1. Welcome to Edge Hill University: Early Years On-line Training Package
By the end of this training session you will be able to:
Understand the roles and responsibilities of all roles involved with an Early Years Trainee's Professional Practice.
Support and develop our Edge Hill University Early Years Trainee to fulfill their true potential.
Work together in partnership with the Early Years Education team.

2. Contents: Training Programme Overview Page 3 Important Contacts Page 4
The Partnership Wiki and Lesson Observation Guidelines
Page 5
Guidance for Mentors
Pages 6 - 8
Learning Evaluation/Lesson Observation
Page 10
Forms to Complete
Page 14
Important Changes to Grading
Pages
Assessment and Grading
Page 17
Feedback and Forms, Target Setting
Pages
Changes to Grading
Page 24
Interim, Final Report Forms
Pages
Roles and Responsibilities
Page 29
Trainee ‘at risk’ procedure
Page 30
Safeguarding, DBS
Pages
Evaluation
Page 35

3. Primary Teacher Training Programmes.
We currently offer both Undergraduate and Postgraduate QTS Early Years and
Primary Teacher Training Programmes.
BA (Hons) Early Years Education with QTS*
Full Time Programme
PGCE Early Years Education with QTS*
Part Time Programme
School Direct
Professional Practice
Phase 1a (Year 1)
Phase 1b (Year 2)
Phase 2 (Year 3)
Enhancement Phase (Focusing on areas of specialism)
-Phase 1
-Phase 2
This route depends upon the individual setting.

4. Important Contact Details
Contact Details for Early Years Education Area
Professional Support Team
Professional Support Team Leader
Angela Atherton
01695
584730
Early Years Team
BA Hons UG Full Time Programme Leader
Hefin Williams
584495
BA Hons UG Full Time Year 1 Leader
Jennie Swift
657173
BA Hons UG Full Time Year 2 Leader
Rachael Sackville- Jones
654750
BA Hons UG Full Time Year 3 Leader
Jan Ellis
650920
PGCE Pathway Leader
Christine Eyes
657382
PGCE Assistant Pathway Leader
Susan Westmoreland
584463
Assistant Head of Early Years Education
Dr Tim Lucas
584727
Head of Early Years Education
Karen Boardman
584020
Important Contact Details

5. The Partnership Wiki
All of the professional practice documents referenced in this package are available via this link: 
KEY SLIDE
SHOW HOW TO NAVIGATE WEBSITE AND ACCESS FORMS

6. Guide for Mentors and other Observers (Before the Lesson)
Plan for observing a ‘breadth’ of the curriculum.
Plan to observe different parts of a session e.g indoors/outdoors/continuous provision.
Agree times of observations well in advance, where possible.
Request a preview of the lesson/session plan and relevant medium term plan/resources as necessary.
Your valuable role as a Mentor is to improve the practice of the
trainee overall.

7. Guide for Mentors and other Observers (During the lesson)
Try to position yourself where you will not distract the trainee or the children.
Respect professionalism if it becomes necessary to challenge the teaching.
Do not hesitate to intervene if there are Health and Safety issues.
Identify key points during the lesson; log what you see and hear.
Look at how ‘other adults’ are used, the indoor and outdoor provision, enhancements, continuous provision, routines that are set up.
Always refer to the Assessment and Grading Criteria. The trainee has ownership of this document at all times.
It is the Mentor’s role to develop the practice of the trainee.

8. Guide for Observers (After the Lesson)
Agree an adequate period of time and a private place for debriefing.
Give brief informal feedback at the end of the observation, keeping comments as positive as possible.
Debrief formally as soon as possible after the observation basing the feedback on the written script, linked to the Teachers’ Standards.
Use the Assessment and Grading Criteria consistently and celebrate trainee achievement.
In consultation with the trainee set SMART targets for future development, linking to the Teachers’ Standards.
Plan the focus together for the next observation.
It is the Mentor’s role to develop the practice of the trainee.
It is the responsibility of the Mentor to ensure that observations take place on a regular basis.

