Thames Primary SCITT
General Information
Updated September 2015
1
INTRODUCTION
“What I hear, I forget, what I see, I remember, what I do, I understand.”
Confucius
Welcome to The Thames Primary SCITT programme. Throughout the training year colleagues in
our schools, a range of tutors, lecturers and a Personal Tutor will support you. We will work
closely with you to help you meet the complex demands of being a successful teacher.
To ensure that you benefit fully from your training you are expected to follow the guidance in this
handbook closely, completing tasks and assignments to deadlines. Your Personal Tutor will visit
termly to observe and comment on your teaching, and check that your individual training plan is
being followed and that your professional portfolio of work is being kept up-to-date. Your training
will be supported by a programme of taught sessions dealing with specific subject knowledge and
the wider theory of education, as well as practically exploring teaching methodology and strategies.
Your school will ensure that you have regular focused mentor meetings, professional development
opportunities and additional subject knowledge training.
You are embarking on a challenging and rewarding career and we wish you every success as you
start your training.
Jo Palmer-Tweed BEd Hons (Cantab)
Executive Director
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Contents
Section
1. General Information & Roles and Responsibilities
1.1 SCITT Contacts
Page 4
1.2 SCITT Staff
Page 5
1.3 SCITT Schools
Page 8
1.4 The Structure of the Course
Page 11
2. Trainee Support
2.1 Trouble-shooting
Page 16
2.2 Support for trainees experiencing difficulties
Page 17
2.3 Pastoral support
Page 17
2.4 Support from the University
Page 19
3. Quality assurance
3.1 Medium and Long Term Quality Assurance
Page 22
3.2 The role of The University
Page 22
4. Professional Conduct
4.1 Trainee Attendance Requirements
Page 23
4.2 Code of Conduct for trainees & expectations relating to behaviour Page 24
4.3 Fees and financial support
Page 46
4.4 Concerns and Complaints
Page 48
4.5 Trainee Disciplinary Procedures
Page 57
5. Resources
5.1 Library
Page 63
5.2 Google docs and Blackboard
Page 63
6. Jobs
6.1 Applying for jobs
Page 64
6.2 Early starts
Page 64
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1. GENERAL INFORMATION
1.1 Contact information
The Thames Primary SCITT Office, Wickford
Office Telephone: 01268 570 215
Office address: Runwell Primary School, Canewdon Gardens, Runwell, Wickford, Essex SS11 7BJ
The Thames Primary SCITT Office, Southend Base
School Office Telephone: (01702) 524470
Office Address: Macmurdo Road,
Eastwood,
Leigh-on-Sea,
Essex,
SS9 5AQ.
SCITT Staff
Jo Palmer-Tweed, Executive Director
Email: [email protected]
Mobile: 07530 184 210
Jeremy Crook, Deputy Course Director
Email: [email protected]
Mobile: 07590 843086
Ruth Burke, Logistics and Marketing Manager
Email: [email protected]
Emma Nunn, Senior Course Administrator
Email: [email protected]
Mobile: 07873 155461
The Course Administrator is available during office hours Monday to Thursday 9.30am – 2.30 and
Fridays 9.30-4.
Sue Rooney – Finance & Recruitment Officer
Email: [email protected]
Office – 01268 570215
The Finance Officer is available during office hours Tuesday, Wednesday, Thursday, Friday.
SCITT Office emails are picked up daily.
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Fran Attwood, Personal Tutor & Programme Leader for Southend & Thurrock
Email: [email protected]
Mobile: tbc
Eleanor French, NQT Mentor, Personal Tutor & Programme Leader for Wickford, Basildon
and Colchester
Email: [email protected]
Mobile: 07874 068437
Sarah Cuff, Senior Personal Tutor
Email: [email protected]
Mobile: 07983 485168
Val Burgess, Personal Tutor
Email: [email protected]
Mobile: 07538 855696
Chris Eshmade, Personal Tutor
Email: [email protected]
Mobile: 0786 8312041
Angie McGlashon, Personal Tutor and ICT Lecturer
Email: [email protected]
Mobile: 07725 556706
Wendy Cobb, Academic Lead and Link Tutor for CCCU
Email: [email protected]
Wendy Bennett, Senior School Mentor
Email: [email protected]
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1.2 SCITT Staff
The Course Management Team
The Course management team take a strategic lead in the development of your course. They also
have a key responsibility to oversee the work of schools in relation to the SCITT and monitor
trainee progress.
The Course Administration Team
The Administrative Team manages all timetables, bookings and trainee data. They also have a
key role in managing finance.
The Executive Director should be your last port of call when seeking information or administrative
support. Please use all other routes first.
Personal Tutors
Each trainee is assigned a Personal Tutor for the duration of course. It is the role of the Personal
Tutor to establish initial links with home schools. This is done through visits to home schools in the
autumn term to ensure that good induction procedures are in place and to establish a dialogue with
trainees and mentors.
These tutors have a complex role in that they are able to provide support for Trainees and Mentors
as well as providing direct feedback to other members of the academic staff. They liaise with The
SCITT Management Team on a regular basis to discuss trainee progress and provision made by
schools. Each term they undertake joint observations of trainees as part of the mentor-training
programme and to assess trainee progress. Personal Tutors are also used to provide moderation
of grades given by schools where there are any discrepancies. Additionally, the role of the tutors is
a pastoral one and they are able to provide direct support and consult with The Executive Director
to make more specialist referrals when necessary.
Trainees are provided with contact details in order to facilitate effective and timely communication
with Personal Tutors. As a part of their role, tutors will provide support between formal visits for
both mentors and trainees. During visits to school and as part of an on-going professional
dialogue, tutors will actively encourage trainees to be reflective and will monitor trainee progress
against targets agreed with schools. Where trainees are experiencing difficulties, tutor support will
be increased and will include the monitoring of any necessary Support Plans and regular liaison
with the Executive Director. In the unlikely event of schools being unable to provide adequate
mentoring due to extenuating circumstances, Personal Tutors’ involvement will be increased to
provide an additional mentoring role. The tutors also play a role in the planning of the academic
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programme, supplying vital information about the way in which centre-based training programme is
impacting on trainees practice in school. As an on-going part of their liaison with the mentoring
group, Personal Tutors will identify areas for professional development and assist in the planning
and delivery of training to support effective mentoring practice.
This role enables us to:

Collect data from schools during visits to ensure consistency of provision;

Scrutinize trainees’ portfolios and paperwork;

Ensure that paperwork is being completed and standards addressed;

Ascertain any training needs for school/class mentors;

Provide written and verbal feedback regarding observations and targets;

Contribute to discussions with other Consortium staff about trainees’ progress.
School and Class Mentors
It is expected that, within their school, the School Mentor (SM) will co-ordinate, organise, liaise and
oversee communications, assessments and all practical issues concerning trainees allocated to
the school.
It is expected that the Class teacher Mentor (CM) will be involved with day-to-day mentoring and
support of the trainee in all class/children related matters. Some of the following aims may be part
or wholly delegated to the Class Mentor by the School Mentor.
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1.3 Schools
Cluster lead HT: Lee Pinchback - Fairways
Hamstel Infant School and Nursery
Federation of Greenways Schools
Hamstel Junior School
Temple Sutton Primary School
Edwards Hall Primary School
Fairways Primary School
Heycroft Primary School
Eastwood Primary School
Bournes Green Infant School
Bournes Green Junior School
Hinguar Community Primary School
St Georges Catholic Primary School
Thorpedene Primary School
Cluster lead HT: Debbie Priest - Milton Hall
Barons Court Primary School
Milton Hall Primary School - Debbie Priest's school
St Helens Catholic Primary School
St Mary's Prittlewell C of E Primary School
Sacred Heart Catholic Primary School and Nursery
Our Lady of Lourdes Catholic Primary School
Cluster lead HT: tbc (Yolande Sayer) – West Leigh Infants
Leigh Infant School
Leigh North St Junior
West Leigh Infant School
West Leigh Junior School
Rochford Primary School
Westborough School
Kingsdown Special School
Holt Farm Junior School
St Christopher’s Special School
Cluster lead HT: Darren Woollard - Blenheim
Blenheim Primary School
Darlinghurst Primary School and Nursery
Prince Avenue Primary Foundation School and Nursery
Bournemouth Park Primary School
Chalkwell Hall Junior school
Chalkwell Hall Infant school
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Cluster lead HT: Louise Hoskyns - Runwell
Runwell Community Primary School
Downham C of E Primary School
Abacus Primary School
Crays Hill Primary School
Castledon Special School
Hilltop Junior School
Oakfield Primary
Wickford Infant School and Nursery
Wickford Junior School
Cluster lead HT: Gareth Allen - Millhouse Junior
Merrylands
Pitsea Junior School
Laindon Park Primary School
Ghyllrove Infant School
Ghyllgrove Community Junior School
Millhouse Junior School
Fairhouse Community Junior School
Felmore Primary School
Lincewood Primary School
Northlands Infant School
Phoenix Primary School
The Willows Primary School
Cluster lead HT: Brenda Dalley - Hadleigh Inf
Hockley Primary School
Hadleigh Infant and Nursery School - Brenda Dalley
Cedar Hall Special School
Grove Wood Primary School
South Benfleet Primary School
Westwood Academy
Woodham Ley Primary School
William Reed Primary School, Canvey Island
Cluster lead HT: Nicky Haslam - Giffards
Giffards Primary School
Pyrgo Primary School
Abbotts Hall Primary School, Stanford le Hope
Graham James Primary Academy, Stanford le Hope
Horndon on the Hill C of E Primary School
Little Thurrock Primary School
Orsett C of E Primary School
Riverley Primary School, Leyton
Sherringham Primary
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Tudor Court Primary School
Arthur Bugler Primary School, Stanford le Hope
Cluster lead HT: Tim Cuerden - Powers Hall
Powers Hall Academy
Maldon Primary School
Cressing Primary School
Engaines Primary School
Howbridge C of E Junior School
Tolleshunt D’Arcy St Nicholas C of E Primary School
Kelvedon St Mary's Primary Academy
Kings Ford Junior School
Woodham Walter C of E Primary School
Holland Park Primary School, Clacton
Great Totham Primary School
Cluster lead HT: Chris James - St Andrew's Junior
Hatfield Peveral St Andrews C of E Junior School,
Trinity St Mary's C of E Primary School, Woodham Ferrers
Terling C of E Primary School
Trinity Road Primary School
John Ray Infant School
John Ray Junior School
Lawford Mead Primary School
Moulsham Junior School
Mildmay Infant School
Oaklands Infant School
Galleywood Infants
St Michael's C of E Junior School, Galleywood
Cluster lead HT: Wayne Harris - Long Ridings
Blackmore Primary School
Long Ridings Primary School
Thriftwood Special School
Shenfield St Marys C of E Primary School
The Endeavour Special School
Elmstead Primary School
Willowbrook Primary
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1.4 The Structure of The Course
Qualification (award type)
Post or Professional Graduate Certificate in Education with
recommendation for QTS
Course Title
Post Graduate Certificate in Education
Awarding Institution
Christ Church Canterbury University
Location of Delivery
Duration of Course
The Thames Primary SCITT, Runwell Community Primary School,
Wickford and Partner Schools throughout Essex
I year full time (39 weeks)
Professional, Statutory and
Regulatory Body
TA (England)
accreditation
UCAS Course Code
External Benchmarking
X121 (KS1)
X171 (KS2)
TA: Professional Standards for Teachers (2012)
Distinctive Features of the course
As students undertaking a professional training you are expected to have a high level of
responsibility for your own professional and academic development. You should make direct and
meaningful connections between centre-based training programme and your experiences in
schools. Broadly speaking 35% of the time is spent in taught sessions and periods of study and
65% in schools. The different periods listed above are frequently integrated by the use of directed
tasks and assignments.
Please see course calendar for further details
Specific objectives of the course

To ensure that the overall course provision fully meets the current National College of
Teaching and Leadership’s requirements for Initial Teacher Training;

Trainees are effectively trained and assessed to ensure that they develop securely the full
range of teaching standards required for the award of Qualified Teacher Status;

