Birmingham City University Primary and Early Years Partnership Handbook
Section 1 Partnership Agreement Roles and Responsibilities
Index
4 Primary and Early Years Partnership Contact Details
5 Introduction
6 Partnership Agreement
Roles and Responsibilities
8 Trainees
11 Partnership Models
Overview of School Based Training in Associate Schools
Roles and Responsibilities
12 Teacher in Charge of School Based Training Opportunities
13 Associate School Class teacher
17 Associate School University Tutor
Overview of School Based Training in a Lead Partnership School
Roles and Responsibilities
20 The School Mentor
24 Lead School Class Teacher
27 Lead School University Tutor
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Birmingham City University Primary Partnership Handbook
Section 2 School Based Training Guidance
Index
29 Safeguarding Status Confirmation
31 BA (Hons) School Based Training
33 PGCE Primary Early Years School Based Training
35 Assessment of Trainees
36 Professional Development Profile
37 Weekly Professional Development Meeting
38 Mid point/Progess Meeting
39 End point Review/Progress Meeting
40 School Experience File
41 Planning
42 Behaviour Management
43 Lesson Observations
44 Cause for Concern
45 Travelling to School
46 Job Interviews
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Birmingham City University Primary Partnership Handbook
Section 3
Organisation of Birmingham City University Primary and Early Years Partnership
Index
47 Trainee Placements
48 Placement Appeal Procedure
49 Partnership Models
50 Payments to Schools
51 Course Management
52 Quality Assurance Procedures
53 Selection and De-selection of Schools
54 Primary Early Years Strategic Leadership Committee
Section 4
Birmingham City University Policies and School Based Training Documents
55 Breakdown of Placements Policy and Procedures
57 Fitness for Practice Policy and procedures
67 Guidance for External Examiner Visits to Schools
69 Cause for Concern Form
70 BA (Hons) QTS Year 3 School Based Training Guidance
71 PGCE Primary Early Years 1a School Based Training Guidance
74 PGCE Primary Early Years 1b School Based Training Guidance
77 Formative Assessment Feedback Guidance
85 Summative Assessment Report
96 Lesson Observation Forms
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Contacting the Primary & Early Years Partnership Team
If schools have a specific concern about a trainee currently in their school, contact should be made with the
University Link Tutor in the first instance.
Name
Title
Contact details
Helen Yorke
Director of Partnerships
0121 331 7360
[email protected]
Julie Harbottle
Deputy Course Director – Partnership
BA (Hons) Primary Education with QTS
Ali Pemberton
Deputy Course Director – Partnership
0121 331 7389
[email protected]
0121 331 7383
[email protected]
PGCE Primary/Early Years
Julie Deere
Senior Partnership Administrator
0121 331 7303
[email protected]
Vicki Day
Partnership Administrator
0121 331 6600
[email protected]
Neelam Aslam
Partnership Administrator
0121 331 6591
[email protected]
Haleema Ali
Partnership Administration Assistant
0121 331 7350
[email protected]
Julie Tims
Partnership Administrator
0121 331 6600
[email protected]
Elsie Nabweteme
Partnership Administration Assistant
0121 331 7350
[email protected]
Louise Khalid
Course Director
0121 331 7662
BA (Hons) Primary Education with QTS
Paul Purser
Course Director
PGCE Primary/Early Years
Partnership Office:
0121 331 7702
Partnership Fax:
0121 331 7307
[email protected]
0121 331 5528
[email protected]
The Partnership Team is based in Attwood Building, Room 104a, City North Campus
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Birmingham City University Primary and Early Years
Partnership Agreement
The Partnership Agreement has been created in consultation with the Primary and Early Years
Partnership Strategic Leadership Group, with colleagues in Partnership Schools and with trainee
teachers.
Birmingham City University Primary and Early Years Partnership is a collaborative venture in which
schools play a leading role to ensure the best possible outcomes for trainees, schools and pupils. All
partners have a joint responsibility for ensuring that the training and professional development provided
for trainee teachers is relevant and meets the needs of individuals, schools and the changing needs of
the profession.
Birmingham City University School of Education is committed to working in partnership with schools to
ensure that all trainee teachers become teachers who are:
Committed, Creative and Confident:
Committed to:
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Being an outstanding teacher
Creating a vibrant learning environment in which all learners will thrive
Addressing the needs of all learners and their communities
Their own professional development and learning
Developing excellent subject and pedagogical knowledge
Creative in:
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Engaging, inspiring and motivating all learners
Informing learning and teaching through research and evidence
Overcoming disadvantage and barriers to learning
Reflecting on the impact of their professional practice
Confident to:
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Act as a leader of learning
Respond flexibly and proactively to change
Communicate effectively with all partners in learning
Accept responsibility and be accountable for their professional actions and decisions.
The Partnership Agreement outlines the expectations for School Based Training and the roles of each of
the partners in providing excellent learning experiences for trainee teachers through a range of activities
and to ensure that trainee teachers have a positive impact on learning outcomes for the pupils they teach.
The Partnership Agreement will be reviewed annually by the Partnership Strategic Leadership Groups.
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The Partnership Agreement identifies the roles and responsibilities of all stake holders involved in initial
teacher training in the Birmingham City University Partnership.
Birmingham City University School of Education will:
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Ensure full compliance with current procedures prescribed by the NCTL, with regard to trainee
teachers and the safeguarding of children and young people;
Support trainees in all matters relating to their individual needs as registered students of the
University, e.g. in respect of welfare, accommodation, services etc;
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Adhere to the requirements of the disclosure barring service;
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Ensure that the programmes prepare trainees for school based training and their professional
responsibilities;
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Offer appropriate induction and training for all partnership schools and university staff;
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Ensure that partners are active participants in the development and improvement of initial teacher
education programmes through consultation on the planning of new courses, existing course
review, membership of Strategic Leadership Groups;
Invite colleagues from schools to contribute to University based sessions where their expertise is
current and relevant;
Invite colleagues from schools to take part in interview and selection days;
Ensure that within the partnership quality assurance procedures are communicated, implemented
and any issues raised are addressed;
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Provide all schools with a named university tutor, who will maintain contact with the school;
Offer mentor training to all Partnership Schools;
Where possible offer school briefing and mentor training in school, or for a cluster of schools;
Ensure that all schools are kept up to date with developments in Initial Teacher Training including
changing regulations;
Provide a Partnership Handbook via the partnership website, to provide further information on the
Partnership, the ITT Programmes, the school based training requirements, the roles and
responsibilities of staff and Quality Assurance arrangements;
Provide guidance on the roles, responsibilities, procedures and expectations for each school
based training experience;
Take appropriate action to take account of factors which may affect the quality of school-based
provision, such as changes in staffing, Ofsted reports, and particular circumstances of the school;
Communicate effectively with all involved in the partnership;
Pay the participating schools the sum agreed per trainee as specified in the placement letter;
Ensure that trainees, as students of the University, are at all points in their training, treated in
accordance with the University’s policies on equal opportunities and race relations as published
on the Primary Partnership website: www.bcu.ac.uk/education/partnerships;
Manage and analyse partnership data to drive improvement.
Partnership Schools will:
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Identify a member of staff to co-ordinate the school based training experience for trainee teachers in
school;
Keep regular contact with named University tutor;
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Disseminate key information about the Partnership to relevant school colleagues;
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Develop and implement a whole school policy for working with trainees;
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Attend briefing meetings and training as appropriate;
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Offer as a minimum, one school based training experience per year and to try to maintain the number
of placements offered in any one academic year unless exceptional circumstances prevent this;
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Be willing to be active participants in the development and improvement of initial teacher education
programmes through consultation on the planning of new courses, existing course review,
membership of Strategic Leadership Groups;
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Be willing to contribute to University based sessions to share current and relevant expertise;
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Be willing to take part in interview and selection days;
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Be willing to support staff who wish to become School Mentors;
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Place trainees with appropriately trained experienced, and supportive classroom teachers;
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Inform the University of changes which will affect the provision of suitable placements such as the
outcomes of an Ofsted report;
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Ensure that trainees work in a context which provides examples of good practice in respect of
equality of opportunity and the avoidance of discrimination;
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Monitor the trainee’s effectiveness during school based training and provide the support and
challenge to meet the trainee’s needs;
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Participate in the assessment of trainees against the Teachers’ Standards, and engage in partnership
moderation;
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Support the class teacher in providing a Weekly Professional Development Meeting to review
progress, to formatively assess and to identify targets;
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Support the class teacher and School Mentor in undertaking regular observations with verbal and
written feedback;
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Support the class teacher and School Mentor in providing progress meetings at the mid-point and at
