1. PG1 School-Based Training Block Placement Mentor Training
Thank you for being a valued Partner to our ITE programmes. These are not possible without your support.
Manchester Metropolitan University
PG1 School-Based Training
Block Placement Mentor Training
Mamta Naik
PG1 School Based Training Unit Leader

2. Acronyms CM PM UVT PG1 PGF RoLO SBT RI (on track or needs support?)
Before we start, let’s get the acronyms under our belts… CM PM
UVT
PG1
PGF
RoLO
SBT
RI (on track or needs support?)
ARoF
PDA PD
Any more you’ve heard and not sure about?

3. ‘Who ya gonna call?’
1. Where can you find all the placement information, including the Placement handbooks and key documentation?
Whilst on placement…
2. Who should the student speak to with a school-related issue?
3. Who should be contacted if the CM and student have a joint problem or can’t resolve a problem..?
4. Who should the student contact if they have a personal problem?
5. How can they get general queries answered easily and quickly?

4. Answers:
1. All information and documentation is on the Primary Partnership website… (easier to google it!)
Key documents for information:
PG1 SBT Handbook
Paired Placement Guidance
SEN(D) Experience Guidance
FAQs document
SBT Mentor Tutor Handbook
Whilst on placement:
2. The Class Mentor in the first instance then the PM
3. The UVT after this
4. Personal Tutor (PDR Tutor)
5. General queries
See p3 of handbook

5. Absence issues…
1. Give three MUSTS and three MUST-NOTS that the students are told in university, regarding absence procedures.
2. How many days can they be ‘AWOL’ before we need you to let us know in University?
3. How many days’ absence must students make up at the end of placement?

6. Answers:
1. They MUST:
Contact school personally, by the appropriate time in the morning
Contact their UVT
Contact the Programmes Office
Inform the school every day they are absent, as a teacher would
They MUST NOT:
Leave a text message on their CM’s phone
Expect a colleague to pass on absence messages
Request leave to go on holiday or attend family celebrations such as weddings during placement days
2. They can only be absent without reason/contact for two days, before we hope you will inform us they are missing. This is important as we will make enquiries to ensure the student is ok (or not).
3. This is a change! Students must now make up all days missed through absence. This will be in agreement with placement leads and partner schools. For PG1 absence, days will be made up at the end of PGF.
See p9 of handbook

7. General overview of the placement
What percentage of teaching should students be doing by Interim week? See next slide for how this might look in EYFS
What happens to their timetable the week after Interim? Why?
What percentage will they end the placement on? For how long will this have been in place?
Does group teaching count or not?
If they are on a paired placement, how do they get round this? (only if paired placement mentors present).
What are the minimum curriculum requirements of the placement?
Is PE teaching an expectation of this placement? SMSC?
How and why should the students be using the Additional Adult proformas? Can they use a different format?
If you are observing a PDA lesson (eg Phonics or maths) do they need a separate general RoLO that week?
What is the message students are given re. wider activities?
How many visits will the UVT carry out on this placement?

8. Answer:
In an EYFS setting, this 50% will include whole- group time such as story time, register, snack provision as well as focus (small) group and scaffolding learning in continuous provision, taking responsibility for the learning of all children in that teaching group.

9. Answers: See p10-12 of the handbook; these pages tally with
Appendix 1, p38 and Appendix 7, p48-49.
50% by Interim week. Steady build up to this point. Refer to weekly schedule for clear expectations of student and CM.
They go back down to 40% after Interim week, to focus on their targets, following the Interim report. We ask that you try to facilitate whatever you can to help them focus on these, to model or for colleagues to model.
They will spend the last two weeks of placement on 60%.
Yes, group teaching can count. Sometimes, this is a necessity due to timetabling constraints and we understand that. The student should at least assist with planning for the group they are working with.
If they are on a paired placement, whole-class teaching, group-teaching and team-teaching all count towards the timetable requirement. See paired placement guidance for detailed guidance and weekly timetable breakdown.
The minimum curriculum requirements of the placement are core subjects, at least one foundation subject and at least one SMSC lesson. Equivalents for EYFS.
They should observe PE on more than one occasion, to prepare for teaching in the next placement; if they are able to team- teach, great, but teaching PE is not a requirement of this placement.
The AA sheets should be in place for all sessions they plan and teach. We try hard to make students realise that deploying other adults is a completely different skill-set than teaching young children. We also highlight how helpful the feedback is in assessing pupil progress and acting on feedback next lesson. The AA sheets can help to inform next steps to their planning. Other formats can be used.
They do not need an extra RoLO per-se, but further obs. of these lessons generally should take place during the placement, so it may be easiest just to do PDA lessons as extras to the normal RoLO..?
Students are told clearly they must take part in the wider picture of school life. This is an expectation, not an ‘extra’. There is a list of suggested activities (Appendix 1).
ONE visit for PG1; window of five weeks, from 13th November to 15th December. Issue around possibility of report before visit. Not a problem, just as long as you feel secure; any hesitation, contact us. Calendar available p6 of handbook. Details of placement dates on p7-8.