Trainees are effectively trained and assessed to ensure that they meet the requirements for
the award of the Post or Professional Graduate Certificates in Education from the Christ
Church Canterbury University;

The course design is such that classroom experiences, academic studies and mentor
sessions are strongly integrated throughout the course;
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
Trainees build on their initial knowledge and understandings during the course of the year,
to develop a range of techniques, ideas, attitudes and skills that will allow them to become
confident and effective classroom practitioners;

Trainees begin to develop enhanced levels of professional and personal reflection that will
provide a sound basis for future professional growth;

Schools are well integrated into the training process, with staff at all levels encouraged to
develop a sense of shared ownership of that process, and also expected to share their
professional insights with the trainees in a generous way;

Attention is paid to the mentor training needs of school staff, as the course develops over
the years;

Everyone concerned in the training process contributes in a positive way, to ensure the
expected high quality of the training;

Professional integrity and rigour characterise the training process and the related
assessment activities;

Trainees are provided with an effective induction course.
The key characteristics we hope to foster in trainees as learners are;
•
Develop an ever-evolving sound knowledge and understanding of child development and
pedagogy;
•
Develop a sense of personal responsibility for their own professional development;
•
Be able to engage in the development of curriculum;
•
Be committed to life-long personal and professional development;
•
Be committed, and accountable, to meeting the needs of all children within a culturally
diverse society
•
Have appropriate subject knowledge expertise and is able to further develop subject
knowledge for teaching;
•
Have an ability to reflect critically on own practice.
Course Learning Outcomes
Upon successful completion of this course, you should be able to:

Teach competently and effectively any groups of children within the age phase for which
you are trained, taking account of all National, local and school policies to ensure that
individual children make appropriate progress with their learning;

Meet the professional “Q” standards of the Professional Standard for Teachers (September
2012) at a satisfactory standard or above;

Have a good understanding of pupils in school and their similarities and differences,
particularly in terms of gender, ethnic backgrounds, their needs, their behaviour, their
personalities and their attainments;
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
Make positive contributions to your schools;

Be critical, analytical and reflective about your teaching and be ready to continue to develop
as a teacher.
These learning outcomes will be achieved by:
Research and Evaluation: Critically review, analyse and make judgements on teaching, learning
and assessment within a primary school context and apply your own professional understanding of
the role of the teacher in the academic and personal development of children in school.
Understand and apply specialised skills and techniques relevant to advanced scholarship.
Creativity and Critical Thinking: Exercise critical judgement drawing on and applying
professional ideas and practices and those derived from research to critically analyse evidence
from a variety of sources, including your own practice, to show new personal insights into a
professional context.
Information Literacy: Critically analyse, synthesise and draw appropriate conclusions from a
range of evidence and draw implications of new evidence or concepts for current or intended
practice in relation to personal, local, regional, national or international contexts.
Communication: synthesise information from relevant sources and select effective ways of
structuring this information to suit your purpose to clearly support your hypothesis, discussions,
insights and conclusions. Communicate critically evaluated and synthesised findings to targeted
audiences through a wide and appropriate range of traditional and electronic formats.
Subject knowledge: Develop a critical awareness, knowledge and understanding, of the various
disciplines that contribute to the primary education perspective
Skills: Show a sustained self-direction to construct and implement enquiry into professional
contexts. Make and justify links between theory and practice, showing a high degree of critical
self-awareness and a developed and productive grasp of theory-practice relationships. Ability to
make decisions in complex and unpredictable situations.
Personal and Professional Development: Show the ability to critically reflect on your own
practice within a subject or general education context and develop a critical appreciation of various
values within the field of primary education. Exercise initiative and personal responsibility and an
autonomous learning ability required for this level of study.
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Teaching Strategy
Your development as a creative, innovative and reflective practitioner (i.e. critical and analytical
thinking teacher) will involve the development of specific skills, a detailed knowledge of
educational processes, an academic understanding of education, and the application of
professional attitudes and discipline in all areas of study.
The main strategy adopted for delivering the course uses experiential learning with specific
opportunities for reflection, and academic exploration of theory relating to practice. This will be
achieved through a blended learning approach incorporating the following:

Lectures;

Supervisions;

Placement experiences leading towards independent, solo teaching. Placement experience
is a key factor in your development as a teacher. You are expected to gain maximum
benefit from the opportunity of learning from practice observed in schools.

Placements and visits to explore specific areas of the curriculum and contexts in which you
may eventually work.
Assessment Strategy
The purpose of assessment is to assist your learning, to monitor your performance and to measure
your attainment at the end of the course against both academic levels and QTS standards. The
assessment strategies are designed to give you the opportunity to demonstrate the range of
knowledge understanding and skills required of trainee teachers. Assessment opportunities include
written and practical tasks. Assessments include the following:
1. Baseline - Trainees are assessed at the start of the course in a number of ways, these
include the following:
i.
Subject knowledge audits carried out over the summer prior to starting the course.
ii. Baseline assessment carried out by school mentors 3-4 weeks into the first term.
iii. Data gathered at interview.
2. Tasks - Some lecture sessions conclude with the trainee receiving a school-based task to
complete at a later date. The task provides a practical opportunity for the trainee to make
intellectual links between the ideas discussed in the subject lectures and the day-to-day
work of the schools.
Tasks are assessed and validated by both academic staff and
mentors in school and form part of the body of evidence to demonstrate competence
against the QTS standards.
3. Reflective Journals - Reflective logs are completed to evidence the student’s evaluations
of practice, experience or policy. Two journals should be completed using the guidelines in
the course handbook and both external markers and The Executive Director will assess
these.
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4. Oral Presentations - This assignment provides some of the marks towards the PGCE
award. The assignment will, additionally, provide evidence for the assessment of QTS
standards. A presentation will be made by the trainee to two of the academic staff (and 3
or 4 peers) and will relate to the trainee’s specialist subject and to his/her experiences
during teaching practice and should include some references to both theory and research
and implications for the trainee’s own practice. The presentation should draw substantially
on the trainee’s reflective journal and is submitted with a literature review.
5. Observed lessons - Observed lessons are used to inform judgments made against the
standards.
Mentors in school, personal tutors, and centre-based staff will make
observations.
6. Observations – Additional informal observations are made by mentors in school to assess
against those QTS standards that relate to relationships with colleagues and any standards
that cannot be judged through the formal lesson observation method.
7. Assignments – See the Guide to Written Work for further details about the assignments.
Trainees must pass all the assignments to pass the PGCE course. Some assignments
may also be awarded masters credits.
You will receive feedback throughout the year in a number of formats:

Constructive written feedback;

Advice and guidance given by other professionals upon which you need to be prepared to
act;

Feedback on the use of reflection in and on action.
By the end of the course you will be able to take responsibility for identifying your personal
strengths and weaknesses, and have the skills necessary to be pro-active for continuous
professional development and initial career development as your progress will have been
monitored and discussed through a Personal Tutor and school-based mentoring systems.
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2. STUDENT SUPPORT
2.1 Trouble-shooting
Troubleshooting where the school identifies a problem in the trainee’s performance.
It is essential that at all stages in this process all parties involved keep records of meetings and
agreed actions and refer to the Consortium’s Policies.
problem
remains
unresolved
• Personal
tutor to visit
school
• Personal
Tutor to liaise
with Course
Director
problem
remains
unresolved
Course
Director, Head
Teacher and
student to
attempt to
resolve the
issue
problem
remains
unresolved
Course
Director to
take necessary
action and to
inform staff
and student.
Troubleshooting where the trainee identifies a problem with the school.
It is essential that at all stages in this process all parties involved keep records of meetings and
agreed actions and refer to the Consortium’s Policies.
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Problem
with school
• Discuss with
Class Mentor
directly
• Discuss with
the School
Mentor if
appropriate
problem
remains
unresolved
• Discuss with
Personal
Tutor
• Discuss with
Head Teacher
problem
remains
unresolved
• Personal
Tutor to visit
school
• Personal tutor
to liaise with
Course
Director
2.1 Support Planning to support trainees experiencing difficulties
When it is felt that a trainee is experiencing difficulties and requires more structured support the
trainee’s Personal Tutor will, in discussion with the trainee and School Mentor, produce an Support
Plan. Support Plans will be based on the consortium proforma and will be shared with the trainee,
Class Mentor and Executive Director at the earliest possible opportunity. Support Plans can be
initiated at any time following the first half of term and no later than the final three weeks of the
trainee’s final teaching practice. Further details about the support processes available can be
found in The handbook entitled “Supporting Trainees Experiencing Diffciulties”.
2.2 Partoral Support
In the first instance pastoral support will be provided by The Personal Tutor. If additionl support is
required it will be provided by The SCITT Management Team who may also seek external referrals
as appropriate.
2.3 Support from the University
Further support is also available through The University and all useful contacts are listed
below.
Canterbury Christ Church University
Canterbury Christ Church University has a wide range of services you may choose to access. The
web page http://www.canterbury.ac.uk/support/student-support-and-guidance/distancelearning/distance-learning.asp will be a useful reference for information on a range of learning,
support, careers and development services available to you throughout the duration of your
programme.
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i-zone
In all instances The Thames Primary SCITT will be your first port of call but an additional service is
available from The University. The i-zone is a front-line enquiry service that students can use to
make any enquiries about the University services. Where the i-zone can’t answer your query, they
will log a call for our various professional service staff who will respond directly to you. For any
enquiry about any of our services use the online ‘ask the i-zone’ facility (available 24/7/52) which
can be accessed by registered students through StudentNET, email [email protected] or
telephone 01227 782222.
Students’ Union
Christ Church Students’ Union (CCSU) is a charitable organisation and is independent of the
University. As a trainee enrolled with TPS you are automatically a member. The Students’ Union is
run by a mixture of full time Sabbatical Officers (who have been elected by the student body), the
Union Council, staff and of course your voice through various committees and working groups.
For more information please go to http://ccsu.co.uk/
Employability and Careers
In addition to those provided by TPS The University’s Employability and Careers Services offer a
wide range of co- and extra-curricular activities, giving you the opportunity to develop personally
and gain valuable skills that will help you to stand out from the crowd and get yourself noticed by
prospective employers. Visit the web pages below to find out more about the available careers
information, advice and guidance to assist with career planning and developing employability skills.
There is a rich programme of workshops and events running throughout the academic year.
Register with the JobShop where you will find 100s of full-time and part-time employment
opportunities. To make the most of your time here become a volunteer and have your hard work
accredited by us so you will have official certification of your activities, and something valuable to
add to your CV. For more information please visit: http://www.canterbury.ac.uk/support/careersand-student-development/
Plagiarism policy
Both TPS and The University are committed to fair assessment procedures for all students. The
TPS Plagiarism Policy can be found in the secure section of the TPS website.
Through the Blackboard VLE you may be asked to submit some of your assignments through an
online service called Turnitin. By comparing your work with information on the Internet, with
databases of journal articles and other published work the service can help you and your tutors to
identify where your writing needs to be refined to acknowledge the work of others. Your tutors will
also explain how Turnitin may also be used to help detect plagiarism in your assessed work. This
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is referred to as ‘Originality Checking’. For more information and guidance please see:
www.canterbury.ac.uk/turnitin
Academic referencing guidance
Within written work you submit for assessment there are agreed standards of citation and
referencing. All work should use The Harvard style of bibliographical citation and referencing. The
version of Harvard defined by the University is detailed in the Cite Them Right publication (Pears
and Shields, 2010). The latest available electronic versions of guidance are available through the
Blackboard Virtual Learning Environment, under the Referencing tab.
Students with disabilities
If you have a disability that may affect your ability to study, in liaison with the SCITT the
University’s Student Support Services can provide help and advice. This includes invisible
disabilities such as dyslexia or depression, as well as those that are visible, such as a mobility
difficulty or medical condition. More information is available from the links at:
http://www.canterbury.ac.uk/support/student-support-services/disability/index.asp. All enquiries
should be addressed with Personal Tutors in the first instance.
Feedback on your assessments
In support of assessment, which supports your learning, all programmes are working towards a set
of principles which should provide you with timely and useful feedback on your assessed work.
One of the principles sets a target of three working weeks, after the submission date, for tutors to
provide you with feedback on formal assessments. However, the responsibility to receive and act
on the feedback they provide rests firmly with you as the learner.
Appeals policy
An Academic Appeal will be held by CCCU in liaison with TPS and is defined as a request for a
review of the decision-making of a body (such as a Board of Examiners, or panel established to
investigate plagiarism or other academic misconduct) charged with making academic decisions on
progression, assessment, academic conduct or awards. A Fitness to Practise Appeal is defined as
a request for a review of the decision-making of a body (such as a fitness to practice panel)
charged with making decisions relating to the student’s conduct, competence and capabilities in
relation to professional practice, taking into account the requirements of any relevant regulatory or
statutory body. Please be aware that you are able to seek the support and representation of the
Student Union when making an appeal. The full policy is available from the following web link:
http://www.canterbury.ac.uk/support/quality-and-standards-office/policies-procedures-bynumerical-order.asp
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Equality and Diversity
The University and SCITT are committed to providing a fair environment in which everyone is
treated with dignity and respect. Details of our policy can be found in the policy section of the
SCITT website www.thamesprimaryscitt.co.uk
Dealing with Bullying and Harassment
There is guidance available that can be used by students to help put a stop to all forms of bullying
and harassment occurring within the context of their studentship, and involving allegations against
other members of the University (students or staff). This should be discussed with The Executive
Director ([email protected]) in the first instance.
Assessment policy
The University and SCITT work within a clearly defined set of principles relating to assessment.
Details of our policy can be found in the policy section of the SCITT website
www.thamesprimaryscitt.co.uk. It is important to note that any academic work may only be
submitted for assessment against ONE module. Written work may only be submitted for one
module and a set of data may only be used in one piece of academic work.
Student-Staff Liaison policy
Thames is keen to hear your views on your programmes of study and programme delivery, and
one of the ways this takes place is through trainee representation at Quality Assurance meetings.
Meetings normally take place once per term, and provide a chance for you to feedback programme
issues to allow staff to improve the quality of the student experience. Three student
representative(s) will be elected to attend these meetings, to raise the views of fellow students and
report back to their peer group on the outcomes. Matters relating to individual students are not
discussed at QA Meetings.
Learning resources
Library Services at Canterbury Christ Church University consists of four collections at Canterbury,
Broadstairs, Salomons (Mansion) and Salomons (Hayloft), along with bookshops at Canterbury
and Broadstairs. In addition, we work with the Universities of Kent and Greenwich to provide a
library service for students studying at the Medway campus. A team of informed staff provide a
comprehensive range of information skills training to ensure that all users can make the best use of
the wide range of resources available. The Library is here to support your learning and research.
You will find links to sources of information, online guides and help, and details of how to contact
us on the following web pages: http://www.canterbury.ac.uk/library/
Blackboard is the Virtual Learning Environment (VLE) at Canterbury Christ Church University. It
is one of the key systems you will be expected to use to support your studies. It provides access
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to information and learning materials specific to your programme, plus a means of communicating
with tutors and other learners through e-mail groups and discussion boards. You will be shown
how to access your particular programme from within Blackboard and how to use it by your
programme staff. You can access Blackboard via links on the University website or log in directly
via https://blackboard.canterbury.ac.uk/webapps/portal/frameset.jsp
21
3
QUALITY ASSURANCE
3.1 Medium and Long Term Quality Assurance
Much of the quality of the course depends on a process of continuous monitoring of quality, allied
to the effective use of the information generated by monitoring, to improve the nature of the course,
and the way it is delivered. A wide range of mechanisms are in place, and are as follows:
The Executive Director
The Executive Director has a major requirement to monitor the training activities by:

