1. Cathie Clarke, Naomi Murray and Sian Wyman

2.  Vision for EYITT  Update for 2015-16  Key priorities and activity  to Easter  to June 2016

3.  To review the Mentor journey so far.  To have a better understanding of:  the importance of Trainees demonstrating the impact of what they know and do on outcomes for children and how they achieve this  your role as Mentor  the purpose of grading Trainee’s practice and evidence  target setting for development  the resources to support you

4. Whalley (2008): EYP roles as that of pedagogical leader – highly qualified reflective practitioner, able to draw on a breadth of experience to articulate and demonstrate both a principled value stance to and strong in-depth knowledge and understanding of the learning and developmental needs of children from birth to five.

5. Raising our aspirations: qualifications for leadership ‘Excellent pedagogical leadership is vital in improving the quality of provision, and all early years practitioners can aspire to be pedagogical leaders.’ ‘Research has shown the huge positive impacts of graduate leadership on areas of child development such as early literacy and social development. ‘… the time is right to set our sights higher and demand excellent work with all young children across the sector. This requires: An increase in the number of qualified teachers with specialist early years knowledge who lead practice in settings, working directly with babies, young children, and their parents, using their pedagogical expertise to support young children’s learning, play and development.’

7.  Joint observation 1 Autumn Term  Joint observation 2 Spring Term, February to early March  Joint observation 3 Summer Term, May  Joint observation 4 Final setting visit mid to late June  Mentor only observations  at least two formal using UoG EYITT form 2, parts 1 and 2UoG EYITT form 2, parts 1 and 2  Grading  Discussion and developmental feedback Discussion and developmental feedback  Setting targets and reviewing progress

10. In 2s or 3s, match the statements to the relevant standard and grading.

11.  Look at the gradings for 2 standards and the range of evidence identified.  For each standard:  compare the differences such as language and expectations between the grades.  Look at the section about the range of possible evidence. Highlight those that you believe your mentee would be able to provide.  Note any other comments you may have.  Feedback key points to the group.

13.  All folders were at very different stages in terms of which standards/ indicators and age groups have been evidenced. This reflects each student’s unique pathway towards EYTS as well as how they have chosen to organise their time alongside other priorities.  Some good use of thematic approach and linked working documents such as series of observations with next steps, summative assessments and weekly planning around the same child(ren).  Std 7 was the priority. Most but not all included this.  A few did not include any references to EYFS or areas of learning. This is a good example of how easy it is to forget to mention important details! Overall grades at this stage will seem low as marking systems reflected progress towards the completion of trainee’s assessment in June. Trainees do need to put time aside to build their portfolio over time rather than at the last minute.

14. Trainees need to:  Make sure the organisation follows the order on the list of contents Sian showed trainees (on Moodle)  Make sure that there is a clear indexing system for your documentation. This is likely to be using portfolio summary sheet or the PDP sections under each standard.  Make sure evidence of target setting can be found in your file. If the suggested PDP format does not work for them, they need to make sure evidence is easily located, e.g. mentor meeting records or in a separate notebook.  Action plans are working documents. As such, they do not need to be neat or in a prescribed format.

15. Trainees need to:  Make greater use of the pen portraits when considering the range of suitable evidence and identifying the quality of evidence.  Descriptors,  expectations  types of evidence  Focus on quality not quantity, i.e. the examples that show your best practice.  Regularly review and - if it helps - highlight pen portraits levels to help them monitor progress towards evidencing the 8 standards.

16.  Show the impact of what they do on outcomes for children For example, lesson evaluations need to go beyond saying the children enjoyed them.  What were intentions for individual children / a specific group of children when planning the activity?  What specific strategies or resources were used?  How far were intentions achieved or exceeded for the child / different group of children?  If they weren’t achieved, then what was the challenge and/or how did they use this information in subsequent planning?  How effective was the teaching (Ofsted definition) and why?  How was the lesson differentiated individual children?

17.  Make sure their individual role/contribution in relation to the evidence is clear. i.e. annotation on document, comment in portfolio sheet, and use ‘I’ rather than ‘we’  Make age groups of children clear: age range (for groups) and age in years and months (where referring to individual children)  Evidence needs to be easily found, e.g. in long text documents such as your masters’ module assignments, use a highlighter pen and write standards reference(s) at the relevant place in the margin.  When claiming more than one standard for one piece of evidence, they need to indicate how it meets each claim rather than giving a general comment to cover them all.