10. The roles of the CM and the PM
Name eight things which come under the remit of either/or the CM or PM?
2. Just for fun…
what skills do the four images below represent?

11. Possible answers:
Support induction – help access information at beginning of placement
Check/resolve where the SEND experience will take place
Facilitate a gradually building (and supportive) teaching timetable
Facilitate opportunities to observe teaching during PD time (including PE)
Ensure/support PD time – NB – this is protected time, part of students’ entitlement
Ensure PDAs are carried out – students are responsible – you may need to facilitate access to…
Ensure a minimum of once-weekly observations are carried out; hopefully at least one joint observation is completed during the placement (with partner teacher, PM, deputy HT etc).
Provide early support with planning (first three-four weeks) – see weekly schedule
Provide the RoLO promptly. Same day if handwritten, no more than 24 hours after observation if typed.
Ensure Weekly Reflection Meetings are carried out – dedicated time (approx 45 mins to 1 hour).
Facilitate meeting and joint observation with UVT at Interim visit
Complete the reporting requirements at both Interim and Final stages (more on this when we look at the report itself).
Ensure the timetable reduces to 40% after Interim and facilitate the activities which will help them reach targets
Complete the online evaluation w.b. 29th January
See handbook p15-17

12. And the Four Images..? Because, as CM and PM you will…
obviously, be a born wizard, who is also…
an omniscient role-model with the answer to everything (Dumbledore), including the ability to read minds (Sorting Hat) and convey the fear of God if necessary (Snape). Mainly, you are a benign, guiding mentor, helping and protecting the student, with the occasional glass of wine to help you along (McGonagall).

13. Lesson planning True or false:
1. All students must use the Manchester Met lesson plan proforma for their whole placement.
2. Students are expected to be showing initiative in trying to create their own plans totally independently in the third week of placement.
3. The conversation about weekly planning is an ongoing one.
4. The EYFS proforma is the same as the KS1 and 2 proforma and can be used accordingly.

14. Answers
1. False. Students are to use the Man-Met proforma up to and including Week 5 (4th week of the block placement) for any lessons taught. At this point, in agreement with the CM, the student may move to weekly planning for one or more subjects. They must continue to use the Man Met pro forma for any other subjects taught unless it is agreed with the CM to use the school’s planning format. Avoid duplication of planning for the student but ensure any individual planning format after Week 5 requires the student to use pedagogical reasoning and to show prior learning against next steps. 2. False. Students can use, replicate and apply teachers’ plans and expect support to plan for the first few weeks – see colour-coded support level on weekly breakdown. Again, the discretion of the CM applies. 3. True. At each weekly review and reflection meeting from Week 5 onwards, a few minutes should be spent of reviewing this aspect. 4. False. The EYFS proforma is very different to the KS1/2 plan and reflects the requirements of the EY world. All proformas available on Primary Partnership website

15. Evaluation, reflection and target-setting
1. Students must evaluate every lesson. What advice does the university give them on the most helpful way to do this?
2. What about Weekly Reflections? What should these consist of and how should they ‘look’?
3. What role does the Grading Matrix have? How often should it be looked at? In what forum/capacity?
4. Are students required to share their learning journal or not?

16. Answers end of the Man Met. lesson plan proforma.
Annotate the lesson plan, don’t write a screed of prose. Evaluation prompts are given at the
end of the Man Met. lesson plan proforma.
Analyse, don’t narrate
Consider the impact of their teaching on children’s learning.
‘Next steps’ – encouraged to devise their own key for this…
Must take place once a week, preferably as soon as possible after the weekly review and reflection meeting.
Student to complete the written aspect (at the end of the weekly review and reflection record – start in the box and complete
overleaf (handwritten based on conversations at weekly meeting with CM).
Copy of this in handbook (Appendix 5)
Use prompts on right hand side of sheet to keep the discussion focussed and meaningful and to cover all ongoing requirements
Referred to on a fortnightly basis in weekly review and reflection meetings
Think of it as ‘formal’ AfL, much like the APP idea
Reinforces Teacher Standards.
They are not required to share this with you or us, but are told to keep it professional.