9. Learning Evaluation: 2015-16

10. Learning Evaluation/Observation The Rationale …
A Learning Evaluation, as opposed to a Lesson Observation, offers an ‘holistic approach’ when assessing the impact of a trainee teacher within the classroom.
The Learning Evaluation allows for the Mentor and Visiting Tutor to assess the trainee’s ability to plan, differentiate and deliver a lesson/a series of lessons.
The Learning Evaluation also allows for the trainee to reflect on their ability to mark, assess and feedback on pupil work, if relevant, therefore allowing the trainee, Mentor and Visiting Tutor to make a more effective judgement on the pupil’s progress.
The grade awarded during the process reflects a cumulative approach and allows for the trainee to demonstrate their ability to enhance pupil progress, which after all is at the heart of teaching.

11. Why make the change?
The National Association of School-Based Teacher Trainers (NASBETT) states that a trainee’s training should be assessed over a period of time, taking into account the impact of progress and learning over time of the pupils, and the context and content of their lessons over time: ‘the quality of teaching must be judged in terms of attainment in relation to the relevant Teachers’ standard and not individual lessons’ (NASBETT, 2015).
This approach fits clearly within Ofsted guidelines which state that ‘not all aspects of teaching- for example pupils’ engagement, interest, concentration, determination, resilience and independence-may be seen or expected to be seen in a single lesson observation (Ofsted, 2014).
There is also a vast array of literature and research that supports an holistic approach to grading.

12. Learning
Evaluation
The Learning Evaluation/Lesson Observation Form has been developed alongside colleagues within the Early Years and Primary Partnership.
Teachers’ Standards are provided down the side of the document.
When observing the lesson, ‘the Key strengths’ and ‘Areas for Improvement’ should be linked to the standards for example:
TS7- manage behaviour effectively to ensure a good & safe learning environment.
TS7- you use praise well to maintain the interest of the children ….
TS7- reminding children of clear expectations enabled you to manage their behavior which allowed others in the room to continue with their work undisturbed.
These are examples of comments you could write in the ‘Key Strengths’ box. Such comments allow the trainees to identify the Teachers’ Standards they are achieving as well as which standards ‘Require Improvement’.
Can we turn the folder into a link for the lesson observation form?

13. The Learning Evaluation.
The table below lists the core evaluation methods which must be used during the Learning Evaluation. Your setting/school may wish to use other methods of evaluation e.g. impact/quality of display boards, which is perfectly acceptable when coupled with the core methods listed below.
All of the evaluation methods need to be undertaken as a part of the Learning Evaluation.
The Learning Evaluation is not based purely on the Lesson Observation but on the holistic approach to evaluation.
Evaluation Methods:
In order to make a judgement about the overall quality of teaching, the following additional activities need to be undertaken.
Discussion with Mentor / Teacher
Discussion with Trainee
Discussion with Learners
Discussion with TA / Other Adult
Learners’ responses within in the lesson and in their books / work
Quality and impact of Trainee’s marking and feedback
Trainee’s assessment and planning records in their files
Trainee’s own evaluation of their impact on Learners’ progress and learning over time
Observation of teaching and learning
Between 20 and 30 minutes

14. Lesson Observation:
Every Learning Evaluation (LE) should include the observation of the trainee teacher. The length of observation will vary, please use professional judgement here. The minimum period of observation should be 20 minutes. See diagram for details.

15. Learning Evaluations can be accessed by clicking
Exemplar Lesson Observation Form
Learning Evaluations can be accessed by clicking
this link

16. Learning Evaluations can be accessed by clicking
Evaluation Methods:
In order to make a judgement about the overall quality of teaching, the following additional activities need to be undertaken.
Discussion with Mentor / Teacher
Discussion with Trainee
Discussion with Learners
Discussion with TA / Other Adult
Learners’ responses within in the lesson and in their books / work
Quality and impact of Trainee’s marking and feedback
Trainee’s assessment and planning records in their files
Trainee’s own evaluation of their impact on Learners’ progress and learning over time
Observation of teaching and learning
Between 20 and 30 minutes
Learning Evaluations can be accessed by clicking
this link
Learning
Evaluation
Here is another evaluation method that will be used as part of the Learning Evaluation process.
Please click on the link below for the full details of the Learning Evaluation and the evaluation methods.

17. Edge Hill University Assessment and Grading Criteria Booklet
This document will allow the Mentor to track the progress of their trainee.
This booklet should be used to inform:
Each Learning Evaluation/Observation Form
The Interim Report Form
End of Professional Practice Report Form
Mentors should decide how best to use this document. Some for example, may use it as an ongoing record for each trainee based on everything they have achieved throughout the Professional Practice, making it easier to set targets.