the end of school based training to assess, review and report trainee’s progress in meeting the
requirements of the Teachers’ Standards;
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Support the class teacher and School Mentor in completing the documents for each school based
training placement;
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Support class teachers and School Mentors in participating in partnership development activities
including briefing sessions, moderation events and mentor training;
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Ensure that no trainee receives less favourable treatment than another on the grounds of equal
opportunities, e.g. ethnicity, religion, gender, disability or special needs;
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Support the teacher in charge of placements or the School Mentor in organising the trainee’s
induction.
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Evaluate the School based training experience in collaboration with university tutor
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In the event of a Breakdown of Placement or a trainee not completing school based training complete
all relevant documents.
Signed on behalf of
Birmingham City University:
Signed on behalf of
School:
Kevin Mattinson
Head of School of Education
Headteacher
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Roles and Responsibilities
For school based training to be effective in supporting trainees to become good or outstanding teachers it
is important that all stakeholders understand their role in this process.
Responsibilities of the Trainee
Trainees are developing their professional practice throughout their course. Courses have been
designed so that trainees gradually take on more responsibility in terms of their development of
professional skills and attributes, the percentage of time and number of pupils taught, the development of
subject and curriculum knowledge and pedagogical expertise. However, from the start, trainees are
expected to take responsibility for their own learning and progress.
Trainees:
 Must attend and participate in School Based Training Briefing sessions and engage with the
information provided in order to prepare themselves thoroughly for school based training.
 Will discuss their Targets for the school based training with their Personal Development Tutor.
They will ensure their PDT approves their Targets.
 Must telephone the school to introduce themselves and to ask if there is anything they need to
know in advance of the first visit. Initial contact should be addressed to the Teacher in Charge of
school based training. Trainees should seek clarification regarding what time school begins so
they will arrive at least half an hour before this, and certainly no later than 8:30am on any day.
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Should attend school every day and follow absence procedures when necessary.
 Trainees should ensure that they receive a Health and Safety briefing, including safe guarding
and child protection so that they are fully aware of the school’s policies and know what
procedures to follow. Trainees must immediately inform the class teacher or other member of
staff if they have any concerns for a child’s welfare.
 Are responsible for negotiating a suitable programme of observation/teaching, following the
guidelines for a particular school based training and ensuring that they gain as broad a range of
teaching experience as possible so that by the end of the school based training they have taught
across the whole of the curriculum.
 Must include in their planning all elements as directed by university subject teams and work inline with school policies and practices regarding planning.
 Will complete all of the tasks in the School Based Training Booklet.
 Will complete all tasks to meet the requirements of their course e.g. tasks in the Teaching of
Reading Booklet, in the Developing Effective Assessment Booklet, in the SEN Booklet, in the
Calculation Booklet.
 Will complete the attendance register for each practice and ensure that it is signed and stamped
by the class teacher.
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Will ensure that the University Tutor and School Mentor or class teacher have signed the
relevant page of the School Based Training Experience Booklet before the practice can
commence, to show that they deem the trainee to be satisfactorily prepared for the school based
training.
 Are responsible for ensuring that the School Experience File is up-to-date and available
throughout the school experience.
 Will produce a teaching plan for all teaching undertaken, whole class, small group and 1:1.
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Will reflect on what works well in teaching and learning to meet the diverse needs of learners.
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Will evaluate and challenge own practice, values and beliefs.
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Will inspire, motivate and raise aspirations of learners through own enthusiasm and knowledge.
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Will be creative and innovative in selecting and adapting strategies to help learners to learn.
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Will value and promote social and cultural diversity, equality of opportunity and inclusion.
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Will build positive and collaborative relationships with colleagues and learners.
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Will plan and deliver effective learning programmes for all groups and individuals in a safe and
inclusive environment.
 Will evaluate own practice every day and file their evaluations in their School Based Training File
along with the daily planning.
 Are responsible for ensuring that the School Based Training Experience Booklet is completed and
copied and handed in to the Partnership Office by the time and date stated on the cover.
Trainees must hand this booklet in even if the School Based Training Experience has not been
completed.
 Are responsible for maintaining the Professional Development Profile and will systematically
accumulate evidence from a range of sources towards the achievement of the Teachers’
Standards. The PDP file should be available for class teacher, School Mentor or University Tutor
to discuss and review.
 Must negotiate a time for the Weekly Professional Development Discussion meeting with the
School Mentor and/or class teacher.
 Must prepare for the Mid Point Review/Progress meeting and the End Point Review/Progress
meeting by considering targets for future professional development, based on evaluation of their
developing knowledge, skills and attributes and the impact they have had on children’s progress
and learning.
 Must meet with their PDTs at least once a term to discuss their professional progress, and to set
targets for development.
 Understand that school based training is a learning experience and will seek and act upon advice.
 Adhere to the school’s dress code and dress appropriately.
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Absence
Trainees are expected to attend school based training on all of the dates allocated, and to remain in the
school for the whole day.
It is not acceptable to be absent during the school day for routine appointments (dentist, doctor, optician,
hairdresser, etc.).
Any requests for leave of absence must be negotiated with both the school and the Primary and Early
Years Partnership Team, e.g. to attend a family funeral.
Absence Reporting Procedure
If you are absent from school for any reason, it is YOUR professional responsibility to:
1. Contact the class teacher to inform them of your absence as far in advance as possible and
provide them with information regarding the lessons you plan to deliver that day.
2. Telephone school to report absence formally in accordance with school policy for staff.
3. Email [email protected] by 08:30am at the very latest on each day of absence; stating
your name, school, stage of course and reason for absence.
4. If you are on block placement, even if you are not expecting a visit, you should also inform your
University Tutor by an agreed means.
5. You must keep the school and university informed about continuing absence.
Trainees must make calls in person except in extreme circumstances.
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Partnership Models
We offer two levels of Partnership to schools: Leading Partnership Schools and Associate Partnership
Schools.
Leading Partnership Schools
School mentors will supervise, support and assess trainees throughout the school experience, including
signing off trainees’ School Experience Files, providing support and feedback on preparation, planning,
teaching and learning. School mentors will observe trainees teaching and identify development targets,
they will assess trainees’ progress at the interim points and identify developmental targets and assess
progress at the summative point and prepare a report on achievements and targets for development.
Birmingham City University trained School-based Tutors will be invited to become school mentors and
their schools will be invited to become a Leading Partnership School.
The benefits for schools are:
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Mentor training packages will be offered to all schools at no cost
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Schools can receive CPD vouchers which are redeemable against our Primary CPD Programme
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Schools will work in a cluster of schools so that moderation meetings and mentor training etc can
be hosted by a cluster school
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Schools can choose to receive IPads and/or monetary recognition for the School Experience
Placements they host
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A named university mentor will support and advise mentors and schools
Associate Partnership Schools
Class teachers provide advice and support to trainees and university mentors assess trainees’ progress
at the interim and summative points. Associate Partnership Schools will receive monetary recognition for
the School Experiences they host.
We would strongly encourage Associate schools to look towards becoming Leading Partnership Schools
where staff are trained as school mentors. To support schools we will provide mentor training at no cost
to the school and a named university mentor will support schools during the transition of status.
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Overview of School Based Training in Associate Schools
Roles and responsibilities in Associate Schools
In Associate Schools there are no School Mentors so there will need to be a teacher who is in charge of
placements across the school.
Teacher in charge of placements
Responsibilities:
 In consultation with the Head Teacher and teaching staff complete the Birmingham City University
Placement Opportunities Form, which will be sent into schools in the summer term for placements
in the following academic year.
 Call BCU Partnership Team on 0121 331 7303 with any queries regarding placement
opportunities with BCU.
 On confirmation of a placement inform all relevant staff, including teaching and office staff, and
parents.
 Organise the trainee’s induction which will include:
o Child Protection, Safeguarding and Health and Safety Briefing
o Access to relevant policies including: Behaviour Management; SEND; Assessment,
Marking and Feedback; Teaching and Learning; Core Subjects
o Overview of the school day including: school routines eg start and end of day, playtimes,
lunchtime, assemblies, extra-curricular activities, meetings
o Overview of staff including roles and responsibilities