The observation of a cross-section of centre-based training programme;

Continuing discussions with trainees and Consortium staff;

Observing a range of lessons and the related mentor training that follows those lessons;

Attending a cross-section of School Mentor sessions;

Examining trainees’ portfolios;

Looking at assignments;

Talking to children;

Other appropriate means.
The Executive Director shares on-going findings with the Management Group on a regular basis. It
is very much the intention of the Consortium that good planning and effective quality control will
eliminate the incidence of major problems.
However, the Executive Director has the main
responsibility for any major concerns that may arise.
3.2 The role of The University
The University validates the PGCE and quality assures the academic element of the training
provision. Following your training TPS will recommend you to the university for the award of PGCE
and this will be ratified at The Academic Board chaired by The University. During the training year
Canterbury Christ Church University provides a wide range of services you may chose to access.
The web page http://www.canterbury.ac.uk/support/student-support-and-guidance/distancelearning/distance-learning.asp will be a useful reference for information on a range of learning,
support, careers and development services available to you.
22
4
PROFESSIONAL CONDUCT
4.1 Trainee Attendance Requirements
The course is a very short one and to reach Qualified Teacher Status and a PGCE in one year is
inevitably a demanding task.
Attendance at all elements of the course is, therefore, a compulsory matter and not a
voluntary one.
Reasons for absence
The only automatic reason for an authorised absence is where a trainee is ill. Requests for
absences for any other reason must be made to The Executive Director. All other absences
from lectures should be reported to the Course Administrator as well as to the lecturer.
Absence from school must be reported to the Course Administrator as well as to the
school.
Absence for up to five days is covered by normal self-certification procedures, whereas absences
longer than 5 days will require a doctor’s certificate.
All non-sickness absence should be discussed with The Executive Director beforehand, to see if it
is appropriate.
Missing lectures
Trainees absent from lectures, for any reason, should automatically obtain the missing day’s
lecture notes.
Where the missing lectures are particularly significant, e.g. missing physical
education lectures raises particular safety issues, the trainee may be required to hold discussions
with the Executive Director, which could lead to the need to do additional work to compensate.
Absences exceeding 5 days during the year will require an interview with the Executive Director
and may result in the need for additional tuition or the completion of additional days school
practice.
Teaching Practices
The maximum number of days that may be missed on each practice is 5. In the event that more
than 5 days are missed the trainee may be asked to replace the extra missing days at the end of
the course in a suitable school situation. In any case if the trainee misses sufficient days that
they have not completed the statutory requirement for 120 days in school they will be
required to complete additional days at the end of the training or during other periods in the
training programme.
23
Total absences
The maximum number of days that may potentially be missed during the whole course is 15
days. Absence in excess of this will normally lead to the trainee being asked to replace the extra
missing days at the end of the course.
Absences when applying for jobs
In the case of absences from school in order to visit other schools trainees must:
1. Request permission from the Head Teacher not Class or School Mentors and must
notify the Course Administrator. When visiting schools in order to apply for jobs trainees
must make very effort to visit schools at times when you will miss the minimum of time for
example at the beginning and ends of the day or around lunchtime;
2. In the event that more than 5 days are missed the trainee may be asked to replace the
extra missing days at the end of the course in a suitable school situation. In any case if the
trainee misses sufficient days that they have not completed the statutory requirement for
120 days in school they will be required to complete additional days at the end of the
training.
4.2 Code of Conduct for trainees & expectations relating to behaviour
The Thames Primary SCITT is committed to providing a professional and ethical environment,
which serves and protects the whole education community. Certain expectations for good conduct
are described in specific policies and procedures e.g. discipline, equal opportunities, and
whistleblowing. Professional expectations are set out in national standards for QTS. SCITT policy
supplements these provisions and provides additional guidance for trainees.
The overriding expectation is that trainees will adopt high standards of personal conduct in order to
maintain the confidence and respect of their colleagues, pupils, students or the public in general
and all those with whom they work. This means that adults should not behave through words,
actions or inaction in a manner that would lead any reasonable person to question their suitability
to work with children or act as a role model.
Scope
This Code applies to all those being trained by the SCITT. Any breaches of the Code of Conduct
Policy will be regarded as a serious matter that could result in disciplinary action, and possible
removal from the training programme.
24
Roles and responsibilities
Partnership of Schools
It is the responsibility of the partner schools to establish and monitor standards of trainee conduct
and behaviour, and to report this to the Executive Director or Personal Tutors where necessary.
SCITT Staff
It is the responsibility of the Executive Director and SCITT staff to address promptly any breaches
of good conduct and behaviour, using informal procedures where possible but implementing formal
procedures where necessary.
Trainees
It is the responsibility of all trainees to familiarise themselves, and comply, with this policy and all
procedures, conditions of service and relevant professional standards.
It is important that all adults working with children understand that the nature of their work and the
responsibilities related to it place them in a position of trust. Trainees must be clear about
appropriate and safe behaviours for working with children in paid or unpaid capacities, in all
settings and in all contexts.
Underpinning Principles
 The welfare of the child is paramount;

It is the responsibility of all adults to safeguard and promote the welfare of children and
young people;

Trainees who work with children are responsible for their own actions and behaviour and
should avoid any conduct that would lead any reasonable person to question their
motivation and intentions;

The same professional standards should always be applied regardless of culture, disability,
gender, language, racial origin, religious belief and/or sexual identity;

It is the responsibility of Trainees to ensure that their behaviour complies with Part 2 of the
QTS standards and never brings the SCITT or its partner schools into disrepute;

Trainees should continually monitor and review their practice and ensure they follow the
guidance contained in this document.
Code of Conduct Agreement
All trainees are required to sign a Code of Conduct agreement on their induction day. Failure to do
so may mean the trainee will be unable to commence the training programme. All trainee
breeches of the Code of Conduct will be dealt with in accordance with the Trainee Disciplinary and
Appeals Policy.
25
Trainees are expected to adhere to the Code of Conduct, and share in protecting the rights of all
staff, trainees and children to take a full and productive part in the daily life of the SCITT.
Trainees are expected to accept their legal responsibilities as adults, and pay due regard to
protecting the good name and reputation of the SCITT and of its schools.
It is an expectation that whilst in schools and in lectures Trainees will conduct themselves in a way
that is befitting of the teaching profession.
Breaches of the Code
A trainee will have breached the Consortium Code of Conduct if he/she has:
a) Engaged in any conduct which prevents, obstructs or disrupts:
o
Teaching, learning or research carried out within the Consortium or as part of
its wider programme of teaching, learning or research;
o
The administration of the Thames Primary SCITT;
o
The holding of, or the orderly conduct of, any meeting or activity approved by
the Consortium or its schools;
b) Failed to act in such a way as to protect the freedom of speech of others involved in the
work of the Consortium;
c) Assaulted, sexually harassed or otherwise any fellow trainee or member of staff, or
engaged in sexist or racist behaviour such as may be liable to give serious offence to
pupils, fellow trainees, staff or members of the local community;
d) Deliberately misused or damaged any learning materials, equipment, furniture, books,
fittings or property belonging to or under control of the Thames Primary SCITT or the
property of any trainee, member of staff or pupil;
e) Misappropriated any funds or assets of the Thames Primary SCITT;
f)
Committed a breach of any general or specific regulations;
g) Invaded or abused or attempted to abuse the security, integrity or privacy of any files or
confidential material (including those held within computer systems);
h) Been guilty of any criminal offence such as will damage the good name of the Thames
Primary SCITT, or behaved in such a way on the premises as would be deemed to
amount to a criminal offence, had such behaviour occurred in a public place;
i)
Acts in a way that brings the Consortium or its member schools into disrepute.
Reporting breaches of standards of good conduct
The SCITT is committed to achieving high standards of integrity and accountability and expects the
same commitment from its employees, part-time members of staff, trainees and others working in
the Consortium’s schools. As such the SCITT wishes to promote an open environment that
enables staff to raise issues in a constructive way and with confidence that they will be acted upon
26
appropriately without fear of recrimination. All trainees will be expected to bring to the attention of
their Personal Tutor any deficiency in the provision of service or care. Similarly any impropriety or
breach of policy must be reported in the same way. Procedures for reporting concerns are set in
the SCITT Concerns and Complaints Policy.
Confidentiality

Working in a school environment means having access, in a variety of ways, to information
that must be regarded as confidential. As a general rule, all information received, no matter
how it is received, should be regarded as sensitive and confidential;

