be established via e-mail/Blackboard, as appropriate, and Course Leader to receive on-going feedback
-Course Leader to produce an overview of actions on a termly basis for management team review
-Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report
/ -A minimum of two SSCFs per year to be planned
-For undergraduate programmes 1-3 trainees to attend from each year (undergraduate).
-For PGCE programmes, a representative from each group to attend
-Chaired by Programme Leader
-Year Leaders to attend and appropriate partners
-Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leaderreport
/ -Number of focus groups per year to be planned by the Head of Area or Assistant Head of Area
-Timing to be planned by the Head of Area or Assistant Head of Area
-Chaired by Head of Area or Assistant Head of Area
-Minutes of meetings discussed, and actions confirmed, with Area Management Team
-Focus to be confirmed but linked to Area priorities and issues raised at previous stages of the process across all programmes