EYITT Early Years Initial Teacher Training Graduate Employment Based Programme Induction Day September 7th 2017

Objectives for the day…....... Have an understanding of the course requirements Have a deeper understanding of the role of an early years teacher Have an understanding of assessment requirements and processes Understand the placement requirements and expectations Have a deeper understanding of the Teachers’ Standards (Early Years) Begin to critically reflect on current practice and make links to the teacher standards Start getting to know each other and share ideas!

Timetable Session 1 9.30am – 12.15pm Introductions Getting to know each other Course information and overview Support systems- introduction to course mentors Assessment –what and when Including top tips from previous trainees Session 2 1.15-4.00pm Placement information- advice and expectations Introduction to the Teachers’ Standards (Early Years) What next… Questions and anxieties Plenary

Contact details Lead Consultants: enquiries@essexprimaryscitt.co.uk (Amanda James / Tracy Goodway) EYITT administrator: Joesi Larkin joesi@essexprimaryscitt.co.uk Essex Primary SCITT Programme Manager: Fiona Willett fiona@essexprimaryscitt.co.uk

Finance Employing settings receive a financial incentive of £7000 to support trainees to complete the programme This funding will be paid in 10 equal monthly instalments of £700 from October to July This funding should be used towards the costs incurred by the employer in supporting and employing the trainee over the period of their training

How could employers use the incentive… Release costs – trainee and also mentor as appropriate Salary enhancements Travel costs for attending training days Specific resources to support trainees’ on the programme e.g. additional text books

Programme Requirements R2.2 Trainees must teach across the 0-5 age range and engage with the educational continuum of expectations, curricula and teaching in key stage 1 and 2 and must complete a 2 week KS1 placement R2.4 Trainees must teach in at least 2 different early years settings/schools R4.1 For the period of their training all trainees must be employed in a setting offering EYFS R4.2Trainees’ working timetable should be no more than 90% of the full time working hours of an Early Years Teacher (other 10% equals half a day a week)

Placements: Key Stage 1 placement Key Stage 1 placement requirements 10 day placement at key stage 1 10 days must be consecutive This is a compulsary element of the pathway Must take place as per dates on course outline ( April and May 2017) Must be arranged mutually between trainee and school / setting Placements are required to read the partnership agreement and sign the declaration

Partnership agreement Sets out the responsibilities of each partner Employing setting Trainee Additional experience placement KS1 placement Essex Primary SCITT It should be signed by each partner and a copy retained by the trainee in their portfolio, each setting or school and a copy returned to Essex Primary SCITT

Course mentors Will Provide advice, guidance and support Encourage you to think critically and reflect on your practice Monitor your progress in meeting the standards Contact you monthly via email / phone Complete 6 formative observation/assessment visits Support you to develop action plans Provide ongoing feedback and targets for further development Flag any cause for concern

The role of an early years teacher Activity one Discuss: What do we mean by learning? Agree a definition of learning in EYFS settings in 20 words or fewer. Activity two Discuss: How we best facilitate learning in EYFS settings Agree 5 skills and qualities that an effective early years teacher needs to have.

The role of an early years teacher standards preamble Early years teachers make the education and care for babies and children their first concern They are accountable for achieving the highest possible standards in their professional practice and conduct Are graduates who are leading education and care Have met all the standards in practice form birth to five

Act with integrity and honesty Keep knowledge skills up to date and are self critical Forge positive professional relationships with parents/ carer’s in the best interests of the children

Written assignments/tasks Assessment overview Assessment observation visits Portfolio Written assignments/tasks Course mentors will complete 6 observation visits Usual place of employment Additional teaching placement Opportunity to review portfolio and action plan 3 written assignments – 3000 words long Babies Toddlers Young children Maths and phonics tasks KS1 and 2 tasks Leadership reflective log Tracking progress of individual children in one area of learning across the three age phases Final assessor will review portfolio of evidence Trainees are required to provide 2 – 4 pieces of evidence per sub standard Each piece of evidence should be clearly annotated and linked to the standards

Assessment criteria Criteria trainees are required to meet…...... All 8 Teachers‘ Standards (early years) must have been met in practice Trainees will have specifically evidenced the 0-5 age range and the KS1/2 continuum Trainees will have specifically evidenced leadership of practice as in standards 6 and 8 Trainees must provide evidence of their knowledge , undertanding and hands on practice with all three age groups: Babies – 0-20 months; toddlers- 16 – 36 months and young children 30-60 months

Lunch

Introduction to the standards Set high expectations which inspire, motivate and challenge all children Promote good progress and outcomes by children Demonstrate good knowledge of early learning and EYFS Plan education and care taking account of the needs of all children Adapt education and care to respond to the strengths and needs of all children Make accurate and productive use of assessment Safeguard and promote welfare of children, and provide a safe learning environment Fulfil wider professional responsibilities

Leadership in the early years Leadership – a key aspect of being an early years teacher “leaders of effective settings were both reflective in their own practice and encouraged reflection in their staff” (Blatchford , 2000) “ A leader shapes and shares a vision which gives point to the work of others” (Handy 1992) Research studies emphasise the importance of effective leadership in early years EPPE (Effective Provision of Pre-school Education) ELEYS (Effective Leadership in the Early Years Sector) EPPSE (Effective Pre-school, Primary and Secondary Education) REPEY (Researching Effective Pedagogy in the Early Years) Leadership is about inspiring others to promote a shared vision Standard 8 – must provide evidence of leadership

Exploring the leadership strand “leaders of effective settings were both reflective in their own practice and encouraged reflection in their staff” (Blatchford , 2000) Discussion: what does it mean to be ‘reflective’ in your setting and what practical strategies can you use to facilitate this? List your top 5. Familiarisation with Standard 8. Review the sub standards and using the two colours of post-it, take 10 minutes to record your thoughts on a) Current areas of strength b) Challenges Group discussion activity: addressing the challenges

Self-audit Review your current practice with reference to the standards Discuss outcomes with a peer or in a group of 3 Together identify ways you might begin to evidence some of the standards AJ TG and FW

Using the standards grid progress tracker As a ... Tool for tracking how you are providing evidence to each of the standards Tool for identifying gaps in evidence Action plan –identifying ways / ideas to ensure you provide evidence Basis for discussion with your course mentors The following activity should be completed by the first training day: Complete the standards grid progress tracker for standards 1 and 2- identify evidence you already have and / ideas for gathering further evidence

Placements: Additional teaching placement NCTL requires that all trainees must provide evidence of having taught in at least 2 early years settings This placement must total 30 days Should be beneficial experience to both the trainee and the placement setting Will be arranged by the trainee and the setting The placement is required to read the partnership agreement and sign the declaration

Further guidance on placements: Trainees must not enter any setting until DBS clearance has been received Trainees must keep a compulsory record of time spent in placement on the Hours verification form which must be signed by member of staff. Trainees are expected to be professional at all times when attending placements Trainees are expected to adhere to the setting’s local policies and procedures Trainees are not there to only observe but are expected to engage in , lead and support best practice. Questions on placements?

www.essexprimaryscitt.co.uk Resources and notice board Website www.essexprimaryscitt.co.uk Resources and notice board

To finish…... If I visited you in your setting, what would I see that would make it ‘highly effective’? Record this in some way on the A3 paper and bring this with you to Training Day 1.

Review of the day Question and answers Revisit today’s objectives: Have an understanding of the course requirements Have a deeper understanding of the role of an early year teacher Have an understanding of assessment requirements and processes Understand the placement requirements and expectations Have a deeper understanding of the teacher standards (Early years) Begin to critically reflect on current practice and make links to the teacher standards Get to know each other and share ideas!