o Outline the school’s expectations including: time keeping, dress code, behaviour
management, e safety, use of social media, planning
o Outline opportunities in school for trainees eg involvement in an extra-curricular activity,
in CPD, access to excellent practice
o Discuss protocol in observing, shadowing teachers, including completing observation
forms and trainee actions
o Share information about the context and ethos of the school and the school prospectus
o Share latest OFSTED report and the school’s priorities
o A tour of the school and the school’s facilities
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Support the class teacher as necessary, this may include: joint observation of trainee; extra
support for trainees who are struggling; completing a short report for any trainee who withdraws
or fails to complete school based training, detailing Ensure class teacher is informed about the
dates for the School Briefing Sessions and the Moderation Meeting.
Associate School Class teacher
Responsibilities:
The class teacher is the trainee’s first point of reference during school based training.
Class teachers play a major role in the professional development of trainee teachers. They are
responsible for welcoming them in to school life and will be their main source of support and guidance.
The teacher will always be responsible for the class, although at times aspects of that responsibility may
be delegated to the trainee once the trainee is competent to take this responsibility. In the event of the
Class Teacher’s absence, another member of teaching staff should undertake responsibility for the
trainee’s support.
Responsibilities:
 Read the School Based Training Guidance for the relevant school experience, these are available
www.bcu.ac.uk/education/partnerships. The trainee will have a copy and your University Tutor.
 Attend the School Briefing and School Moderation Session for the relevant school experience,
details of this will have been sent to your teacher in charge and can be downloaded at
www.bcu.ac.uk/education/partnerships.
Planning and Preparation Days:
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During the planning and preparation days, trainees gather a range of information about the school
and class as well as getting to know the children. They will be asking a variety of questions about
the following aspects: Context of the school; drawing on Ofsted information, considering how they
may support school with development priorities. Class teachers’ support and assistance with this
will ensure an effective start for the trainee and for the children.
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The class teacher will need to identify groups that the trainee will plan for and teach, this planning
will be personalised to the needs of the group. Learners who would benefit from one to one
support should also be identified and their needs discussed so that trainees can plan to meet
these needs. This teaching should start during the planning and preparation visits.
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Inform the trainee of the range of ability in the class and identify pupils with particular needs,
identify effective assessment strategies.
 Inform the trainee of resources and materials available in school and give advice on the effective
use and management of these
 Ensure that the trainee has opportunities to observe good practice in other classes and key
stages.
 Ensure that the trainee has a range of teaching experiences including 1:1, small group and whole
class
 Develop an appropriate teaching timetable for the trainee for the School Based Training,
information is provided in The School Based Training Guidance available at
www.bcu.ac.uk/education/partnerships The trainee will also bring a copy into school and further
copies are available from the University Tutor.
 Discuss trainee’s targets and generate strategies for in-school support, this will include arranging
for the trainee to observe other colleagues in school.
 Ensure trainees have access (electronic or paper) to all relevant school policies.
 Provide trainees with school planning templates and medium/weekly plans.
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 Trainees need to plan for all the sessions that they will be leading, trainees’ planning should be in
line with school planning but will need to include all of the elements as directed by university
subject teams.
 Support trainee’s planning and identification of subject knowledge needs and identify appropriate
activities, resources, ideas available in school.
 Sign off the trainee’s planning and preparation in the School Based Training Booklet, if
satisfactory to confirm the trainee is ready to start their School Based Training.
 If the class teacher feels that the trainee is not ready to start the practice, the University Tutor
should be contacted immediately.
 Identify a schedule for Weekly Professional Development Meetings.
 Identify relevant staff meetings that should be attended.
School Based Training Responsibilities:
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Negotiate with the University Tutor a schedule of lesson observations, information about the number
of observations are included in the School Based Training Guidance.
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The first observation must be undertaken within 7 working days of the start of the School Based
Training.
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Carry out a joint observation with the University Tutor, where possible give verbal feedback jointly and
both write individual feedback sheets.
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Observations should be focused on the impact of the trainee’s teaching on children’s learning.
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Formal observations should be recorded on the university’s observation form electronically. This can
be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms
are also available which trainees can collect from the university and bring into school.
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Verbal feedback from the observation should be shared as soon as possible after the observation has
taken place.
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Written feedback should be discussed to identify strengths, areas for development and strategies the
trainee may use to enhance their professional practice. Feedback should include practice based
examples of strengths and areas for improvement and be as detailed and clear as possible.
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If there is a Cause for Concern this should be clearly demarcated on the observation form against the
relevant Teachers’ Standards and a ‘Cause for Concern’ form should be completed. (See previous
advice)
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Inform the University Tutor via telephone or email about any trainee causing concern and record
relevant information on the ‘Cause for Concern’ form.
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Trainees that are a cause for concern will not be demonstrating their understanding or application of
the Teachers’ Standards at the appropriate level for their stage of training or will not be fully engaged
or responding to advice and feedback.
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Ensure that the trainee understands which aspects of their practice they need to improve and the
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strategies and actions they need to employ to achieve this improvement.
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A Cause for Concern form will be written identifying the reasons for the concern, the targets, the
support available and the date when the targets will be reviewed.
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Liaise closely with the University Tutor to ensure that appropriate support is available to meet the
trainee’s needs.
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In the event of a trainee not completing school based training write a report detailing the reasons for
non-completion and the support offered to the trainee.
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Ensure you schedule a Weekly Professional Development Discussion during which there should be
time to discuss the progress the trainee has made and targets for further development, these
discussions may include:
 The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1; small
groups; whole class; which subjects/topics have they taught; to observe other teachers
 The trainee’s developing subject knowledge
 The effectiveness of the trainee’s planning and teaching on children’s learning and progress
 The consistency, effectiveness and the range of behaviour management strategies used
 The trainee’s effective use of formative assessment strategies
 How the trainee is meeting the needs of a range of learners
 The Formative Feedback Guidance will be used to inform discussions and trainees/class
teachers will underline criteria which have been met
 Trainees should develop a good understanding of their progress through these meetings
 If you have a cause for concern please complete a Cause for Concern form and email a
copy to [email protected]
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Attend the Review/Progress meeting at the mid-point of the school based training with the University
Tutor. This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements and use the Formative Feedback Guidance to inform
discussions. Underline any further statements and consider progress against initial targets.
 In discussion with the University Tutor identify the trainee’s achievement against the
Teachers’ Standards. This judgement is recorded in the School Based Training Booklet.
 Targets are negotiated and support needed identified.
 For weaker trainees this meeting should be carried out slightly earlier than the actual
midpoint date to enable the trainee maximum time to implement strategies and enhance their
potential to succeed.
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Discuss the trainee’s Professional Development Profile, including evidence collected and reflective
comments, make contributions where appropriate and ratify the trainee’s comments.
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Attend the Review/Progress meeting at the end of the school based training with the University Tutor.
This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements against identified targets and use the Formative
Feedback Guidance to inform discussions.
 Formative Feedback Guidance will be highlighted to show all applicable statements related to
the trainee’s achievements and be used to identify a grade.
 A report is written identifying strengths and areas for development.
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Trainees who are at the end of the course will be awarded a final grade. The University Tutor and the
class teacher will use the Summative Assessment Report to identify the trainee’s final grade. This
grade will be moderated at the whole cohort moderation. Schools will be informed is grades are
changed as a result of the moderation process.
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Be prepared to accommodate visits by External Examiners and school visits as part of an OFSTED
inspection.
Associate School
University Tutor
The University Tutor will act as the representative of Birmingham City University in the school. The
University Tutor will contact the school and arrange a school briefing and will be the named university
representative for the school.
Responsibilities:
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Contact the teacher in charge of placements at the start of each placement to brief them on the
outcomes and expectations of the placement and arrange a schedule of meetings.