Trainees must be aware that they may be obliged to disclose information relating to child
protection issues and should make it clear to the individual either that confidentiality cannot
be guaranteed and/or decline to receive the information and direct them to a more
appropriate colleague.
Responsibility of trainees in possession of sensitive information
Trainees have a responsibility to make sure sensitive information is stored securely.
They should:
 Make sure filing cabinets are kept locked when unattended;
 Make sure sensitive information is not left on desks or the photocopier / fax / printer;
 Make sure papers are not left lying around at home or in the car. If confidential materials or
paperwork are taken out of the Consortium offices or schools, precautions must be taken to
ensure they are not accessible to third parties;
 Make sure steps are taken to ensure that private/confidential telephone calls/conversations
are not overheard;
 Make sure meetings where sensitive or confidential information is being discussed are held
in a secure environment;
 Make sure confidential paperwork should be disposed of correctly either by shredding it or
using the confidential waste facility;
 Make sure personal data is not used for training or demonstration purposes where fictional
data can be used.
Trainees have a responsibility to ensure that computer data is stored securely.
They should:
 Make sure computer data is not left exposed to others’ view when unattended – screen
savers should be used;
 Make sure sensitive data is not stored on public folders.
27
Security
The Consortium follows sound professional practices to secure email records, data and system
programmes under its control. As with standard paper-based mail systems, confidentiality of email
cannot be 100% assured. Consequently users should consider the risks when transmitting highly
confidential or sensitive information and use the appropriate level of security measure.
Relationships
It is the responsibility of trainees to declare at the start of each academic year any personal
relationships or business interests that may cause a professional conflict of interest. This may
include:

Where there is a conflict of interest or where there is reasonable doubt about their ability to
act impartially;

Where they have pecuniary interest, for example contracts;

If a relative (including spouse) living with them has pecuniary interest.
Trainees are required to declare at Induction any prior relationships to any members of
SCITT staff or to staff in any of its partnership schools. Failure to disclose this information
may lead to disciplinary action being taken.
Neutrality
The Consortium serves the community as a whole. It follows that trainees must serve all members
of the Consortium community, including the school community where they spend much of their
time. Trainees will also come into contact with the public and must ensure that the individual rights
of all of these groups are respected. Trainees must not allow their own personal, political, religious
or other views and opinions to interfere with their work.
Political Restriction
Trainees are not restricted from political activity but their behaviour must never bring the
Consortium into disrepute.
28
Guidance for Safer Working Practice for Adults who work with Children and Young People
in Education Settings (DCSF 2009)
Below are the key expectations set out in the Guidance. A copy of the full document can be
accessed:
http://www.teachernet.gov.uk/_doc/8200/GSP%20EDUCATION%20March%202009.doc
The following should be read in conjunction with the body of the Code of Conduct and
other relevant schools policies and procedures.
1. Duty of Care
All staff and trainees have a duty to keep young people safe and to protect them from sexual,
physical and emotional harm. Children have a right to be safe and to be treated with respect and
dignity. It follows that trusted adults are expected to take reasonable steps to ensure the safety
and wellbeing of pupils. Failure to do so may be regarded as professional neglect.
The duty of care is, in part, exercised through the development of respectful, caring and
professional relationships between staff, trainees and pupils and behaviour by staff and trainees
that demonstrates integrity, maturity and good judgement.
This means that adults should:

Understand the responsibilities, which are part of their employment or role;

Always act, and be seen to act, in the child’s best interests;

Avoid any conduct which would lead any reasonable person to question their motivation and
intentions;

Take responsibility for their own actions and behaviour.
2. Making a Professional Judgement
This guidance cannot provide a complete checklist of what is, or is not appropriate behaviour for
adults in all circumstances. There may be occasions and circumstances in which adults have to
make decisions or take action in the best interests of the child or young person which could
contravene this guidance or where no guidance exists. Individuals are expected to seek advice
wherever possible prior to acting, or in an emergency, to make judgements to secure the best
interests and welfare of the children in their charge. Such judgements should always be recorded
and shared with a member of the School’s or Consortium’s senior management team
immediately, who will then share with the parent or carer as required. In undertaking these actions
individuals will be seen to be acting reasonably.
29
3. Power and Positions of Trust
Broadly speaking, a relationship of trust can be described as one in which one party is in a
position of power or influence over the other by virtue of their work or the nature of their activity.
A relationship between an adult and a child or young person is not a relationship between equals.
There is potential for exploitation and harm of vulnerable young people. Adults therefore have a
responsibility to ensure that an unequal balance of power is not used for personal advantage or
gratification.
Adults should always maintain appropriate professional boundaries and avoid behaviour which
might be misinterpreted by others. They should report and record any incident with this potential.
Where a person aged 18 or over is in a specified position of trust with a child under 18, it is an
offence for that person to engage in sexual activity with or in the presence of that child, or to
cause or incite that child to engage in or watch sexual activity.
4.
The Use of Personal Living Space1
No child or young person should be in or invited into, the home of an adult who works with them.
There may be very rare exceptions to this but the reason must have been firmly established and
agreed with parents/carers and a senior school manager or Headteacher.
Under no circumstances should pupils assist with chores or tasks in the home of an adult who
works with them. Neither should they be asked to do so by friends or family of that adult.
5.
Gifts, Rewards and Favouritism
The giving of gifts or rewards to pupils should only be part of an agreed policy for supporting
positive behaviour or recognising particular achievements.
The giving of gifts is only acceptable practice where, in line with the agreed policy, the adult has
first discussed the giving of the gift and the reason for it, with the Headteacher, senior manager
and the parent or carer and the action is recorded. Any gifts should be given openly and not be
based on favouritism.
Where trainees are involved in helping to select pupils for school teams, productions, trips and/or
specific work tasks then great care must be taken in order to avoid perceptions of favouritism or
30
injustice. Similar care should be exercised when pupils are excluded from an activity. Methods of
selection and exclusion should always be subject to clear, agreed criteria. Trainees should always
consult in these situations and should not be the person responsible for making the decision.
There are occasions when children, young people or parents wish to pass small tokens of
appreciation to adults e.g. on special occasions or as a thank-you and this is acceptable. It is
inappropriate to receive gifts on a regular basis or of any significant value.
6. Infatuations
Occasionally, a child or young person may develop an infatuation with an adult who works with
them. These adults should deal with these situations sensitively and appropriately to maintain the
dignity and safety of all concerned. They should remain aware, however, that such infatuations
carry a high risk of words or actions being misinterpreted and should therefore make every effort
to ensure that their own behaviour is above reproach.
A trainee who becomes aware that a child or young person is developing an infatuation should
discuss this at the earliest opportunity with their class mentor, school mentor or Headteacher. The
trainee should also inform their personal tutor or Consortium Executive Director. The school may
decide to inform the child’s parent/carer so appropriate action can be taken to avoid any hurt,
distress or embarrassment.
7.
Communication with Pupils (including the Use of Technology)
Communication between pupils and adults, by whatever method, should take place within clear
and explicit professional boundaries as set out in this Code of Conduct and relevant IT policies.
Adults should not share any personal information with a child or young person. They should not
request, or respond to, any personal information from the child/young person, other than that
which might be appropriate as part of their professional role. Adults should ensure that all
communications are transparent and open to scrutiny.
Adults should also be circumspect in their communications with children so as to avoid any
possible misinterpretation of their motives or any behaviour which could be construed as
grooming. They should not give their personal contact details to pupils including e-mail, home or
mobile telephone numbers, unless the need to do so is agreed with senior management and
parents/carers. E-mail or text communications between an adult and a child young person outside
agreed protocols may lead to disciplinary and/or criminal investigations. This also includes
communications through internet-based web sites.
31
8. Social Contact
Adults should not establish or seek to establish social contact with pupils for the purpose of
securing a friendship or to pursue or strengthen a relationship. If a pupil or parent seeks to
establish social contact, or if this occurs coincidentally, the trainee/member of staff should
exercise her/his professional judgement in making a response. There will be occasions when
there are social contacts between pupils and trainees/staff, where for example the parent and
trainee/member of staff are part of the same social circle. These contacts however, will be easily
recognised and openly acknowledged.
Nevertheless, there must be awareness on the part of those working with children and young
people that some social contacts, especially where these are not common knowledge can be
misconstrued as being part a grooming process. This can also apply to social contacts made
through outside interests or through the trainee’s/staff member’s own family.
It is recognised that staff (and trainees) can support a parent who may be in particular difficulty.
Care needs to be exercised in those situations where the parent comes to depend upon the staff
member/trainee for support outside their professional role. If this happens to trainees this situation
should be discussed with the class and school mentor and the trainee’s personal tutor and
decisions will be made about how best to manage the situation, which may include referrals made
to the appropriate support agency by the appropriate member of school staff.
9. Sexual Contact
All adults should clearly understand the need to maintain appropriate boundaries in their contacts
with pupils. Intimate or sexual relationships between children/young people and the adults who
work with them will be regarded as a grave breach of trust.
Allowing or encouraging a
relationship to develop in a way which might lead to a sexual relationship is also unacceptable.
Any sexual activity between an adult and the child or young person with whom they work may be
regarded as a criminal offence and will always be a matter for disciplinary action.
All children and young people are protected by specific legal provisions in this respect regardless
of whether the child or young person consents or not. The sexual activity referred to does not just
involve physical contact including penetrative and non-penetrative acts. It may also include noncontact activities, such as causing children to engage in or watch sexual activity or the production
of pornographic material. 'Working Together to Safeguard Children'2, defines sexual abuse as
“forcing or enticing a child or young person to take part in sexual activities, whether or not the
child is aware of what is happening”.
2
Working Together to Safeguard Children .A guide to interagency working to safeguard and promote the welfare of children HM
Government 2006
32
Adults should be aware that consistently conferring inappropriate special attention and favour
upon a child might be construed as being part of a 'grooming' process and as such will give rise to
concerns about their behaviour.
10. Physical Contact
Any physical contact should always be in line with the School’s and Consortium’s policy on
behaviour management and physical contact.
Generally:

When physical contact is made with pupils this should be in response to their needs at the
time, of limited duration and appropriate to their age, stage of development, gender, ethnicity
and background.

Adults should therefore, use their professional judgement at all times.

Unusual incidents involving trainees should be recorded as soon as possible in consultation
with the class/school mentor and, if appropriate, a copy placed on the child’s file.

Where feasible, trainees/staff should seek the child's permission before initiating contact.
Trainees/staff should listen, observe and take note of the child's reaction or feelings and – so
far as is possible - use a level of contact and/or form of communication which is acceptable to
the child for the minimum time necessary.

Children with special needs may require more physical contact to assist their everyday
learning. The arrangements should be understood and agreed by all concerned, justified in
terms of the child's needs, consistently applied and open to scrutiny.

In circumstances where a child or young person initiates inappropriate physical contact, it is
the responsibility of the adult to sensitively deter the child and help them understand the
importance of personal boundaries. Such circumstances must always be reported and
discussed with a senior manager and the parent/carer.

Physical intervention should only be used to manage a child or young person’s behaviour if it
is necessary to prevent personal injury to the child, other children or an adult, to prevent
serious damage to property or in what would reasonably be regarded as exceptional
circumstances.
11. Children and Young People in Distress
There may be occasions when a distressed child needs comfort and reassurance and this may
involve physical contact. Young children, in particular, may need immediate physical comfort, for
example after a fall, separation from parent etc. Trainees should allow school staff to provide this
comfort, or if this is not possible, use their professional judgement to comfort or reassure a child in
33
an age-appropriate way whilst maintaining clear professional boundaries.
Where a trainee has a particular concern about the need to provide this type of care and
reassurance, or is concerned that an action may be misinterpreted, this should be reported and
discussed with the class/school mentor at the earliest opportunity.
12. Intimate Care
In most instances it would be inappropriate for a trainee to provide intimate care, however, there
may be very rare occasions which are unavoidable and necessitate intimate physical contact with
children, for example assisting young children with toileting, providing intimate care for children
with disabilities or in the provision of medical care. The nature, circumstances and context of such
contact should comply with professional codes of practice or guidance. Should there be a need
for this type of care on a regular basis it will be part of a formally agreed plan, which is regularly
reviewed, that a trainee would not be part of. In one of the very rare instances when a trainee
does need to carry out intimate care there are a number of factors that must be considered:

The additional vulnerabilities that may arise from a physical or learning disability.

