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

2. 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!

3. 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 pm
Placement information- advice and expectations
Introduction to the Teachers’ Standards (Early Years)
What next…
Questions and anxieties
Plenary

4. Contact details
Lead Consultants: (Amanda James / Tracy Goodway)
EYITT administrator: Joesi Larkin
Essex Primary SCITT Programme Manager: Fiona Willett

5. 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

6. 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

7. 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)

8. 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

9. 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

10. 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 / 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

11. 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.

12. 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

13. 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

14. 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

15. 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 months

16. Lunch

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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?

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

25. 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.

26. 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!