Contact the class teacher to confirm schedule of meetings and maintain a telephone and/or
email link.
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Where possible lead school based training briefing sessions in the school.
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Confirm that an appropriate teaching timetable, and support for preparation and planning, taking
into account the trainee’s stage of training, has been arranged with the class teacher.
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Meet the trainee and monitor the School Based Training Booklet and File and provide feedback
on preparation, planning, evaluation and assessment.
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Confirm that a schedule of Weekly Professional Development Discussion have been negotiated.
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Negotiate schedule of formal observations of the trainee teaching with the class teacher, ensure
that the first observations is within 7 working days of the start of the school based training.

Carry out a joint observation with the class teacher, where possible give verbal feedback jointly
and both write individual feedback sheets.
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Observations should be focused on the impact of the trainee’s teaching on children’s learning.

Formal observations should be recorded on the university’s observation form electronically. This
can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships or
accessed through ‘Form Connect’

Verbal feedback from the observation should be shared as soon as possible after the observation
has taken place.

Written feedback should be discussed to identify strengths, areas for development and strategies
the trainee may use to enhance their professional practice. Feedback should include practice
based examples of strengths and areas for improvement and be as detailed and clear as
possible. Written feedback should be sent to trainees within 48 hours of the observation.

Discuss the trainee’s Professional Development Profile, including evidence collected and
reflective comments, make contributions where appropriate.

Monitor and supervise students’ development on school based training of:
 TS 4 Planning and teaching
 TS 7 Behaviour management
 TS 6 Effective use of assessment
 TS 3 Subject and curriculum knowledge
 TS 2 Accountability for pupils’ progress
 TS 5 Teaching and learning strategies to meet the needs of all learners
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
18
TS 8 & 1 Professional responsibility
Professional Development Profile (PDP)

Assess students against the current statutory criteria for the award of QTS.

Monitor the progress of students on school based training, liaise closely with the class teacher
and ensure that interventions are timely and appropriate.

Contact the class teacher as soon as possible after they have informed you of a trainee that is a
cause for concern.

Trainees that are a cause for concern will not be demonstrating their understanding or application
of the Teachers’ Standards at the appropriate level for their stage of training or will not be fully
engaged or responding to advice and feedback.

Ensure that the trainee understands which aspects of their practice they need to improve and the
strategies and actions they need to employ to achieve this improvement.

A Cause for Concern form will be written identifying the reasons for the concern, the targets, the
support available and the date when the targets will be reviewed.

Inform the Deputy Course Director of the relevant course of trainees causing a concern and
agree intervention plans and strategies as appropriate.

Liaise closely with the class teacher to ensure that appropriate support is available to meet the
trainee’s needs.

When necessary arrange additional visits to school to ensure that the trainee makes appropriate
progress.

In the event of a trainee not completing school based training write a report detailing the reasons
for non-completion and the support offered to the trainee.

Lead the Review/Progress meeting at the mid-point of the school based training with the class
teacher. This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements and use the Formative Feedback Guidance to inform
discussions. Underline any further statements and consider progress against initial targets.
 In discussion with the class teacher identify the trainee’s achievement against the Teachers’
Standards. This judgement is recorded in the School Based Training Booklet.
 Targets are negotiated and support needed identified.
 For weaker trainees this meeting should be carried out slightly earlier than the actual
midpoint date to enable the trainee maximum time to implement strategies and enhance their
potential to succeed.

Ensure the trainee has the appropriate support to continue to improve their practice.
Lead the Review/Progress meeting at the end of the school based training with the class teacher.
This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements against identified targets and use the Formative
Feedback Guidance to inform discussions.
 Formative Feedback Guidance will be highlighted to show all applicable statements related to
the trainee’s achievements and be used to identify a grade.
 A report is written identifying strengths and areas for development.

Trainees who are at the end of the course will be awarded a final grade. The University Tutor and the
class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are
changed as a result of the moderation process.

Where possible lead an in school moderation session.

During whole cohort moderation meetings refine trainees’ grades to enable cohort/group tracking and
monitoring of progress.

Quality assure lesson observations and feedback through joint observations with school colleagues,
at least once during each school based training.

Quality assure and moderate assessment judgements made in school against the current statutory
assessment criteria for the award of QTS.

Evaluate the school based training with the school and the trainee.

Quality assure lesson observations and feedback through joint observation with a university
colleague, at least once during each school year.

Assist in the organisation of visits by External Examiners and school visits as part of an OFSTED
inspection.

Meet with the trainee at the end of the school based training to discuss and evaluate progress and to
sign School Based Training Booklet.

Attend training meetings.
19
Overview of School Based Training in a Lead Partnership School
The School Mentor
All School Based Tutors who have undertaken appropriate professional development for the role will be
invited to become School Mentors. In some Lead Schools there will be more than one School Mentor and
the responsibilities related to the overview of placements may be shared between them.
Responsibilities for the organisation of placements:
 In consultation with the Head Teacher and teaching staff complete the Birmingham City University
Placement Opportunities Form, which will be sent into schools in the summer term for placements
in the following academic year.
 Call BCU Partnership Team on 0121 331 7303 if you have any queries regarding placement
opportunities with BCU.
 When you have received confirmation of a placement inform all relevant staff, including teaching
and office staff, and parents.
 Organise the trainee’s induction which will include:
 Child Protection, Safeguarding and Health and Safety Briefing
 Access to relevant policies including: Behaviour Management; SEND; Assessment,
Marking and Feedback; Teaching and Learning; Core Subjects
 Overview of the school day including: school routines eg start and end of day, playtimes,
lunchtime, assemblies, extra-curricular activities, meetings
 Overview of staff including roles and responsibilities
 Outline the school’s expectations including: time keeping, dress code, behaviour
management, e safety, use of social media, planning
 Outline opportunities in school for trainees eg involvement in an extra-curricular activity,
in CPD, access to excellent practice
 Discuss protocol in observing, shadowing teachers, including completing observation
forms and trainee actions
 Share information about the context and ethos of the school and the school prospectus
 Share latest OFSTED report and the school’s priorities
 A tour of the school and the school’s facilities
Responsibilities of School Mentors:





20
Establish contact with the University Tutor and keep them informed of any concerns.
Arrange when the University Tutor will visit school and organise a joint observation with the
School Mentor or class teacher.
Attend School Briefing Session, where possible this could be arranged in school with the
University Tutor.
Liaise closely with the class teacher and support as appropriate.
Monitor and supervise trainees’ development on school based training of:
 TS 4 Planning and teaching
 TS 7 Behaviour management
 TS 6 Effective use of assessment
 TS 3 Subject and curriculum knowledge
 TS 2 Accountability for pupils’ progress
 TS 5 Teaching and learning strategies to meet the needs of all learners
 TS 8 & 1 Professional responsibility

Professional Development Profile (PDP)

Assess trainees against the current statutory criteria for the award of QTS.

Confirm with the class teacher that an appropriate teaching timetable, and support for preparation
and planning, taking into account the trainee’s stage of training, has been arranged.
 Meet the trainee and monitor the School Based Training Booklet and File and provide feedback
on preparation, planning, evaluation and assessment. Sign off the trainee’s planning and
preparation in the School Based Training Booklet, if satisfactory to confirm the trainee is ready to
start their School Based Training.
 Identify relevant staff meetings that should be attended.
 Organise with colleagues opportunities for trainees to observe and learn from good practice
across the school.
 Confirm with the class teacher that a schedule of Weekly Professional Development Discussion
have been negotiated. Discuss who will take part in these meetings.
 Negotiate schedule of formal observations of the trainee teaching with the class teacher, ensure
that the first observations is within 7 working days of the start of the school based training.
 Make focused observations of the trainee teaching and support him/her in evaluating their
teaching and the impact on children’s learning and identifying targets for improvement.

21

Carry out a joint observation with the University Tutor, where possible give verbal feedback jointly
and both write individual feedback sheets.

Observations should be focused on the impact of the trainee’s teaching on children’s learning.

Formal observations should be recorded on the university’s observation form electronically. This
can be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships or
accessed through ‘Form Connect’

Verbal feedback from the observation should be shared as soon as possible after the observation
has taken place.

Written feedback should be discussed to identify strengths, areas for development and strategies
the trainee may use to enhance their professional practice. Feedback should include practice
based examples of strengths and areas for improvement and be as detailed and clear as
possible. Written feedback should be sent to trainees within 48 hours of the observation.

Discuss the trainee’s Professional Development Profile, including evidence collected and
reflective comments, make contributions where appropriate.
Ensure a Weekly Professional Development Discussion is scheduled and take part as agreed with
the class teacher. During these discussions there should be time to discuss the progress the trainee
has made and targets for further development, these discussions may include:
 The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1; small
groups; whole class; which subjects/topics have they taught; to observe other teachers
 The trainee’s developing subject knowledge
 The effectiveness of the trainee’s planning and teaching on children’s learning and progress
 The consistency, effectiveness and the range of behaviour management strategies used
 The trainee’s effective use of formative assessment strategies






Monitor the progress of trainees, liaise closely with the class teacher and ensure that
interventions are timely and appropriate.

Trainees that are a cause for concern will not be demonstrating their understanding or application
of the Teachers’ Standards at the appropriate level for their stage of training or will not be fully
engaged or responding to advice and feedback.

Ensure that the trainee understands which aspects of their practice they need to improve and the
strategies and actions they need to employ to achieve this improvement.

A Cause for Concern form will be written identifying the reasons for the concern, the targets, the
support available and the date when the targets will be reviewed.

Inform the University Tutor about trainees causing a concern and agree intervention plans and
strategies as appropriate.

Liaise closely with the class teacher to ensure that appropriate support is available to meet the
trainee’s needs.