The emotional responses of any child to intimate care should be carefully and sensitively
observed.

Where necessary, any concerns must be passed to the class/school mentor at the earliest
opportunity.
All children have a right to safety, privacy and dignity when contact of a physical or intimate
nature is required and depending on their abilities, age and maturity should be encouraged to act
as independently as possible.
13. Personal Care
Young people are entitled to respect and privacy at all times and especially when in a state of
undress, changing clothes, bathing or undertaking any form of personal care. There are
occasions where there will be a need for an appropriate level of supervision in order to safeguard
young people and/or satisfy health and safety considerations. This supervision should be
appropriate to the needs and age of the young people concerned and sensitive to the potential for
embarrassment.
Adults need to be vigilant about their own behaviour, ensure they follow agreed guidelines and be
mindful of the needs of the pupils with whom they work.
14. First Aid and Administration of Medication
Medication and First Aid must only be administered in accordance with school policies.
34
15. One to One Situations/Home visits
Where there is a need for an adult and young person to be alone together this should be within
recognised policies and procedures. It is not appropriate for a trainee to visit a young person’s
home and this should not happen.
Pre-arranged meetings with pupils away from the school premises should not occur unless on
school business (e.g. school choir singing in the local community) where prior approval has been
obtained from their parent and the Headteacher or other senior colleague with delegated
authority.
16. Transporting Pupils
In certain situations e.g. out of school activities, trainees may transport children. However these
arrangements are subject to strict policies and procedures and there are a number of checks that
must be completed, including checks on insurance. If trainees are unaware of these policies or
the school is unclear trainees must not transport children in their cars at any time.
It is inappropriate for adults to offer lifts to a child or young person outside their normal working
duties.
There may be occasions where the child or young person requires transport in an emergency
situation or where not to give a lift may place a child at risk. Such circumstances are acceptable
and must always be recorded and reported to a school senior manager and Consortium Executive
Director at the earliest opportunity.
17. Educational Visits and After-School Activities
Trips and Activities are subject to specific policies and procedures. Trainees and other
Consortium staff should take particular care when supervising pupils on trips and outings, where
the setting is less formal than the usual workplace. Adults remain in a position of trust and need to
ensure that their behaviour remains professional at all times and stays within clearly defined
professional boundaries.
18. Photography and Videos
When working with pupils trainees may be asked by school staff to take or record images.
Trainees can assume that any such work will take place with due regard to the law and the need
to safeguard the privacy, dignity, safety and well being of pupils. However, if trainees have any
concerns at any times they should decline to take the images and inform their class/school
mentor or the Headteacher. Trainees should never take the decision to take images of school
35
children they are working with without prior consent from the responsible person in school.
Trainees and Consortium staff must never take images of children on their own camera/phone
etc.
Careful consideration should be given as to how activities involving the taking of images are
organised and undertaken. Care should be taken to ensure that all parties understand the
implications of the image being taken. Images must never be used for any publicity purposes or
published in the media, or on the Internet.
Adults need to remain sensitive to any children who appear uncomfortable, for whatever reason,
and should recognise the potential for such activities to raise concerns or lead to
misunderstandings.
It is not appropriate for trainees to take photographs of children for their personal use.
It is recommended that when using a photograph the following guidance should be followed:

If the photograph is used, avoid naming the pupil;

If the pupil is named, avoid using their photograph;

Schools should establish whether the image will be retained for further use;

Images should be securely stored and used only by those authorised to do so.
TRAINEE CODE OF CONDUCT
I understand that as successful completion of this School Centred Initial Teacher Training course
leads to admission to a professional body I am required, during my training, to adhere to the
expectations of conduct endorsed by the teaching profession. I understand that breaches of these
expectations may lead to disciplinary action including my exclusion from the course and/or the
inability of The Thames Primary SCITT to provide me with a supportive professional reference.
Overview
I undertake to behave in a manner appropriate to my position as a Trainee Teacher and
understand that behaviour including, dishonesty, indecency, harassment, bullying, violence, abuse
of drugs or alcohol, or conduct unbefitting of a teacher will lead to disciplinary action, which may
include consideration of any criminal conviction, whether or not the offence(s) are directly related to
my studies.
I undertake to inform the Executive Director without delay, should I be subject to a criminal
conviction or caution after the submission of my application for DBS Enhanced Disclosure. I
36
understand that a criminal conviction or caution may lead to my suspension or expulsion from
some, or all aspects of the course, and that this may lead to the need for my studies to be
extended. I recognise that in the course of my studies I will be placed in a position of trust and that
as such I am subject to the requirements of the Sexual Offences (Amendment) Act 2000. I will not
undertake any inappropriate online activities that could cause embarrassment to myself and or the
SCITT. I undertake to truthfully complete a declaration for working with the under eights.
I will at all times treat children, colleagues, staff and any other members of the SCITT team with
due respect and conduct myself in a professional, honest, decent and courteous manner. I will use
language appropriate to the situation and people involved. I will accept my responsibility to ensure
that children are treated with respect and are free from abuse. In schools I will always work in a
place which is accessible to others and in which I can be observed working. I will not take, or
agree to meet, children outside school premises without another responsible adult present. I will
not make unnecessary physical contact with children. I will report any suspicion that a child is
being abused to the school’s named person (usually the Headteacher). I will acquire an
understanding of working with diversity, including gender, race and culture, in order to work with
children, staff and parents appropriately and respectfully. I will be mindful of the difficulties some
groups may face and ensure personal prejudices and stereotypical views do not influence my
judgements or actions. I understand that I will have access to confidential personal information and
that I am required to comply with the Data Protection Act. I understand that I may not disclose this
information to any third party, other than in accordance with the conventions regarding use of
personal information for use in research, for the purposes of completing assignments or in
accordance with the law. Any personal information used in assignments or tasks will have all
means of identifying the subject removed.
I will ensure that I maintain, both in the training centre and in schools, a standard of
dress that will be perceived as professional by such persons as I may encounter in the pursuit of
my studies.
The content of the course meets the requirements of Qualified Teacher Status and the opportunity
of gaining a PGCE. I will pursue my studies with due diligence, ensuring that I avail myself of the
educational opportunities made available. I will take responsibility for my own learning through the
required attendance at training sessions, school experience and teaching practices and through
being suitably prepared for them. I will notify the Course Administrator, in accordance with the
guidelines issued in the Course Handbook, if I am to be absent from any part of the course, due to
sickness or other reasons, and I will make up the lost learning opportunities in order to meet the
requirements of QTS. I will immediately inform the course administrator if I am suffering from an
infectious disease such as chicken pox, German measles (rubella), impetigo, measles, scarlet
fever and slapped cheek disease (parvovirus), swine flu or any other condition that might be
37
deemed to affect my ability to take responsibility for the health and welfare of children. I will not
disrupt the delivery of teaching or the learning experience of fellow Trainees and will not jeopardise
the health and safety of those involved both at the training centre and in schools.
I will ensure I know and maintain at all times the school policy on behaviour management,
recognising that it is illegal to use physical means of punishment.
I will have due regard to the safety of pupils at all times as outlined by Section 7 of the Health and
Safety at Work Act (1974) and the extension of the regulations to trainee teachers for employment
(1994) which place a duty on me to take reasonable care for the health and safety of myself and
anyone else who may be affected by my acts or omissions, and to co-operate as much as
necessary in full compliance with the obligations imposed on my employer by health and safety
legislation.
I understand that:

If I behave dishonestly during the assessment process (including plagiarism or other forms
of cheating) or in relation to my attendance or the attendance of others by falsifying
signatures or other means I will be subject to disciplinary action;

If I am perceived, by the centre-based trainer, to be disrupting the learning of others I will
be asked to leave centre-based training sessions for the remainder of the day and a
meeting will be called, to discuss my future attendance, with the SCITT management team.
I agree at all times to follow the guidelines in the notes accompanying this agreement to the best of
my ability and to seek clarification if I am unclear about expectations of my behaviour. I am aware
that any breach of this agreement will constitute a serious misconduct and will result in disciplinary
action being taken.
Signed…………………………………………………..
Full name……………………………………………….
Date…………………………
Accompanying guidelines
1. Attendance
Attendance at all elements of the course is, therefore, a compulsory matter and not a
voluntary one.
38
Reasons for absence
The only automatic reason for an authorised absence is where a trainee is ill. Requests for
absences for any other reason must be made to The Executive Director. All other absences
from lectures should be reported to the Course Administrator as well as to the lecturer.
Absence from school must be reported to the Course Administrator as well as to the
school.
Absence for up to five days is covered by normal self-certification procedures, whereas absences
longer than 5 days will require a doctor’s certificate.
All non-sickness absence should be discussed with your Personal Tutor beforehand, to see if it is
appropriate.
Missing lectures
Trainees absent from lectures, for any reason, should automatically obtain the missing day’s
lecture notes. Where the missing lectures are particularly significant, e.g. missing physical
education lectures raises particular safety issues, the trainee may be required to hold discussions
with the Executive Director, which could lead to the need to do additional work to compensate.
Absences exceeding 5 days during the year will require an interview with the Executive Director
and may result in the need for additional tuition or the completion of additional days of school
practice.
Teaching Practices
The maximum number of days that may be missed on each practice is 5. In the event that more
than 5 days are missed the trainee may be asked to replace the extra missing days at the end of
the course in a suitable school situation. In any case if the trainee misses sufficient days that
they have not completed the statutory requirement for 120 days in school they will be
required to complete additional days at the end of the training or during other periods in the
training programme.
Total absences
The maximum number of days that may potentially be missed during the whole course is 15
days. Absence in excess of this will normally lead to the trainee being asked to replace the extra
missing days at the end of the course.
Absences when applying for jobs
In the case of absences from school in order to visit other schools trainees must:
39
3. Request permission from the Head Teacher not Class or School Mentors and must
notify the Course Administrator. When visiting schools in order to apply for jobs trainees
must make very effort to visit schools at times when you will miss the minimum of time for
example at the beginning and ends of the day or around lunchtime;
4. In the event that more than 5 days are missed the trainee may be asked to replace the
extra missing days at the end of the course in a suitable school situation. In any case if the
trainee misses sufficient days that they have not completed the statutory requirement for
120 days in school they will be required to complete additional days at the end of the
training.
2. Sensitive information
Trainees have a responsibility to make sure sensitive information is stored securely.
They should:
o
Make sure filing cabinets are kept locked when unattended;
o
Make sure sensitive information is not left on desks or the photocopier / fax / printer;
o
Make sure papers are not left lying around at home or in the car. If confidential materials or
paperwork are taken out of the Consortium offices or schools, precautions must be taken to
ensure they are not accessible to third parties;
o
Make sure steps are taken to ensure that private/confidential telephone calls/conversations
are not overheard;
o
Make sure meetings where sensitive or confidential information is being discussed are held
in a secure environment;
o
Make sure confidential paperwork should be disposed of correctly either by shredding it or
using the confidential waste facility;
o
Make sure personal data is not used for training or demonstration purposes where fictional
data can be used.
o
Make sure computer data is not left exposed to others’ view when unattended – screen
savers should be used;
o
Make sure sensitive data is not stored on public folders.
3. In Schools
Trainees must:

Understand the responsibilities, which are part of their role;

Always act, and be seen to act, in the child’s best interests;

Avoid any conduct which would lead any reasonable person to question their motivation and
intentions;