18. All trainee graded judgements will be made using the four-point scale:
Grade 1 - Outstanding
Grade 2 - Good
Grade 3 - Requires Improvement
Grade 4 – Inadequate
This four-point scale indicates the quality of teachers in training and is based on what can be reasonably expected of a trainee teacher at that point in their training.
A trainee identified as Good or Outstanding is demonstrating the potential to become a good or outstanding teacher by the end of their NQT year.
The Assessment and Grading Criteria and advice in reaching an assessment judgement can be accessed by clicking this link or click the individual documents below:

19. Feedback
Ask the trainee how they felt the observation went. What went well? Is there anything that they would change or do differently next time?
When giving feedback ensure that the feedback is analytical and developmental ensuring that the trainee has specific targets for progression.
Feedback should be focused on pupil/learner progress: what impact did the trainee’s teaching have on the progress of individuals, groups, and the class as the whole? Talk to the children, did they understand?
Focus on behaviour that can be changed.
Base your feedback on the observations you have made and ensure the feedback is objective.
Focus on what the trainee did well, and what they could do better.
Identify opportunities to develop/meet targets maybe by observing others.
Refer the trainee to the Assessment and Grading Criteria Booklet for next steps.
Look at observation sheets, blank and annotated. Discuss sections clarify queries.

20. Feedback is key in the mentoring relationship ….
If we are to make changes in what we do, we need to know how well, or otherwise, we are doing.
Feedback should be focused so that it is both supportive and developmental.
Targets should be negotiated with trainees and be specific to individual needs.
Discuss briefly their present roles and experience in relation to this

21. Key points to consider when feeding back....
The structure adopted for best practice is...
Quality time
Empathy
Positive opening
Opportunity for self-reflection
Lesson analysis
Honest feedback (leading into target-setting)
Positive conclusion
Encourage trainees to reflect upon their teaching both verbally and in written form. Ensure they discuss their teaching strategies and how these impact on the children’s learning and progress.
Linked to skills of mentor

22. Target Setting
It is important that targets are linked to the Teachers’ Standards (2014) using the Assessment and Grading Criteria Booklet to support you.
Targets should be shared with all concerned in the trainee's progress. Targets should always follow the SMART principle.

23. Forms to be completed and returned to Edge Hill University
For Mentors in schools/settings, there are 3 forms that must be completed whilst monitoring trainees.
All forms should be written in second person (you have etc.).
Learning Evaluation/ Observation Form (The Visiting Tutor will collect the completed forms when they make a visit)
End of Professional Practice Report Form
Interim Form

24. Important changes to Grading:
Trainees must receive a “Pass” on Phase 1a progress to Phase 1b.
Professional Practice for each Programme.
Year I undergraduate
Flexi PGCE
Part-time Undergraduate year 1
Year 2 Undergraduates
Full time PGCE (starting point) Flexi PGCE
Part time Year 3 undergraduates
Year 3 Undergraduates
Part time year 4 Undergraduates
Final phase for PGCE (both Full time and Flexi)
Trainees must be graded “Requires Improvement” or better on Phase 1b to progress to Phase 2.
Trainees must aim to pass Phase 2 as a ‘good’ or better teacher.

25. Other Important Changes ….
The Visiting Tutor (previously referred to as the Link Tutor) will ask for copies of all completed Learning Evaluation/Observation Forms from the Mentor on each visit. This is to ensure that all observation grades are updated on the Partnership Database (formerly the POD) therefore allowing the effective tracking of trainee progress.
Three times a year, the school will receive a visit from a Partnership Quality Officer (PQO). The role of the PQO is to quality assure the training within the school/setting.
TS 2 is a ‘core’ judgement. If a trainee only achieves a 'Good' in this standard they can only achieve a ‘Good’ overall, however, they could still achieve “Outstanding” in some of the standards.

26. Interim Report
See Assessment and Grading Criteria booklet
This report reflects where the trainee is at mid-Professional Practice. There is a box on the bottom of the second page to set a target or expected grade for the end of PP2.
The interim report should be a link to the report.

27. End of Professional Practice Report Form
Please use the Assessment and Grading Criteria Booklets when completing this form.