If necessary request additional visits to school by the University Tutor to ensure that the trainee
makes appropriate progress.

In the event of a trainee not completing school based training write a report detailing the reasons
for non-completion and the support offered to the trainee.

Lead the Review/Progress meeting at the mid-point of the school based training with the class
teacher. This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements and use the Formative Feedback Guidance to inform
discussions. Underline any further statements and consider progress against initial targets.
 In discussion with the class teacher identify the trainee’s achievement against the Teachers’
Standards. This judgement is recorded in the School Based Training Booklet.
 Targets are negotiated and support needed identified.
 For weaker trainees this meeting should be carried out slightly earlier than the actual
midpoint date to enable the trainee maximum time to implement strategies and enhance their
potential to succeed.

Ensure the trainee has the appropriate support to continue to improve their practice.
Lead the Review/Progress meeting at the end of the school based training with the class teacher.
This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements against identified targets and use the Formative
Feedback Guidance to inform discussions.
 Formative Feedback Guidance will be highlighted to show all applicable statements related to
the trainee’s achievements and be used to identify a grade.

22
How the trainee is meeting the needs of a range of learners
The Formative Feedback Guidance will be used to inform discussions and trainees/class
teachers will underline criteria which have been met
Trainees should develop a good understanding of their progress through these meetings
If you have a cause for concern please complete a Cause for Concern form and email a
copy to [email protected]
A report is written identifying strengths and areas for development.

Trainees who are at the end of the course will be awarded a final grade. The School Mentor and the
class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

Attend Partnership Moderation Meetings each academic year to ensure consistency across all
judgements. Where possible moderation meetings can be organised with the University Tutor in
school or with a group of schools.

Attend School Mentor training sessions at least once during each academic year.

Be prepared to host visits by External Examiners and school visits as part of an OFSTED inspection.

Liaise with the University Tutor at the end of the school based training to evaluate the training and
discuss the implications.
23
Lead School Class Teacher
Responsibilities
Class teachers play a major role in the professional development of trainee teachers. They are
responsible for welcoming them in to school life and will be their main source of support and guidance.
The teacher will always be responsible for the class, although at times aspects of that responsibility may
be delegated to the trainee once the trainee is competent to take this responsibility. In the event of the
Class Teacher’s absence, another member of teaching staff should undertake responsibility for the
trainee’s support.
Responsibilities:
 Read the School Based Training Guidance for the relevant school experience, these are available
www.bcu.ac.uk/education/partnerships. The trainee will have a copy and your University Tutor.
 Discuss with the School Mentor who will attend the School Briefing and School Moderation
Session for the relevant school experience, details of this will have been sent to the School
Mentor and can be downloaded at www.bcu.ac.uk/education/partnerships.
Planning and Preparation Days:

During the planning and preparation days, trainees gather a range of information about the school
and class as well as getting to know the children. They will be asking a variety of questions about
the following aspects: Context of the school; drawing on Ofsted information, considering how they
may support school with development priorities. Class teachers’ support and assistance with this
will ensure an effective start for the trainee and for the children.

The class teacher will need to identify groups that the trainee will plan for and teach, this planning
will be personalised to the needs of the group. Learners who would benefit from one to one
support should also be identified and their needs discussed so that trainees can plan to meet
these needs. This teaching should start during the planning and preparation visits.

Inform the trainee of the range of ability in the class and identify pupils with particular needs,
identify effective assessment strategies.
 Inform the trainee of resources and materials available in school and give advice on the effective
use and management of these
 Ensure that the trainee has opportunities to observe good practice in other classes and key
stages.
 Ensure that the trainee has a range of teaching experiences including 1:1, small group and whole
class
 Develop an appropriate teaching timetable for the trainee for the School Based Training,
information is provided in The School Based Training Guidance available at
www.bcu.ac.uk/education/partnerships The trainee will also bring a copy into school and further
copies are available from the University Tutor. Discuss with School Mentor.
 Discuss trainee’s targets and discuss with the School Mentor strategies for in-school support, this
will include arranging for the trainee to observe other colleagues in school.
 Ensure trainees have access (electronic or paper) to all relevant school policies.
 Provide trainees with school planning templates and medium/weekly plans.
24
 Trainees need to plan for all the sessions that they will be leading, trainees’ planning should be in
line with school planning but will need to include all of the elements as directed by university
subject teams.
 Support trainee’s planning and identification of subject knowledge needs and identify appropriate
activities, resources, ideas available in school.
 If the class teacher feels that the trainee is not ready to start the practice discuss with the School
Mentor who will contact the University Tutor immediately.
 Identify a schedule for Weekly Professional Development Meetings. Discuss with the School
Mentor who will take part in these discussions.
 Identify with the School Mentor relevant staff meetings that should be attended.
School Based Training Responsibilities:

Negotiate with the School Mentor a schedule of lesson observations, information about the number of
observations are included in the School Based Training Guidance.

The first observation must be undertaken within 7 working days of the start of the School Based
Training.

Be prepared to carry out a joint observation with the University Tutor, where possible give verbal
feedback jointly and both write individual feedback sheets.

Observations should be focused on the impact of the trainee’s teaching on children’s learning.

Formal observations should be recorded on the university’s observation form electronically. This can
be downloaded from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms
are also available which trainees can collect from the university and bring into school.

Verbal feedback from the observation should be shared as soon as possible after the observation has
taken place.

Written feedback should be discussed to identify strengths, areas for development and strategies the
trainee may use to enhance their professional practice. Feedback should include practice based
examples of strengths and areas for improvement and be as detailed and clear as possible.

If there is a Cause for Concern this should be clearly demarcated on the observation form against the
relevant Teachers’ Standards and a ‘Cause for Concern’ form should be completed. (See previous
advice)

Trainees that are a cause for concern will not be demonstrating their understanding or application of
the Teachers’ Standards at the appropriate level for their stage of training or will not be fully engaged
or responding to advice and feedback.

Ensure that the trainee understands which aspects of their practice they need to improve and the
strategies and actions they need to employ to achieve this improvement.

A Cause for Concern form will be written by the School Mentor identifying the reasons for the
25
concern, the targets, the support available and the date when the targets will be reviewed.

Liaise closely with the School Mentor to ensure that appropriate support is available to meet the
trainee’s needs.

In the event of a trainee not completing school based training write a report detailing the reasons for
non-completion and the support offered to the trainee.

Ensure you schedule a Weekly Professional Development Discussion during which there should be
time to discuss the progress the trainee has made and targets for further development, these
discussions may include:
 The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1; small
groups; whole class; which subjects/topics have they taught; to observe other teachers
 The trainee’s developing subject knowledge
 The effectiveness of the trainee’s planning and teaching on children’s learning and progress
 The consistency, effectiveness and the range of behaviour management strategies used
 The trainee’s effective use of formative assessment strategies
 How the trainee is meeting the needs of a range of learners
 The Formative Feedback Guidance will be used to inform discussions and trainees/class
teachers will underline criteria which have been met
 Trainees should develop a good understanding of their progress through these meetings
 If you have a cause for concern please complete a Cause for Concern form and email a
copy to [email protected]

Attend the Review/Progress meeting at the mid-point of the school based training with the School
Mentor. This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements and use the Formative Feedback Guidance to inform
discussions. Underline any further statements and consider progress against initial targets.
 In discussion with the School Mentor identify the trainee’s achievement against the Teachers’
Standards. This judgement is recorded in the School Based Training Booklet.
 Targets are negotiated and support needed identified.
 For weaker trainees this meeting should be carried out slightly earlier than the actual
midpoint date to enable the trainee maximum time to implement strategies and enhance their
potential to succeed.

Discuss the trainee’s Professional Development Profile, including evidence collected and reflective
comments, make contributions where appropriate and ratify the trainee’s comments.

Attend the Review/Progress meeting at the end of the school based training with the Scholl Mentor.
This meeting is an essential element of the trainee’s formative assessment:
 Review progress and achievements against identified targets and use the Formative
Feedback Guidance to inform discussions.
 Formative Feedback Guidance will be highlighted to show all applicable statements related to
the trainee’s achievements and be used to identify a grade.
 A report is written identifying strengths and areas for development.

Trainees who are at the end of the course will be awarded a final grade. The School Mentor and the
class teacher will use the Summative Assessment Report to identify the trainee’s final grade.

This grade will be moderated at the whole cohort moderation. Schools will be informed is grades are
changed as a result of the moderation process.