Take responsibility for their actions and behaviour.
40
Communication and Contact with Children and Staff
o
Communication between pupils and adults, by whatever method, should take place within
clear and explicit professional boundaries as set out in school policies;
o
Trainees must never give their personal contact details to pupils including e-mail, home or
mobile telephone numbers;
o
Trainees should be aware that consistently conferring inappropriate special attention and
favour upon a child might be construed as being part of a 'grooming' process and as such
will give rise to concerns about their behaviour;
o
Trainees should not establish or seek to establish social contact with pupils;
o
In circumstances where a child or young person initiates inappropriate physical contact, it is
the responsibility of the Trainee to sensitively deter the child and help them understand the
importance of personal boundaries. Such circumstances must always be reported to both
the Personal Tutors and the School Mentor;
o
Physical intervention should not be used to manage a child or young person’s behaviour by
Trainees;
o
Young children, in particular, may need immediate physical comfort, Trainees should allow
school staff to provide this comfort, or if this is not possible, use their professional
judgement to comfort or reassure a child in an age-appropriate way whilst maintaining clear
professional boundaries. Such circumstances must always be reported to the School
Mentor;
o
All communication between Trainees and Staff should be professionally courteous;
4. Information Technology and The Internet
o
Trainees should never take the decision to take images of school children they are working
with without prior consent from the responsible person in school;
o
It is not appropriate for trainees to take photographs of children for their personal use;
o
Trainees must ensure that they do not infringe any copyright restrictions on materials
accessed or transmitted via the Internet;
o
Trainees must avoid deliberately accessing any material that might be considered
offensive or inappropriate (this includes all racist and sexist information) together with any
material that might be considered to be pornographic. It also includes sites promoting
violence, offensive language and unlawful conduct.
o
Trainees should report any accidental accessing of such material to the Executive Director
so that it may be noted and the facts recorded.
o
Trainees should ensure that files downloaded from the Internet are checked for viruses
before being used in schools or added to their shared folders on Google Docs and ensure
that appropriate action is taken if a virus is detected;
o
Trainees emails addresses have professionally appropriate names;
41
o
Emails must never contain illegal, lewd or offensive materials or language;
o
SCITT and other Trainees’ email addresses must never be used to send bulk emails apart
from those which may be considered to be necessary to support their work as a trainee
teacher;
o
Trainees should ensure that they do not send emails or submit posts on social networking
sites (such as Facebook) that are defamatory or libellous in nature and that could result in
legal action being taken;
o
Trainees are expected to acknowledge all individual emails from SCITT staff (you need not
do this for group emails unless specifically requested to do so). It is an expectation that
SCITT administrative staff are treated with respect and consideration.
o
Trainees must not deliberately undertake activities with any of the following characteristics:
 Corrupting or destroying other users’ data;
 Violating the privacy of other users;
Use of Google docs and any Facebook page
Google Docs is predominantly an area for sharing course related information.
We strongly advise Trainees not to set up shared pages on Facebook relating to the course as the
misuse of these pages is unfortunately all too easy and any comments made on these pages
considered to be in any way derogatory will lead to all trainees involved being the subject of
disciplinary action.
With regard to personal Facebook pages, once you have joined the teaching profession (including
your training period) you will need to manage your Facebook page carefully.
o
At no time should reference be made to schools, pupils or Thames Primary SCITT on
personal Facebook pages, even if anonymised;
o
Trainees must avoid the creation or transmission of any offensive, obscene or indecent
images, data or other material, or any data capable of being resolved into obscene or
indecent images or material;
o
Trainees must avoid the creation or transmission of material that is designed or likely to
cause annoyance, inconvenience or needless anxiety;
o
The creation or transmission of defamatory material;
o
The transmission of material such that this infringes the Intellectual Property Rights of
another person;
5. In the Classroom and playground
Relationships with pupils
42
o
It is important that trainees adopt the role of teacher with pupils, and do not slip into
“wanting to be their friend”;
o
In order to establish good relationships with pupils, it is essential to hold firm boundaries in
terms of expectations of behaviour and to be seen to be acting with parity in all cases;
o
Under no circumstances show favouritism to any pupil;
o
Do not give pupils any personal information. Under no circumstances communicate with
pupils online outside of school, unless directed to do so by the class teacher (e-folio etc);
o
Ensure that pupils know the correct way to refer to class teachers and LSAs by modelling.
Do not use first names in front of pupils.
In the playground:

Do not reciprocate any physical contact;

If pupils hug you in the playground, kindly but firmly detach them;

Familiarise yourself with, and adhere to, the school’s First Aid policy.
Safeguarding:

Never allow yourself to be in a situation where you are on your own with a pupil.
Confidential discussions should always be carried out with another adult present;

Ensure you are familiar with the school’s safeguarding policy.
Being a guest in other people’s schools and classrooms:

Arrive and leave school at times that are agreed with the school and are in line with
the school’s expectations of the rest of the staff;

Remember that you are a guest in somebody else’s classroom and show appropriate
respect for their classroom organisation and resources;

Do not help yourself to resources – always ask;

Do not be over-familiar if you are placed at a school you already know;

Knock on doors before entering classrooms;

Remember that even if your teaching style conflicts with that of your class teacher, he/she
is still a more experienced practitioner than you, and as such deserve to be shown respect;

Give teachers appropriate notice if you want to observe a lesson (this will not be the same
day), say what you are looking to observe, say if you would like a passive or active
observation, and ask if you can meet them to discuss the lesson afterwards;

Do not disturb teachers when they are in the middle of teaching;

Leave other teacher’s classrooms as you find them, and ask where you can store items if
you need to;

Make sure you return items whence you borrowed them;

Make sure you know and adhere to agreed timetables;
43

Don’t expect to have things delivered immediately – give teachers plenty of notice if you
need resources.
Communicating with parents/carers

Ensure that you familiarise yourself with the school’s policies and procedures on
communicating with parents;

Be aware that it is not appropriate to discuss members of staff or pupils in the staff room
(make sure you know if there are parents present in the staff room);

Under no circumstances communicate with parents/carers unless directed to do so
by your class or school mentor.
Dress codes and appropriate language

Whenever possible, speak standard English in front of pupils;

In lectures you may dress in a less formal way, however you will be taken into classrooms
on a regular basis so your dress must be suitable to be a visitor in a school;

Wear suitable clothes for PE lessons;

Dress should be smart and professional at all times*;

Ensure that your dress is in line with the school’s expectation for dress codes. These are
likely to include some of the following:
o
No underwear showing;
o
Wherever possible, no tattoos showing;
o
Discreet nose/tongue/eyebrow/lip piercings etc. (wear small or clear studs);
o
No jeans;
o
No inappropriately high heels;
o
Tie long hair back (this will also prevent you from getting nits);
o
Avoid tops that reveal cleavage when bending forward.
*As far as possible you should make every reasonable effort to adhere to your school’s dress code.
Your role as a member of the staff group:
o
Approach staff meetings sensitively! Remember you are there primarily to observe
so ensure that any participation is done with tact and diplomacy;
o
Accompany your class teacher on playground duty if possible;
o
Attend staff meetings and CPD whenever possible;
o
You must follow the school’s procedures for staff absences (including for staff
meetings)
Mobile Phones in school
44
Trainees should not use their mobile phones to make or receive calls or text messages whilst in
the classroom. Trainees with children should set their phones to vibrate and only check
messages when essential if it is lesson time. We strongly advise you to discuss this with your
class teacher.
Professional Dialogue in schools
o
There will be times when you may have different views from those of your mentors in
school. It is perfectly acceptable to express these as long as you do so in a way that is
professionally courteous. Experience tells us that trainees do this most successfully when
they seek advice from Personal Tutors in how to resolve differences in schools. It is
therefore the responsibility of the trainee to seek advice and guidance prior to tackling
difficult issues in schools;
o
At no point should a Trainee ever repeat anything negative they have experienced or
heard another Trainee say about their experiences in a school
It is the responsibility of Trainees to alert their Personal Tutors as early as possible to any
problems they may have whilst on school practice.
6. In Centre-based training
It is essential to recognise that while in centre-based training you are now in a
professional postgraduate environment and as such the expectations of professional
conduct are very different to those you may have experienced as an undergraduate.
During training your behaviour is monitored at all times and will have an impact both on
your final grades and your references.
In training sessions:
o Phones must be turned off or switched to silent;
o Laptops may be used if the lecturer agrees that this is appropriate;
o No food is to be consumed during lectures unless you have obtained permission for
medical reasons;
o You should behave with professional decorum at all times, this will include addressing
lecturers in a manner that is respectful and listening attentively during taught sessions;
o When discussing school experiences (in sessions and in breaks) please be careful not to
identify the schools;
o It is important to recognise that training sessions are a place where you can discuss issues
relating to practice but they are not a forum to air concerns about your placements – this
should be done with your Personal Tutors who are best placed to advise you;
45
o Training sessions operate under Chatham House rules and you should therefore never
repeat any sensitive information;
o During training sessions you will be asked to sit with new groups of Trainees in order to
have as wide a range of experiences in schools to discuss as is possible, it is an
expectation that you comply with Trainers requests for you to sit in particular places;
o If you are going to arrive late you should notify the lecturer and office prior to the start of the
lecture whenever possible*;
o If arriving late please ensure that you apologise to the lecturer;
o If you need to leave early you should ask permission from your lecturer or from SCITT
management;
o Persistent late arrival or early departure will accrue unauthorised absences that may
prevent you from gaining QTS**;
o Trainees should be aware that bullying or harassment of other trainees (including by
exclusion) will not be tolerated during training sessions;
o Trainees must be sensitive to the amount of time they demand individually from trainers. If
you have lots of questions most trainers will be happy to discuss them with you during the
break.
* Please note that lecturers keep registers for all sessions
** If you are more that 30 minutes late arriving or early leaving this will accrue a half-day absence.
4.3 Fees and financial support
At the beginning of the course Trainees must formally indicate their preferred payment of tuition
fees by completing a signed declaration of their intentions. They are then required to sign a legally
binding contract with the SCITT.
Trainees may pay in one of three ways:
Options
Description
Option One
Pay all fees in one payment
Option Two
Pay fees in two instalments (Dec and May).
Option Three
Student Loan Company will be paying fees directly to
The Consortium.
Those paying by student loan are required to submit their student loan reference number.
46
Once the form of payment has been decided by the Trainee and declaration signed, the Trainee
has a further fourteen working days to alter their option. After this date the agreement is binding.
A receipt will be issued to indicate payment has been received.
If payment is to be monthly by direct deduction of bursary payment an account printout will be
issued indicating payment and balance. A receipt will be issued on the last full payment.
Payment must be by a dated cheque and written to "The Thames Primary SCITT". Payment will be
receipted on clearance of the cheque. Cheques that are not cleared will result in an additional 5%
administration fee of the full or partial payment. Invoices will be issued if payment remains unpaid
on the due date.
Failure to fully pay the fees by the end of the course will deem it necessary for The Executive
Director to recommend to The Academic Board that Qualified Teacher Status be withheld until
payment is made.
If a Trainee withdraws from the course after the first day of the programme of that academic year,
the following fees will be met:
Withdrawal Date
Amount Payable
Before 31st July 2015
£250
Between 1st August 2015 and 31
December 2015
£4500 less amount paid to date
After 1 January 2016
£9000 less amount paid to date
A Trainee facing difficulties in paying the fees must inform the Executive Director or The Finance
Officer as soon as possible.
The Thames Primary SCITT is committed to effectively managing payment of tuition fees and
following the processes of quality assurance will monitor and evaluate the effectiveness of its
procedures.
Bursary Payments
Thames primary SCITT agrees to administer Government bursaries and training bursary payments
made by the NCTL to the SCITT will be paid into Trainee bank accounts in monthly instalments.
47
Deposits
Trainees are required to pay a non-refundable deposit on acceptance of their place on the course.
This money will be used to pay for DBS checks and other administrative costs associated with
setting up trainees on the various SCITT and Government systems.
4.4 Concerns and Complaints
A complaint is defined as any specific concern about the SCITT or one of its partner schools,
including provision of a programme of study or related academic or support service. The
procedures also include the investigation of those complaints which may involve other trainees.
Outline of the complaints process

Wherever possible, the SCITT seeks to resolve complaints informally, with complaints
procedures operating, in the first instance, at the level at which the matter arose. The
arrangements are set out in Section 4 of these procedures.

If the matter cannot be resolved informally, the trainee may request a formal investigation
to be conducted by an investigator appointed by the Executive Director. The arrangements
are set out in Section 5 of these procedures.