18. Claiming for s2.5: ‘Communicating well with the children’ Claiming for s1.1, 1.2, 3.5, 4.4, 5.2: ‘We cook with the children. They have a great time. It is great for maths.’

19. On their own documents such as  certificates of attendance only show they were there  publications don’t prove they have been read or used to inform practice In order to demonstrate the quality of what they know and do, trainees need to provide more detail. This might be through an extra document and/or annotation/comment. For example:  Why did they go on the course? Was it in response to an identified need?  How did they use their learning to improve their/staff practice?  What was the impact on outcomes for children?

20. Achieving Evidence of Trainee’s use and understanding of policy. Certificate of online training Good As above plus annotation of Trainee’s understanding and link to current legislation. Trainee undertaking a review of policy to include reference to The Prevent Duty. Trainee sharing with staff team the new Ofsted focus on British Values and what this means in practice. Outstanding As above plus evidence of Trainee sharing their knowledge and understanding of legislation and impact on practice to staff/Parents. Undertaking an audit with staff to help them understand how British Values are embedded in practice and sharing this ethos with parents and children through displays/activities/news. ST. 7.1 ST. 7.1, 7.2, 7.3, 8.5 ST. 7.1, 7.2, 7.3, 8.2, 8.3, 8.4, 8.5, 8.6

22. Goal Way Forward Options Reality

23. ? What is the goal of this discussion? ? What difference do we want it to have? ? What does the trainee want to achieve? ? What do we (or I) want to happen that isn’t happening now? ? What do want to avoid happening? ? Is it an end goal or a performance goal?

24. ? What IS happening now? ? Is progress being made as expected? ? What obstacles are preventing progress? ? Have you verified the cause? ? Is it an accurate perception? ? What solutions have been tried so far? ? What extra resources or support is required? ? Which standards are proving most difficult? ? Which age range is the hardest to gain experience in?

25. ? What options do you have? ? What else could you try? ? How could you cascade that knowledge into the setting? Or your practice? ? Which option do you prefer? ? Rate the practicality of your options 1-5... ? Can anyone else help? ? What are the alternatives? ? How could you overcome that obstacle? ? What resources or support are needed to make it happen?

26. ?What are the next steps? ?What are you going to do? ?When are you going to do it? ?Will this meet your goal? ?What obstacles might you face? ?How will you overcome them? ?What support do you need and how will you get that support?

27.  Gives a focus for follow up session: have actions seen progress?  Can be used as evidence within their PDP  Gives a structure to Mentor support.  Shows effectiveness of mentor support over time.

28. Purpose  monitoring progress  identifying and target setting for:  developmental priorities  aspirational developmental targets  identifying concerns When does it need completing? How should it be completed?

32. SCENARIO ONE: The Trainee has included a 2 year check within their PDP as a piece of evidence. TASK : What specific annotation would you expect for a Trainee aspiring to: Achieving Level? Good Level? Outstanding Level? Additional amplification is required to explain clearly the trainee’s role/impact/ use of the evidence... this makes for STRONGER evidence. What would you expect to see? With regard to this particular type of evidence, what grading would you expect YOUR trainee to be aspiring to? With more detail, which other standards might also be evidenced? Do they need any additional knowledge, skills or experience to do this?

33. SCENARIO TWO: The Trainee has some new knowledge on Attachment Theory from a session at Uni. They want to cascade it to the team in a staff meeting to then include as evidence in their PDP. TASK : What content, both in the staff meeting and then within the PDP would you expect for a Trainee aspiring to: Achieving Level? Good Level? Outstanding Level? Additional amplification is required to explain clearly the trainee’s role/impact/ use of the evidence... this makes for STRONGER evidence. What would you expect to see? With regard to this particular type of evidence, what grading would you expect YOUR trainee to be aspiring to? With more detail, which other standards might also be evidenced? Do they need any additional knowledge, skills or experience to do this?

34. SCENARIO THREE: Using the links made on their school placement, the Trainee has some ideas to improve the transition process from Pre- School to Reception. TASK : What actual practice/impact would you expect for a Trainee aspiring to: Achieving Level? Good Level? Outstanding Level? And what might this look like in their PDP? Additional amplification is required to explain clearly the trainee’s role/impact/ use of the evidence... this makes for STRONGER evidence. What would you expect to see? With regard to this particular type of evidence, what grading would you expect YOUR trainee to be aspiring to? With more detail, which other standards might also be evidenced? Do they need any additional knowledge, skills or experience to do this?