Be prepared to accommodate visits by External Examiners and school visits as part of an OFSTED
inspection.
26
Lead School University Tutor
The University Tutor will act as the representative of Birmingham City University in the school. The
University Tutor will contact the school and arrange a school briefing and will be the named university
representative for the school.
Responsibilities:
27

Contact the School Mentor at the start of each placement to brief them on the outcomes and
expectations of the placement and arrange a schedule of meetings and maintain a telephone
and/or email link.

Where possible lead school based training briefing sessions in the school.

Arrange to visit the school during the practice and carry out a joint observation with the School
Mentor or class teacher.

Confirm with the School Mentor that an appropriate teaching timetable, and support for
preparation and planning, taking into account the trainee’s stage of training, has been arranged
with the class teacher.

Meet the trainee and monitor the School Based Training Booklet and File and provide feedback
on preparation, planning, evaluation and assessment and confirm with the trainee that a schedule
of Weekly Professional Development Discussion have been negotiated.

Visit the school and carry out a joint observation with the class teacher or School Mentor, where
possible give verbal feedback jointly and both write individual feedback sheets.

Discuss with the School Mentor and class teacher the progress and attainment of the trainee and
ensure that trainee’s development needs are supported and interventions are timely and
appropriate.

As soon as possible after you have been informed about a trainee causing concern contact the
School Mentor and ensure that the trainee understands which aspects of their practice they need
to improve and the strategies and actions they need to employ to achieve this improvement and
that a Cause for Concern form has been written identifying the reasons for the concern, the
targets, the support available and the date when the targets will be reviewed.

Ensure that the School Mentor sends a copy of the Cause for Concern form to you, monitor and
discuss the contents and offer advice as appropriate.

Inform the Deputy Course Director of the relevant course of trainees causing a concern and
agree intervention plans and strategies as appropriate.

Liaise closely with the School Mentor to ensure that appropriate support is available to meet the
trainee’s needs.

When necessary arrange additional visits to school to ensure that the trainee makes appropriate
progress.

Ensure the trainee has the appropriate support to continue to improve their practice.

In the event of a trainee not completing school based training write a report detailing the reasons
for non-completion and the support offered to the trainee.



Use the School Based Training Booklet and File to moderate the grade at the whole cohort
moderation. Inform the school if a grade has been changed as a result of the moderation process.
And discuss the reasons.
Where possible lead an in school moderation session.

During whole cohort moderation meetings refine trainees’ grades to enable cohort/group tracking and
monitoring of progress.

Quality assure lesson observations and feedback through joint observations with school colleagues,
at least once during each school based training.

Quality assure and moderate assessment judgements made in school against the current statutory
assessment criteria for the award of QTS.

Quality assure lesson observations and feedback through joint observation with a university
colleague, at least once during each school year.

Assist in the organisation of visits by External Examiners and school visits as part of an OFSTED
inspection.

Meet with the trainee at the end of the school based training to discuss and evaluate progress and to
sign School Based Training Booklet and to evaluate the school based training.

Contact the School Mentor at the end of the school based training to evaluate the training and to
discuss implications.

Attend training meetings.
28
Section 2
School Based Training Guidance
Safeguarding Status Confirmation
All trainees, in accordance with statutory guidance, “Safeguarding Children and Safer
Recruitment in Education” have been subject to Disclosure and Barring Service (DBS) (formerly
Criminal Records Bureau, CRB) barred list and criminal records checks.
The DBS now only issue DBS certificates to applicants (in this case the trainee) and no longer
send a copy to the university as the Registered Body. The Faculty receives the DBS Disclosure
number and date from the university Admissions department. For non-salaried trainees, the
Faculty will confirm that the barred list and criminal records checks have been completed by
means of the Safeguarding Confirmation Form. Schools may wish to record this evidence in
their single central record. Prior to the commencement of the school-based elements of their
training, Admissions will have viewed the barred list and criminal records checks and have
made decisions on suitability based on the applicant’s certificate and information from the
update service where available. Should an applicant have a criminal record/conviction, the
decision about refusal or acceptance to the programme will be made by a university DBS panel.
As the Registered Body, the Faculty has a legal duty under the 1997 Police Act to ensure that
its partners do not have access to copies of DBS checks or to any information contained in a
trainee’s Disclosure. It is an offence under the 1997 Police Act and a breach of the DBS Code
of Practice to share any Disclosure information with any person who is not a member, officer or
employee of the Registered Body; this includes revealing the existence of any information.
As a provider, we have no statutory duty to subject a trainee teacher to more than one criminal
records check during the course of their programmes, even when these extend beyond three
years. Providers should refuse requests for repeat Disclosures unless a trainee gives cause for
concern. The university should not make additional checks in respect of time spent in separate
schools. We may, however, choose to make periodic checks of trainees on the update service,
but would need to gain specific trainee permission.
ITT tutors who only have occasional contact with pupils and are not left unsupervised with
children do not require a criminal records check provided that they are at all times in the
company of individuals who have been checked; such individuals could include trainees.
Having said this, where ITT tutors carry out any regulated activity with children and young
people, schools can expect them to have obtained barred list and criminal records checks. All
BCU tutors have been subject to these checks.
Any overseas student undertaking school-based experiences in England, should be subject to
barred list and criminal records checks. The university will also have obtained certificates of
good conduct and references in respect of trainees who have spent time living overseas.
The true identify of applicants will have been established in a face-to-face session and
appropriate identify documents are validated at the interview stage.
If there is a delay in receiving certificates from the DBS, head teachers have the discretion to
allow trainees to start working in school subject to a satisfactory check of the DBS Children’s
Barred List and completion of other normal recruitment procedures. The Faculty has the
responsibility to keep head teachers fully informed of the progress with applications for checks.
Schools may wish to ensure that suitable safeguards are in place, such as maintaining closer
supervision for trainees who have not yet received a criminal records check.
29
All appropriate university staff are aware of child safety issues and are able to raise concerns
about what seems to be unsafe practice. Any expressed concerns are taken seriously and
acted upon immediately.
Whilst barred list and criminal records checks are an essential safeguard, they only identify
those who have been cautioned or convicted. It is important to note that some who are unsuited
to working with children may not have previous convictions. We maintain vigilance during the
selection process. If any concerns arise, information should be referred to the Police and DBS.
If, during their programme, a trainee is arrested, under investigation, charged with an offence or
receives a conviction, we will exercise professional judgement on a case-by-case basis in
considering whether to allow the trainee to continue the programme, to suspend them from the
programme or to terminate their programme. If a trainee is removed or would have been
removed had they not left, the Faculty has a duty under safeguarding laws to refer the case to
the DBS. This refers to the removal as a result of the trainee harming or posing a risk of harm
to children.
From December 2012, the DBS became responsible for all DBS checks and maintaining the
Children’s Barred List. CRB branded certificates should be treated the same as DBS branded
certificates. All trainee checks will be Enhanced Disclosure with a Children’s Barred List check
for the Children’s Workforce.
30
BA (Hons) Primary Education with Qualified Teacher Status
Assessment of School Based Training
All school experiences on this course are assessed on a Pass or Fail basis.
In the case of a weak trainee his/her teaching programme will be modified and the situation
monitored closely. However, in the final stages of the placement s/he should, wherever
possible, return to the usual teaching programme in order to be assessed fairly.
Year One: School Based Training in either Early Years, KS1 or KS2 as a pair (in the same
class).
 In the latter part of the Spring term trainees begin preparing and planning for their first
school experience, their block placement begins in the Summer term.
 Trainees will work with the Host Practitioner’s guidance and medium term planning to
produce individual plans for the lessons they are teaching.
 Trainees can lead learning with small groups and 1:1, they build up to plan and deliver
one lesson each day, planning his/her partner in as an additional adult. As they develop
confidence each trainee will be required to plan and deliver at least one lesson each
day, as a minimum. During the final two weeks each trainee should where possible
teach 2 lessons on alternate days to give them experience of managing transitions.
 This model is a suggestion but can be adapted to meet specific needs.
 Trainees will make a contribution to the wider life of the school by, for example,
attending staff meetings, supporting playground duty and engaging with extra-curricular
activities.
 A trainee may not progress to Year 2 until this placement has been successfully
completed.
Year Two: School Based Training in either Early Years, KS1 or KS2.
 Trainees prepare and plan for their school experience in the early part of the Spring term
 Trainees undertake a six week block placement later in the Spring term.
 Trainees plan and teach small groups, 1:1 and the whole class, they build up to teaching
approximately 60% of the timetable
 Trainees specialising in age phase 5-11 will teach all of the core subjects and a selection
of foundation subjects and RE. (It will be useful for trainees to experience teaching
subjects not covered during their Year 1 placement, where possible).
 Trainees specialising in age phase 3-7 will teach across all areas of learning if placed in
Nursery or Reception.
 A trainee who fails this placement may be able to proceed to Year 3 following discussion
31
with the Course Director and will repeat the placement in another school.
Year Three: School based Training in either Early Years, KS1 or KS2 (final school
experience).
 Trainees undertake an eight week block placement in a class appropriate to their age
phase choice. Those opting for 3-7 age phase will therefore be placed in an Early Years
or Key Stage One class, whilst those opting for 5-11 will be either in Key Stage One or
Two.
 All trainees will build up towards teaching 80% of the timetable. They cover all areas of
learning as agreed between the trainee and school
 They should participate in class and school procedures such as keeping registers,
supporting playground duty attending staff meetings.
 It is envisaged that trainees will maintain links with their placement school for the rest of
their course, and where possible take up other opportunities such as participation in the
development of school policies, or engagement in extra-curricular activities.
 Trainees also find it very valuable to be helped by school staff to prepare for their first
appointment interview.
 A sample of trainees will be seen by the External Examiner.