If the trainee is not satisfied with the outcome of the formal investigation, the trainee can
request mediation of the findings of the investigation. The Executive Director will appoint a
reviewer (typically the SCITT Operational Development Consultant). The arrangements for
mediation are set out in Section 6 of these procedures. If mediation is unsuccessful the
procedure will them move to a review, as set out in section 7 of these procedures.

The trainee has the right of appeal against the findings of the review, or the investigation
where mediation has been attempted, to the Headteachers’ Executive Board. The
arrangements are set out in Section 8 of these procedures.

The Headteachers’ Executive Board will determine the appeal.

Once the Headteachers’ Executive Board has determined the appeal, the trainee may
make a complaint to the Office of the Independent Adjudicator for Higher Education (OIA)
for independent adjudication. It is not possible to refer the matter to the OIA until the
completion of the internal procedures. The arrangements for making a complaint to the OIA
are set out in a separate paper available from the OIA http://www.oiahe.org.uk

At the completion of each of the stages where there is written communication, the trainee
will be advised in writing of the means by which the matter may be taken further.
Principles of the trainee complaints procedures

The Trainees’ Complaints Procedures are designed to ensure that trainees have an
48
opportunity to raise individually or collectively matters of proper concern to them without
fear of disadvantage, and in the knowledge that privacy and confidentiality will be
respected.

Where it is necessary to disclose the identity of the complainant to progress a complaint,
the complainant will be informed of this in writing and asked to give permission for
disclosure before proceeding with the complaint. There may be occasions when anonymity
limits the extent to which a complaint can be investigated and/or resolved. If such
circumstances arise, then they will be discussed with the complainant so that s/he can
decide upon the course of action they wish to be taken.

The SCITT will respond to complaints and, if substantiated, will take appropriate action to
remedy the complaint.

Since it is difficult to investigate complaints after a lapse of time, the procedures require that
the Trainee must raise the matter within a given period of time, varying according to the
type of complaint. These time limits are intended to allow a sufficient period for matters to
be resolved informally wherever possible. A formal complaint must be brought within two
months of an attempt to resolve the matter informally. No complaint may be made in any
circumstances later than two months after the last day of enrolment on the programme.

Complainants are expected to follow the procedures as set out. However, discretion will be
exercised, as appropriate, to ensure that complaints are not automatically discounted
because of minor procedural deficiencies in the application.

At whatever stage of the Complaints Procedures the Trainee lodges the complaint s/he
must declare herself/himself not satisfied within twenty working days of the date of the
written response and request that the complaint be taken forward to the next stage. The
absence of a response will be deemed to confirm the complainant has been satisfied.

Where it is deemed a Trainee is abusing the procedures through making complaints which
are insubstantial or unsupported by a sufficient level of evidence, the complaint will be
rejected at the earliest possible time with reasons given. Where apparently false and/or
malicious complaints are made, the Executive Director, under the Trainee Disciplinary
Procedures, may instigate investigations.

Anonymous or third party complaints may be investigated at the discretion of the Executive
Director.

Where a complaint is upheld, the Executive Director will take appropriate remedial action
and the complainant will be informed in writing of the action taken.

Where a trainee instigates a complaint but then withdraws the complaint prior to its
conclusion the same complaint may not then be reinstated.

The Executive Director will log all formal trainee complaints, and make an annual return to
the Headteachers’ Executive Board.

Informal comments and suggestions for the improvement of the SCITT are welcomed and
49
should be addressed to the Executive Director via the trainee reps.
Arrangements for informal complaints

Most complaints should be resolved informally, since it is at the level of immediate contact
that problems can most quickly be resolved and relevant action taken. For complaints of
this nature, the SCITTs procedure should be as follows.

For informal complaints relating to the course:
The trainee should discuss the matter, in the first instance, with the Personal Tutor.

For complaints relating to SCITT staff or schools:
The trainee should discuss the matter, in the first instance, with the person providing the
service, and then with their Personal Tutor.

In all cases concerns or complaints will be recorded on a blue form (Appendix A) and will
be passed to the Executive Director.

If the trainee withdraws a complaint at this stage then the Executive Director will formally
close the process.
50
ARRANGEMENTS FOR REQUESTING A FORMAL INVESTIGATION

If the trainee remains dissatisfied and wishes to take the complaint further, then s/he should
write to the Executive Director within two months of an attempt to resolve the matter
informally. A formal complaint must be brought within two months of an attempt to resolve
the matter informally. No complaint may be made later than two months after the informal
stage and must be made at least two working days before the last day of enrolment on the
course.

A formal complaint should be in writing and must:

Detail any specific concern about the provision of a course of study or the service provided.

Indicate the outcome sought. However, complainants should note that the
outcome may be different from the one sought.


Be accompanied by appropriate evidence, where possible.
The Executive Director will nominate a suitable person to investigate the complaint (‘the
investigator’). The investigator will then seek appropriate evidence to conduct the review. In
addition, the trainee should be invited to speak with the investigator in person or at a
distance, for instance over the telephone.

Where the complaint concerns the Executive Director, the complaint is to be directed to the
Headteachers’ Executive Board. The Headteachers’ Executive Board will nominate the
investigator.

The investigator should make a written response within two weeks of the meeting with the
trainee, or the trainee declining the invitation to a meeting.

The investigator is to provide a summary of the complaint, the findings of the investigation
and, where appropriate, an Support Plan to prevent a reoccurrence of the complaint or to
initiate further action under another SCITT procedure.

If the trainee is not satisfied with the outcome of the formal investigation, the investigator
will include in the written response that the trainee can request EITHER mediation OR
review of the findings of the investigation by the Headteachers’ Executive Board. The
relevant contact details will be provided in the letter. The Headteachers’ Executive Board
may delegate the investigation to another suitable person, who will make the decision on
behalf of them.

The trainee may choose either Mediation or Review, but not both. Mediation is more
appropriate, for example, where the trainee prefers discussions to continue with a view to
resolving a complaint or where there is an issue relating to attendance or trainee debt, with
the assistance of professional support from Trainee Health and Wellbeing. Review is more
appropriate where the trainee prefers a formal examination of the issues led by the
Executive Director or Headteachers’ Executive Board.
51
Arrangements for mediation

If the complaint remains unresolved, then the trainee may request mediation within twenty
working days of receiving the written response from the Head investigator. The request
should be made in writing, and accompanied by a copy of the correspondence received
from the Investigator concerned. The arrangements for mediation will be set out in the
response from the investigator. Normally, the trainee will be directed to the Executive
Director, who will arrange for the mediation.

The mediation stage does not preclude the trainee making an appeal to the Headteachers’
Executive Board, following the procedures in Section 8, against the outcome of the
investigation conducted by the Investigator. However, the mediation stage is an established
part of the process, and there is an expectation that the trainee would seek to reach an
agreement at this stage in place of requesting a review.

The arrangements for the mediation process are set out in a separate statement available
from the SCITT Office.
Arrangements for the review of complaints
Where the trainee requests a review of the investigation, the following procedures will
apply:

Within twenty working days of the date of the written response from the Investigator, the
trainee may request a review of the complaint by writing to the Executive Director. The
Executive Director will nominate a suitable person to conduct the review (‘the reviewer’).

A copy of the correspondence received by the trainee from the Investigator should
accompany the request.

The person undertaking the review will collect such evidence as is necessary, which may
include meeting with the trainee making the complaint, where this is appropriate.

The trainee should receive a written acknowledgement from the Executive Director, or
investigator, within fourteen days of the complaint being received, outlining the approach to
be followed.

The reviewer may make a judgment on the subject matter of the complaint, and may either
confirm or modify the decision of the Investigator. This will be contained in a formal written
response to the trainee.

Where a complaint is directed against a member of staff or staff in a school and is dealt
with under this procedure, s/he will have the right to make representation.
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Arrangements for appeal to the Headteachers’ Executive Board

In the event of there being no satisfactory outcome at the mediation or review stage, the
trainee may appeal in writing to the Headteachers’ Executive Board within twenty working
days of the date of the formal written response from the reviewer or the conclusion of the
mediation process. The Headteachers’ Executive Board will nominate a senior manager to
review the appeal.

The purpose of the appeal is to determine whether the decision-making process of the
SCITT was reasonable, but not to consider the merits of case. Where mediation has been
attempted and failed, the appeal will concern the investigation conducted by the
Investigator, since mediation is a means of enabling the parties to seek a means of
resolving their differences.

Where the decision is that the decision-making process was reasonable, this determination
represents the final decision of the SCITT and the completion of the procedures.

If the determination is that the decision-making process of the SCITT was not reasonable,
there will be a final review of the complaint by the Headteachers’ Executive Board’s
nominee. The results of this further review will represent the final decision of the SCITT and
the completion of the procedures.

The nominee will arrange for the trainee to be notified of the decision in writing, and for a
completion of procedures letter to be issued to the Headteachers’ Executive Board and
Governing Body of the accredited provider (Runwell School).

Following the completion of the internal procedures, the trainee may take the complaint to
the Office of the Independent Adjudicator for Higher Education (OIA), and will be informed
accordingly, together with the means of making such a referral.
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PROCEDURE FOR THE INFORMAL RESOLUTION OF TRAINEE (OR STAKEHOLDER)
CONCERNS
INTRODUCTION:
It is the aim of the Thames Primary SCITT to provide the very best quality of training. In any
organisation there are times when informal and more formal feedback is required to maintain and
continue to improve the quality of service. This form is one part of that process and represents a
means of listening to the concerns of any trainee (or stakeholder) in a systematic and supportive
way.
SOME PRINCIPLES BEHIND THE USE OF THIS FORM:
An informal but recorded process
When a trainee has a concern (for example, about the support or provision they have received, or
an on-going problem that appears to be becoming more troublesome) then a more structured
discussion may be undertaken using the following approach.
1. The trainee will be invited to a meeting with a mandated officer from Thames Primary
SCITT. The trainee may, if s/he wishes, be accompanied by a friend, union representative
or any other person of their choice. The officer may also be accompanied if this is seen as
appropriate.
2. At the meeting there will be a discussion about the problem the trainee faces and ways to
resolve it will be considered. An informal intervention plan may be produced, if needed,
following the meeting.
3. The interview will be structured by the use of questions that encourage reflection and
problem solving.
4. The trainee will be sent a copy of the completed form.
A key principle behind this approach is its informal character. Unless the trainee raises a grievance
relating to gross misconduct by an employee of the Thames Primary SCITT then any evidence and
findings from this meeting will only be used as a way to resolve the problem or to plan how to.
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Procedure for resolving trainee (or stakeholder) concerns
Informal Enquiry Form
This form completed by:
Role:
Name of trainee or stakeholder:
Date this form completed:
Semi-Structured Interview
Please select the relevant questions.
Part one: Clarifying the Nature and Cause of
Concern:

What has happened so far?

What has been the effect of what has
happened?

Do you think anyone else been affected by
this?

So far, who else have you talked to about
this?

How did they respond?
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Notes and comments if needed
Part two: seeking solutions:

Notes and comments if needed
What needs to be thought about now,
and what needs to happen next?

What are you hoping might be the result
of talking with me?

What would be the worst outcome for
you?

What will be an ideal outcome for you in
this situation?

What do you think needs to happen to
make this possible?

Who else ideally needs to be involved in
resolving this issue?

What do you think is the best way to
involve these people and when?
Part three: Deciding on next best steps:

In two sentences can you summarise, for
clarity, exactly what the
complaint/concern is.
Before deciding on what we may do
together to resolve this issue how far do
you feel we have covered the main issues
regarding your concerns.