28. The End of Professional Practice Report Form
Note: to ensure the form is completed in a timely manner, we suggest that the trainee hands the form to the Mentor 1 week before the triangulation meeting. This will allow the Mentor time to complete their section.
If both sections are completed prior to the triangulation meeting, the meeting will be more focused.
Each section is linked to the Teachers’ Standards.
Encourage your trainee to complete their section, one week before the triangulation meeting. This way the dialogue can be more focused.
Targets should be directly linked to the Teachers’ Standards using the Assessment and Grading Criteria Booklet to aid the process.
TS 2 is a ‘core’ judgement. If a trainee only achieves a 'Good' in this standard they can only achieve ‘good’ overall, however, they could still achieve some standards at a Grade 1.

29. Roles and Responsibilities:
Professional Practice Leader
Class Teacher
The trainee
Partnership Quality Officer: PQO
Mentor
Visiting Tutor

30. Trainee ‘at risk’ 
Trainees can face difficulties and challenges within a Professional Practice for many reasons. If you are aware that a trainee is facing particular challenges or difficulties please discuss these with your Visiting Tutor (VT) so that appropriate support can be put in place.  
A trainee is deemed “at risk” if they are not achieving the minimum standard required for the
Professional Practice. 
Phase 1a (undergraduate year 1 only): requires a “Pass” to progress onto Phase 1b. (This means the trainee is Requires Improvement or better). 
Phase 1b (starting point for PGCE trainees) : the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2.
Phase 2: the trainee will usually achieve a “Good” or better to complete the Professional Practice.
If during a Professional Practice a trainee  is deemed to be at risk of not meeting the minimum requirements the relevant Professional Practice Leader should be informed and will make a decision about the most appropriate strategies to implement.

31. Examples of ‘at risk’ interventions:
Monitoring the situation and the progress of the trainee.
Arranging a meeting or phone tutorial with the trainee.
Gaining further information from the school, previous Visiting Tutor, Personal Tutor etc.
Arranging for additional visits from the Visiting Tutor.
Arranging for additional input from a Placement Support Tutor.
Arranging for a reduction in teaching timetable.
Extend the Professional Practice beyond the scheduled end date (organised through discussion with the school).
Implementing specific strategies according to the nature of the issues for example extra support sessions back on campus.
Please refer to your Professional Practice handbook for more detail regarding ‘at risk’ trainees.

32. Safeguarding for Edge Hill University trainees….
The Faculty of Education safeguarding policy is intended to guide the actions of students/ trainees who may have concern for the safeguarding and welfare of children during the professional practice elements of their programme.
Trainee teachers in your setting will follow the safeguarding procedures that your setting has and will report any concerns to you as appropriate. Members of staff from our partnership need to be aware that any safeguarding concerns reported to your setting will also be reported to the designated senior manager with safeguarding responsibilities in Faculty of Education at Edge Hill University and you will be contacted by this member of staff with regards to the concern raised. This is to ensure children are protected and students/ trainees are well supported throughout any process of enquiry.
Please ensure as a school the trainee is aware of the school policy.
Click here to read this document.

33. Disclosure and Barring Service (DBS) Checks
Current Faculty of Education information regarding Disclosure and Barring Service and Safeguarding Checks is outlined in the letter which is given to mentors by trainees at the start of a Professional Practice.
All offers of a place on an ITT programme are conditional upon a range of satisfactory background checks designed to safeguard and promote the welfare of children, including an enhanced DBS check, a prohibition order check, and, for those trainee undertaking Early Years or Primary programmes, a check that the candidate, or, to the best of their knowledge, any member of their household, is not disqualified from working in childcare settings.
In the case of salaried routes, the responsibility lies with the employer to ensure that checks have been carried out.

34. Partnership Development Group (PDG) Early Years and Primary Education
The purpose of the PDG is to meet termly to discuss the development of the Edge Hill University Early Years Partnership.
The group review policies, procedures and enhancements to inform future developments within the Partnership.
If you would like to have an input on how the Early Years and also Primary Partnership can develop and evolve in the future and you are interested in volunteering for the group please contact Karen Boardman (Early Years) or Eleanor Davidson (Primary) on

35. Evaluation: please take a few minutes to complete the online evaluation
ww//surveys.edgehill.ac.uk/onlinetraining14-15