32
In the case of a trainee failing this placement, a re-sit placement in another school may
be offered in the following autumn term at the earliest.
PGCE Primary and Early Years
Assessment of School Experience
School Experience 1 a & b are formatively assessed. School Experience 2 is Pass or Fail. The
External Examiner will visit a sample of trainees during School Experience 2. In line with
university regulations for the course, trainees who fail a school experience are allowed one
further attempt. Trainees who do not complete the first or second school experience must
repeat these successfully before they can undertake the third school experience. A trainee who
is unsuccessful on their second attempt at School Experience 2 will not be awarded Qualified
Teacher Status at the end of the course.
Autumn Term: School Experience 1a
 During the Autumn term trainees begin their attachment to the school in which they will
undertake their first school based training experience which begins in November.
 This school experience, where possible, will operate as a shared placement so trainees
will work together to support their professional development.
 Trainees can lead learning with small groups and 1:1, they build up to plan and deliver
one lesson each day. As they develop confidence each trainee will be required to plan
and deliver at least one lesson each day, as a minimum.
 Trainees will work with the class teacher’s guidance and planning to produce individual
plans for the lessons they are teaching.

Trainees will each teach the core subjects to the whole class, eg alternate weeks
teaching maths and English, they will include their partners in their plans to support
identified groups
 During the final two weeks trainees should where possible teach 2 lessons on alternate
days to give them experience of managing transitions.
 Trainees will make a contribution to the wider life of the school by, for example,
attending staff meetings, supporting playground duty and engaging with extra-curricular
activities.
 The placement will be formatively assessed against the Teachers’ Standards in order to
provide focused professional development targets.
Spring Term: School Experience 1b
 During the Spring Term trainees return to the same school where they will complete a 5
week block placement.
 This school experience, where possible, will operate as a shared placement so trainees
will work together to support their professional development.
33
 Trainees will work with children and small groups identified by school data to support
‘closing the gap’ targets and will teach all core subjects and a selection of foundation
subjects.
 Trainees will make a contribution to the wider life of the school by, for example, attending
staff meetings, supporting playground duty and engaging with extra-curricular activities.
 The placement will be formatively assessed against the Teachers’ Standards in order to
provide focused development targets as trainees prepare to embark on their final
experience.
Summer Term: School Experience 2
 This is an eight week placement and trainees will build up towards teaching 80% of the
timetable.
 They cover all of the core curriculum and other subjects, as agreed between the trainee
and school so that by the end of the practice they have taught all subjects in the primary
curriculum.
 They should participate in class and school procedures such as keeping registers,
supporting playground duty attending staff meetings.
 It is envisaged that trainees will maintain links with their placement school for the rest of
their course, and where possible take up other opportunities such as participation in the
development of school policies, or engagement in extra-curricular activities.
 Trainees also find it very valuable to be helped by school staff to prepare for their first
appointment interview.
 This placement is summatively assessed and graded against the Teachers’ Standards.
34
Assessment of trainees during School Based Training
We believe that teaching is all about the learner and that school experience is central to the
learning of trainee teachers, as it enables them to put into practice innovative teaching and
learning strategies based on and informed by research.
School staff, in consultation with the University Tutor, determine whether to recommend that the
trainee's school experience is successful or not. However, the final decision will always be the
responsibility of the University Tutor. In the case of a trainee graded at 'fail', recommendations
about the nature of the repeat placement should be incorporated in the report on the trainee at
the end of the placement. The role of the External Examiner is to ensure that all procedures
have been followed correctly and there is parity of judgement across the course and similar
courses. All trainee teachers are assessed against the Teachers’ Standards (2012) and to be
awarded Qualified Teacher Status trainees must meet all of the standards by the end of their
course.
The Teachers’ Standards 2012
 Apply to all teachers, regardless of career stage.
 Define minimum level of practice expected of teachers from the point of being awarded
QTS onwards.
 For the purposes of ITT, trainees will be assessed in a way that is consistent with what
could reasonably be expected of a teacher prior to the award of QTS.
How should they be used?
 Teachers, including trainees, should engage in appropriate self-evaluation, reflection
and professional development activity.
 Standards clearly set out the areas in which a teacher/trainee should be able to assess
their own practice and receive feedback from colleagues.
 As careers progress, teachers will be expected to extend the depth and breadth of
knowledge, skill and understanding in relation to the Standards.
 This applies in the context of trainees as they progress through the course.
To ensure that all stakeholders understand the scope and demands of the Teachers’ Standards
we have developed a Formative Feedback Guidance. The statements in the Formative
Feedback Guidance set out the minimum standard that is expected of a trainee teacher at the
point of recommendation for the award of QTS. All trainees recommended for the award of
QTS must meet all of the Standards at least at the ‘Establishing’ level. We expect all of our
trainees to make good or very good progress in developing their professional competencies and
attributes and to be meeting the Standards at the ‘Embedding’ and ‘Enhancing’ levels.
35
Professional Development Profile (PDP)
During their school experiences trainees must gather evidence from their placement towards
meeting each of the Teachers’ Standards. Evidence to support the Standards (for example,
Lesson Observation Forms, photographs, children’s work, background reading, etc.) is collated
in the PDP. Discussions with relevant staff are useful in developing trainees’ knowledge and
understanding of key issues and concepts to support the development of their classroom
practice. Notes made as a result of such discussions will serve as useful evidence.
What can be used as evidence?
 Faculty based training(taught sessions, assignments, audits, directed tasks, independent
study)
 Lesson Planning
 Lesson observation feedback including
 Examples of pupils’ work
 Trainee evaluations
 Use of assessment and monitoring to promote learning
 Record keeping (pupil records, marking and feedback to show pupil progress)
 Professional discussions
Ultimate responsibility for the PDP File lies with the trainee but contributions are expected from
all those supporting the trainee, e.g. the class teacher, the School Mentor, the University Tutor
and other appropriate members of university and school staff. Trainees will need, therefore, to
have the document available at all times during the placement. It is intended as a working
reflective journal in which good practice can be highlighted and pointers for improvement
noted as they occur.
36
Scheduled Meetings to Support the Assessment of Trainees
For school experience to be effective in developing the learning of a trainee teacher all
stakeholders need to be aware of the trainee’s strengths and areas for development and to be
able to use strategies to support and challenge them.
To facilitate these evaluations there are key meetings scheduled across the school based
training.
Weekly Professional Development Discussion
These meetings are most effective when from the start of the block placement they have been
arranged and scheduled through negotiation with the class teacher and/or the School Mentor.
There is no set format for the meeting and this is not an exhaustive list and of course it would
not be possible to discuss all of these on a weekly basis but it would be useful to consider:

The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1;
small groups; whole class; which subjects/topics have they taught; to observe other
teachers

The trainee’s developing subject knowledge

The effectiveness of the trainee’s planning and teaching on children’s learning and
progress

The consistency, effectiveness and the range of behaviour management strategies used

