1. The Developing Independence Phase
In the Developing Independence Phase trainees are able to personalise their training by choosing the Exeter Model tools that they wish to use each week. It is in this phase that the final FRAP is completed, and a trainee reaches the Teacher’s Standards. Mentors and PSTs for the summer placements must read this section.

2. Focused Reflections in the DI phase
In the Developing Independence Phase, trainees are given the chance to decide (along with their PST) which Exeter Model Tools they wish to use each week.
They must choose a focus from the list in section 3 of the handbook which will last 2 weeks and then select the most appropriate tools to develop the chosen focus.
They can choose tools from: Demonstrations and Agendas, additional Lesson Observation (trainees must still be observed once each week regardless of the tools they choose), Framework for Dialogue about Teaching, Work Scrutiny. Trainees pick between 2 and four tools each week.
Instead of evaluating individual tools the trainee will evaluate their progress towards their chosen focus in a written reflection.
Trainees in this phase are not required to do the ‘2 demonstrations, 2 agendas and 2 observations’ as they do in the previous phases but can instead choose tools most appropriate to their own development. This allows trainees to take more ownership of their training in this phase and reduces paperwork they are required to complete.

3. List of Focuses for Focused Reflections
The list of focuses:
1. Relationships with children and young people, setting high expectations and motivating learners
2. Pupil progress
3. Subject and curriculum knowledge and pedagogy
4. Effective classroom practice
5. Diversity and Special Needs: meeting the needs of all pupils
6. Assessment for learning
7. Managing behaviour
8. The wider professional role of the teacher
The full list with additional detail is in section 3 of the handbook and looks like this:
As with agendas this list is not exhaustive and trainees do not have to ‘work their way through it’. It is there to provide guidance and trainees should select a focus, with the support of their PST, which will help them to develop their individual skills.

4. Focused Reflections on the Quality Assurance Record
Trainee and PST decide on the focus for the next two weeks and writes it on the QAR
Trainee writes down which lesson is to be observed, one observation per week is compulsory
Trainee decides with the PST which tools would be most helpful for this focus, select between 2 and 4
This is what the QAR looks like in the Developing Independence Phase. At the end of each two week block the trainee writes up the focused reflection.
In week 2 the focus remains the same, but the trainee can choose different tools (alongside the compulsory observation)

5. Weekly Development Meeting Record in the DI phase
The WDM record in the DI phase is a slightly different form, allowing for trainees to plan the tools they will be using that week

6. Writing up the Focused Reflection
Instead of evaluating each tool used trainees will write up their Focused Reflection at the end of the two weeks using this proforma.
Trainees should be using Focused Reflections to consider critical reading they have done with regards to the chosen focus and including academic references in their write up. There are examples of Focused Reflections on the Partnership website. Each Focus should last two weeks. After this another focus is chosen. Focused reflections should continue in the Extension and Enrichment phase.

7. Formative Reflection on Achievement and Progress 4
Once trainees have met the profile descriptor for Developing Independence they have met the Teacher’s Standards for QTS
At FRAP 4 if they have met everything the move into Extension and Enrichment
If they still have a few elements outstanding they have three weeks after FRAP 4 to meet them
The Action Plan allows specific targets to be set, either to meet the remaining standards, or to continue to make progress towards becoming an outstanding trainee
If you are in any doubt that a trainee will reach the standards by the end of the course a Cause for Concern Letter and action plan must be issued at this point. Your UVT and the Partnership Office can advise about this.

8. Formative Reflection on Achievement and Progress 4
FRAP 4 has the same format as FRAP 3 but with the Developing Independence Profile Descriptor. If you are in any doubt that a trainee will reach the standards by the end of the course a Cause for Concern Letter and action plan must be issued at this point. Your UVT and the Partnership Office can advise about this.

9. Formative Reflection on Achievement and Progress 4
Tick whether the trainee has met the standards and is going into Enrichment, or whether they have a few left to meet
Put any standards left to meet here
The FRAP 4 Action Plan is the final page of the FRAP document. It allows mentors to set targets for trainees to meet any outstanding standards, and to set Extension and Enrichment targets if appropriate. If you are in any doubt that a trainee will reach the standards by the end of the course a Cause for Concern Letter and action plan must be issued at this point. Your UVT and the Partnership Office can advise about this.
Put Extension and Enrichment targets here

10. Final Summative Report (FSR)
Near to the end of the course mentors complete the FSR for their trainee
This form confirms that the trainee has met the Teacher’s Standards
The Ofsted grade is worked out using the grading flow chart

11. Final Summative Report (FSR)
Tick here if the trainee has entered and made progress in the Enrichment phase since FRAP 4
Tick here to confirm the trainee has met the standards, or any standards outstanding if they have not
The FSR is returned to the Partnership Office by the Mentor/ ITEC. If you have any questions about the grading flow chart please speak to the partnership office before submitting the form. Trainees who have not met the standards by this point will receive a moderation visit before the External Examiners. Any trainees not meeting the standards at FSR should already have been issued with a Cause for Concern at FRAP 4.
Use the flow chart to calculate the trainee grade

12. Grading Flow Chart
This is what the grading flow chart looks like. You can find a full sized version attached to the FSR document on the Partnership webpages.

13. Career Entry Development Profile (CEDP)
Trainees complete the CEDP to take with them to their first teaching job
On it they write any areas that they will need to work on in the first term
Mentors should help trainees identify sensible targets in their final supervisory conference
The CEDP is a transition action plan that trainees take to their first teaching job. They will record their final grade on the CEDP and any areas that they need to focus on in their NQT year.