In summary your concerns are as follows:
(Write down the summary of concerns and
read them back)
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Part four: Agreements for next steps
(i)
Agreed interventions
It was resolved that The Thames
SCITT will:
(ii)
It was resolved that The Thames
SCITT in partnership with the trainee
or stakeholder will:
(iii)
It was resolved that The trainee or
stakeholder will:
Part five*: if required, an informal review
meeting will be held on:
*If both parties agree that a second meeting is not necessary part five may be waived.
4.5 Trainee Disciplinary Procedures
1.
The Headteachers’ Executive Committee is committed to being fair and reasonable and it
takes this commitment seriously. It recognises that instances may arise in which schools
are dissatisfied with the conduct of a trainee and that in such cases there is a need for a
formal procedure through which the issues can be identified without delay and appropriate
action taken in a consistent and non-discriminatory manner.
2.
The day-to-day supervision of Trainee is part of the normal management process and is
outside the formal procedure for dealing with breaches of discipline. There is likely to be
less recourse to the SCITT formal procedure if deficiencies in a trainee’s conduct are
brought to his/her attention at the earliest possible stage by his/her mentor or tutor. The
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Headteachers’ Executive Committee intends that informal measures are adopted wherever
possible.
5. The object of the formal procedure is to provide a framework to deal with Trainees whose
standard of conduct continues to fall short of that required by the Headteachers’ Executive
Committee after any informal action. It is also designed to encourage a Trainee whose
standard of conduct is unsatisfactory to improve.
4.
SCITT policy requires that:

Trainees and staff are to raise and deal with matters promptly and consistently

Necessary investigation is carried out

The Executive Director inform Trainees and give them the opportunity to out their case
before decisions are made

Trainees are able to be accompanied at all formal meetings
It is the responsibility of all Trainees to:

Be aware of and comply with general rules and procedures referred to in the
course handbook;

Comply with the SCITT’s disciplinary and other procedures and to co-operate
with the processes contained therein (a full copy of the policy and procedures can be
requested from the SCITT Office).
Where a trainee's conduct is called into question The Executive Director will conduct such
investigations as she may consider necessary. The purpose of the investigation is to
gather sufficient information to determine whether or not the matter needs to be pursued
formally at a disciplinary hearing. Where appropriate, the trainee will be given ample
opportunity to state his/her case and the investigation may involve interviewing witnesses,
other relevant parties and taking statements.
2.
All reasonable effort will be made to complete the investigation without delay.
3.
If, following the investigation, The Executive Director feels that disciplinary action is
necessary s/he shall arrange for this to be undertaken in accordance with the SCITT
disciplinary procedures as described in the course handbooks.
4.
Formal disciplinary action will not be taken against a trainee without prior investigation,
other than in exceptional circumstances.
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5.
Where a trainee admits an allegation, it may not be necessary for The Executive Director to
carry out a lengthy investigation. Any hearing in these circumstances would be to consider
the allegation, the trainee’s admittance and any mitigation they wish to put forward.
6.
It will be open to a trainee to accept a proposed disciplinary sanction without being subject
to the full normal procedure. This is called an ‘agreed outcome’.
7.
In certain circumstances, The Executive Director may conclude that formal disciplinary
action is not necessary but that professional advice should be given to the trainee. This will
be in the form of a letter of expectation that will be placed on the trainee’s file indefinitely.
SUSPENSION
1. Suspension may be effected normally only where:
o
There is a risk to others within the school;
o
The allegations are so serious that dismissal from the course would be a possible
outcome
o
Allowing the trainee to remain in school or attend lectures could hinder the
investigatory process.
2. Where appropriate, suspension will only be applied after alternative measures have been
carefully considered.
2. Only the chair of governors and the Executive Director have the power to suspend a member
of Trainee.
3. A suspension can only be ended by The Executive Director or the Headteachers’ Executive
Committee.
5.
During a period of suspension, the trainee will receive his/her bursary payment. Where a
Trainee falls sick during a period of suspension, the normal arrangements will apply.
6.
The trainee’s personal tutor will be a contact point for suspended trainee for school
business issues. Their role will not be to discuss support the disciplinary process.
DISCIPLINARY HEARINGS
1.
If after investigation, The Executive Director considers that a formal sanction or dismissal is
appropriate, she will refer the matter to a formal hearing. Disciplinary hearings will be
carried out without undue delay.
2.
The Trainee will be given at least five working days' notice, in writing, of the date, time and
place of any disciplinary hearing. When given this notice, the Trainee will be:
o
Informed of the nature and details of the alleged misconduct;
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o
Informed of his/her right to be accompanied at the hearing by a representative and
of his/her right to call witnesses;
o
Supplied with a copy of the executive director‘s written report which is to be
considered at the hearing, including any witness statements;
o
Given an indication of the possible disciplinary penalty which could be imposed if
the allegations were found to be substantiated;
3.
o
Informed who will conduct the hearing and those to be called;
o
Given a copy of the SCITT’s disciplinary procedure.
Not later than three working days before the hearing the Trainee:
o
Must supply the name and status of his/her representative;
o
Must supply the names of any witnesses* s/he intends to call and an outline the
evidence they will give;
o
May submit a written statement or other supporting written evidence if s/he wishes,
either direct or through his/her representative.
4.
At the hearing the Trainee and/or his/her representative and the person presenting the case
may:
o
Address those conducting the hearing;
o
Be questioned by the other party and by those hearing the case, on the statements
made by them and on any evidence they have submitted;
o
4.
Question the other party on any relevant aspect of his/her evidence.
An opportunity will be given at the end of the process for both parties to make a summary
statement of their case. The Trainee or his/her representative will have the right to speak
last;
6.
Trainees are required to take all reasonable steps to attend hearings. Hearings may be rearranged once where either party or their representatives are unable to attend for a reason
that was not reasonably foreseeable. Where an Trainee fails to a provide good reason for
non-attendance, those hearing the case will make a decision about whether or not to
proceed.
POSSIBLE OUTCOMES OF A HEARING
1.
Where those hearing a formal disciplinary case conclude that there is sufficient evidence to
support the allegation(s), they may apply an appropriate sanction, including dismissal. Any
decision of the hearing will satisfy the test of reasonableness in all the circumstances and
any sanctions will be proportionate to the nature of the misconduct. The following
mitigating circumstances will be considered:

The Trainee's disciplinary and general record;

Any explanation or mitigation put forward by the Trainee;

Any other relevant factors.
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2.
Depending on the circumstances, disciplinary action could take the following forms:

Written warning e.g. where there has been a failure to conform to standards

Final written warning e.g. where there is further misconduct or the misconduct is
considered to be sufficiently serious.

Removal from the course with notice e.g. where conduct has failed to improve
following previous warning(s).

Summary removal from the course e.g. where an act of gross misconduct has
been committed.
Warnings will set out the:

Nature of the misconduct and expectations of future conduct

Length of the warning

Consequences of future misconduct.
NOTIFICATION OF OUTCOME OF DISCIPLINARY HEARING
1. Where possible the decision of the hearing will be notified verbally to the Trainee at the end of
the hearing. In any case the Trainee will be issued with a written notification of the outcome
within five working days of the hearing;
2. In case of removal from the course, the letter will contain notice, where appropriate, of removal.
This may be rescinded subsequently on appeal.
3. Trainees will be asked to sign a copy of such notifications to confirm that they have a received
and understood them.
APPEALS
1.
A Trainee has a right of appeal against any disciplinary sanction reached at a disciplinary
hearing, including an extension of the time limit for written warnings. A Trainee may forego
his/her right to appeal.
2.
Notice of any appeal must be given in writing to The Executive Director within five working
days of the written notification to the Trainee of the outcome of the disciplinary hearing,
clearly stating the grounds upon which the appeal is made. These may be, for example:

On procedural grounds,

Against the severity of the disciplinary action, or

Where the trainee considers that there has been an error of judgement on a point of
fact.
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3.
All appeals will be heard by the Headteachers’ Executive Committee’s
Disciplinary/Dismissal Appeal Committee. The decision of this Committee is final, subject
to the Trainee’s rights at law.
4.
The appellant will be given at least five working days' notice of the appeal hearing in
writing. An appeal hearing will normally be a re-hearing and the procedure will be as for the
original hearing.
5.
New evidence, provided it is relevant to the original allegation(s), can be introduced at the
appeal stage by either party. All parties’ papers must be submitted to the other party and
the Appeals Committee at least 3 working days before the appeal hearing.
6.
The outcome of the appeal will be notified as for the original hearing, except in that there is
no further right of appeal within these procedures.
RECORDS
1.
Notes of hearings and meetings with the trainee will be taken and shared with him/her.
2.
Details of any formal disciplinary action, including any warnings will be retained on the
Trainee’s personal file.
3.
Letters of expectation are not disciplinary sanctions and will remain on the trainee’s
personal file for the duration of the course.
4.
If an investigation or hearing concludes that an allegation is totally unsubstantiated, all
records will be removed from the trainee’s personal file. The only exception would be
where the allegation relates to safeguarding issues.
5.
Details of any on-going disciplinary action and/or sanctions, and in the case of safeguarding
matters, expired warnings, will be referred to in a trainee reference requested of The
Executive Director. Only such information as has been discussed with the trainee will be
referred to.
GRIEVANCES
If a trainee raises a grievance during the course of the disciplinary procedure, related to the
case, the grievance will normally be dealt with as part of the formal disciplinary
hearing/appeal process. If appropriate, given the nature of the grievance, the disciplinary
process may be temporarily suspended in order to deal with the grievance.
Trainees can find details of acceptable and unacceptable conduct in the SCITT code of
conduct, and the SCITT safeguarding policy.
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5. RESOURCES
5.1 Library Provision
The Consortium Library
The Consortium library is a very small reference source easily available to trainees throughout the
year. Books are divided between the training bases at Southend and Runwell. It should be noted
that all books must be signed out and kept for a maximum of two weeks. That said, trainees are
expected to show due regard for the needs of their colleagues with regard to more popular texts.
Academic Libraries
Access the libraries of other universities: you may be able to use a university library close to
where you live through the SCONUL Access scheme. Go to http://www.sconul.ac.uk.
Ruskin University Library is one of these.
Anglia
Based at Rivermead Campus, Bishop Hall Lane,
Chelmsford is open free of charge for any trainee to use during opening hours. You can sit and
read anything in the library including a wide range of education texts and academic journals and
make notes if you wish. In addition, you can photocopy small amounts of the material using their
copiers for a charge.
Christchurch Canterbury University – Resources for Distance Learners
Trainees may use the library at CCCU but can also access a wide range of documents through
The Universities VLE.
Printed resources in schools
All of the Consortium schools have agreed to allow trainees access to their staff resources libraries
on the same basis as staff. This provides easy access to a wide range of publications including,
inter alia, National Curriculum, DFES, Ofsted and QCA Curriculum documents.
5.2 Using Blackboard & Google docs
Blackboard
During your induction week you will be given clear instructions about how to use this resource.
Please note you will not be able to access Blackboard unless you have completed your
registration with the university (including sending them your photograph).
problems accessing this service please contact the SCITT office.
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If you have an
Google docs
During the first term you will be sent an electronic invite to join a shared Google docs folder.
You should download the Google docs application from the internet and install the software to join
the folder. You will then see a folder with you name on it and a selection of documents that you
will be required to complete during the course.
You should password protect each word
document with one password of your choice (please note you cannot password protect folders).
You must them email your password to The Course Administrator and your Personal Tutor. Use
the Google docs guide if you are unsure. It is your own responsibility to bring your laptop to
the SCITT Office in order to access assistance if you have any problems accessing Google
docs. Please be aware that, as with all cloud storage, occasionally someone can accidentally
delete your folders. Please don’t worry if anything vanishes from Google docs, simply email the
SCITT office letting them know the name and previous location of the missing file and the staff can
reinstall documents or folders.
6. JOBS
6.1 Applying for jobs
There will be a lecture day exploring the process of job hunting, applications and interviews. The
day will cover:

Visits to schools (dos and don’ts)

How to write an application

Drafting your personal statement

Interview technique (including practice interviews with Consortium Headteachers)

Key questions to ask when you are offered a job.
6.2 Early starts
Sometimes schools will ask if you can take up a post before the end of the training programme.
Pease see the guidelines below for requests for early starts:
1. Early starts can only be for the last week of term as a maximum;
2. Early starts will not be possible unless the trainee is clearly on line for grade 2 or better;
3. Early starts must mean the trainee is in the classroom for the full 5 days and the employing
school emails us to confirm this;
4. Early starts are only allowed if:

The home school Headteacher agrees;

The School and Class Mentors at the home school are happy to grade 1 week early.
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Trainees should approach the Mentors first and if they agree then approach the Headteacher. This
must be done respectfully. It should be noted that the home school is under no obligation to
agree.
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