17. HOW DO THE EVALUATION AND REFLECTION PROCESSES COMPLEMENT EACH OTHER?
School-Based Action Plan
Individual lesson evaluations
RoLOs
Weekly Review and Reflection Meetings
Grading Matrix
1. SB Action PLan
Long-term targets for the placement are set between CM and student at the outset (School-Based Action Plan). These are then updated and refined as placement continues, in the light of…
2. Lesson evaluations
Students must complete evaluations of every lesson delivered. Detailed advice on evaluation skills are given in university.
3. RoLOs
The weekly RoLO feedback must always contain SMART targets. These can inform both the student’s immediate and weekly ‘next steps’ with lesson planning. They also provide the
main part of…
4. Weekly Review and Reflection
This weekly meeting with the Mentor is crucial. It is a chance to review and reflect with the student on their progress, their thoughts on their progress and their medium and long-term targets.
This should be seen as the student’s informal AfL mechanism. They are then able to relate their progress to…
5. Grading Matrix
The grading criteria is the student’s ‘formal’ AfL mechanism, and provides the basis for long-term self-assessment and targets against Teacher Standards. It should be referred to in all
Weekly Mentor Reflection meetings, in order to focus targets and progress. As the student progresses and succeeds, their School-Based Action Plan will keep evolving… 4.

18. SBT and PDR Files: the balance between a breakdown and a barren lever-arch…
There is a very detailed, ready-made index for students to organise their files in the handbook. This is found in Appendix 2 ‘Contents of School Based Training Files’. This should be printed off and put at the front of the SBT file. All your student needs to do is follow this guidance!
As of , CMs are now required to grade files at both Interim and Final Report points.
The UVT will quality assure SBT file on visit, but NOT PDR file.

19. In summary…
P18 – 34 of the handbook provides a week-by week breakdown of what we have discussed. Again, this can be cross-referenced with Appendix 1 (suggested list of PD activities) and Appendix 7 (summary of the placement).
May I draw your attention to:
Interim Week (9): page 27 – notice guidance for completing the Interim report and
Week 10, when they reduce to 40% teaching load.
See guidance on SEND PDAs (several boxes). Details on the SEND Experience activities are provided in a separate guidance document, available on the website.
Final week – notice guidance for completing and returning the Final report. Remember there is no visit from UVT here.

20. Finally: The SBT Report Process
Go through copies of the report and outline the process
Change: interim now has grades only, on ‘Interim Grades and QA’ document, as SBT report will show. See document later when we look at the report.
Change: nine criteria now, not seven
Use following slides from other presentation about how grading works
Advice on RI and ARoF is available in the handbook.
Final report checklist can be found in the handbook, Appendix 8

21. SBT Report: How the overall grade is calculated
Grade 1 Outstanding Profile student:
5 or more Grade 1s
Grade 2 Good Profile student:
5 or more Grade 2s
Grade 3 Requires Improvement Profile student:
5 or more Grade 3s
Grade 4 At Risk of Failure Profile Student:
Grade 4 in ONE or more standards (overall).
In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome.

22. Grade 1 or 2 overall at interim
Student to respond to targets set by CM/PM – what steps will they take to address target (after discussion with CM/PM)?
Key 3 targets are starred on the report

23. Grade 3 = ‘Requires Improvement’
Targeted support to move student from Requires Improvement (3) towards a Good (2) must be documented e.g. on reports and lesson observation forms
Students should indicate on lesson plans which target areas they are working on
At interim, if the student is ‘RI on track’ then no action plan is needed – follow same procedure as for Grade 1 or Grade 2 students.
If the outcome is ‘RI Needs Support’ at Interim, then an action plan is drawn up, with clear short- term targets, written jointly by Student and Mentor, with QA support from University Visiting Tutor.

24. ‘At Risk of Failure’
At Interim Report: Any Overall Grade 4 for a standard = ARoF
Extra support visit from University Tutor after interim; Action Plan drawn up by CM based on key issues they have raised concerns about – support from UVT.
‘At Risk of Failure’ Action Plan completed at Interim with clearly defined targets and timescales
Senior Moderator visit
At Final Report: Any Grade 4 = Fail