The trainee’s effective use of formative assessment strategies

How the trainee is meeting the needs of a range of learners
During this meeting the trainee should be supported and challenged to identify emerging
strengths and to target areas for development, to support this process the class teacher or the
School Mentor will use the Formative Feedback Guidance in the School Experience Booklet and
discuss relevant statements. Statements should be underlined as they are achieved. This will
support the trainee’s self-assessment and the setting of challenging targets. The trainee will
complete the record of the weekly discussion in the School Experience Booklet.
37
Mid Point Review/Progress Meeting
This meeting is led by the University Tutor or the School Mentor and includes the class teacher,
if possible. The purpose of this meeting is to review the trainee’s progress against the
Teachers’ Standards across the first part of the block placement and to set targets for the
second part of the placement.
The Formative Feedback Guidance will support the discussions and the University Tutor or
School Mentor will underline the statements achieved so far and for each Standard judge
whether the trainee’s achievement is broadly at the ‘Emerging, Establishing, Embedding or
Enhancing’ level.
The grid in the School Experience Booklet will be completed and an overall grade for
achievement so far will be made by using a best fit judgement.
The trainee will be supported in identifying targets for improvements and strategies for achieving
these targets will be discussed.
38
End Point Review/Progress Meeting
This meeting is led by the University Tutor or the School Mentor and may include the class
teacher. The purpose of this meeting is to review the trainee’s progress against the Teachers’
Standards by the end of the placement and write a report identifying the trainee’s strengths,
areas for development and targets for continued professional development.
For BA QTS Years 1 and 2 and PGCE SE 1 a and b
The Formative Feedback Guidance will support the discussions and the University Tutor or
School Mentor will highlight the statements achieved so far and for each Standard judge
whether the trainee’s achievement is broadly at the ‘Emerging, Establishing, Embedding or
Enhancing’ level.
The grid in the School Experience Booklet will be completed and an overall grade for the School
Experience will be made by using a best fit judgement.
The trainee will be supported in identifying targets for improvements and strategies for achieving
these targets will be discussed.
The University Tutor or School Mentor will complete the End of Practice Report. These
comments provide valuable feedback for the trainee and will be used by their Personal Tutor in
writing the trainee’s reference.
For BA QTS Year 3 and PGCE SE 2
At the penultimate Professional Development Discussion meeting the Formative Feedback
Guidance should be completed and the statements reflecting the trainee’s achievements
against the Teachers’ Standards should be highlighted. This document is then used to inform
the completion of the Summative Assessment Report.
On this report the University Tutor or School Mentor identifies the grade that best reflects the
trainee’s attainment against each Standard by the end of the school based training. In each
Standard they record the details of the trainee’s achievements and progress during the school
based training.
These comments provide valuable feedback for the trainee and will be used by their Personal
Tutor to write the trainee’s reference. The School Mentor or University Tutor supports the
trainee in identifying targets to support their continuing professional development and use a best
fit judgement to identify the final grade.
The Summative Grades will be moderated and refined. The moderation process will be
informed by the best fit grades for each standard, the School Experience File, and the quality of
the evidence and reflective comments in the PDP.
39
Trainees’ School Experience File
Trainees are required to keep a School Experience File, which forms part of the assessment
strategy for the school experience modules. This file is an open document, which will be shared
with teachers in school and Faculty tutors. The information that follows is a generic requirement
for each practice.
The School Experience File should be divided and clearly labelled as follows:
Section 1 - Introduction & Background

Safeguarding Status Confirmation Form (this should be shown to school on the first day
of your school experience alongside your photographic student ID card)

School Experience Booklet with relevant sections completed

List of staff and their responsibilities

A copy of the trainee’s teaching timetable showing precise times when lessons begin
and end (if possible). A copy of this should be given to the University Tutor.
Section 2 - Medium Term Planning

Copies of the school’s medium term plans for the subjects/topics they will be teaching

Evidence of the trainee’s subject knowledge development and effective resources

Trainee’s medium term plans as applicable
Section 3 – Short Term Lesson Planning, Assessment & Evaluations

A lesson plan for every lesson/session taught must be created and included

Planning should be organised sequentially in weekly sections, day-by-day, and not
grouped according to subjects.

Formative assessment and annotations should be included on short term lesson
planning

Trainees must evaluate their professional development weekly.
Assessment File
In addition to the School Experience File, trainees will also keep an Assessment File which
should be structured according to the Developing Effective Use of Assessment Booklet. This
must be shared with relevant staff at regular intervals by the trainee. This will be discussed
regularly at PDT meetings.
40
Planning
All trainee teachers are required to plan and assess all learning sequences they lead, whether it
is whole class, small groups or one to one teaching.
School Based Training 1
Trainee teachers will use the class teacher’s weekly/medium planning to plan their daily
lessons. Trainee teachers should plan as directed by the university subject teams. There are
planning templates provided by the subject teams in this pack.
School Based Training 2
Trainee teachers will work with the class teacher to develop weekly planning and will create
lesson plans for all learning sequences they lead.
School Based Training 3
Trainee teachers will create weekly/medium term and daily lesson plans for all their teaching.
Where possible they will have the opportunity to work with the class teacher and other teachers
in the year group to discuss planning, assessment and learning needs.
It can be very challenging to plan for effective learning and all planning starts as a thought
process. Trainee teachers need to consider the following questions when creating plans:
 What will the children be learning?
 What do they already know?
 What are the Learning Objectives and how are they linked to the curriculum?
 What will children know, understand, be able to do at the end of the learning sequence?
 What are the Success Criteria?
 How will you introduce the new learning and make links with what they already know?
 What are the main teaching activities?
 What are the independent learning tasks?
 How will you differentiate the teaching and the independent tasks to meet the needs of
all learners?
 What will happen in the plenary so that the teacher and the children know what progress
has been made?
 What assessment strategies will be used?
 What are the key questions?
 How will additional adults support learning?
 What resources are needed?
 What are the timings of the lesson?
 Is a risk assessment required?
 How will you evaluate the lesson to inform future planning?
Detailed guidance for planning is available in the Birmingham City University Primary
Partnership Lesson Planning Guidance which can be downloaded from the Primary Partnership
website: www.bcu.ac.uk/education/partnerships
41
Behaviour Management
Trainees should ensure that they know the rules that apply in the placement school and that
they are familiar with, and work within, the policies. Many schools have carefully structured
systems of rewards and sanctions, and consistency is an important factor in behaviour
management. Trainees must engage with the Behaviour Policy and observe and reflect on the
implementation in the classroom.
There are many factors that contribute to establishing an effective learning environment. In
particular trainees should consider:

















42
The link between excellent and effective teaching and positive behaviour.
Their personal style of implementing behaviour policies.
Effective use of volume and intonation of voice.
How to care for their voice:
o www.atl.org.uk/health-and-safety/staff-and-pupil-issues/voice-care.asp
o www.youtube.com/watch?v=jExkenbRm2c
o www.teachers.org.uk/voicecare
Their use of space and non-verbal cues including eye contact.
Their verbal and non-verbal responses and how to manage their emotions.
How to adapt & develop their behaviour management strategies.
School systems that are in place to support good behaviour management and prevent &
deal with bullying.
The importance of consistency in managing behaviour.
The importance of positive appropriate & professional teacher-pupil relationships.
The importance of praise.
How rewards and sanctions are implemented.
How effective time management and use of routines contribute to good behaviour.
How behaviour is managed in various contexts throughout the school.
Why children misbehave and demonstrate more challenging behaviour.
How to take account of individual special needs to reduce the likelihood of misbehaviour.
How to take appropriate action when confronted by more extreme behaviour.
Lesson observations
These are a vital part of trainees’ school experience and as such it is important that these are
detailed, constructive and give subject specific and pedagogical feedback and guidance.
Formative Lesson observations take place to:
- Identify the trainee’s strengths and areas for development in classroom teaching
- Monitor the trainee’s success in achieving previously agreed targets
- Offer strategies and ideas to help the trainee improve and identify new targets
- Develop the trainee’s capacity to develop their own teaching through prompted reflective
analysis
- Provide evidence of the steps taken toward success of all children.
During discussion and feedback the trainee should be encouraged to analyse the lesson, it is
important for trainees to:
- Develop the ability to analyse their own teaching objectively
- Recognise their own strengths and weaknesses
- Give examples of the impact of their teaching on children’s learning
- Highlight children who made good progress
- Identify children who struggled
Observers should:
- Establish a constructive atmosphere eg start with a positive comment
- Identify strengths with examples from the lesson
- Identify possibilities with examples linked to the lesson
- Identify development issues with constructive feedback to support the trainees
- Agree targets these should take into account children’s progress.
43
Cause for Concern
If there are areas of concern in a trainee’s teaching or professional conduct relating to the
Teachers’ Standards, trainees need to be made aware of them as quickly as possible to give
them the maximum opportunity to seek further advice and address the identified issues.
Trainees whose progress requires improvement will not be demonstrating their understanding
or application of the Teachers’ Standards at the required level, as indicated in the relevant
School Based Training Booklet and/or are not fully engaged or responding to advice and
feedback.
If a Cause for Concern is identified, a ‘Cause for Concern’ sheet should be completed clearly
stating what the issue is, which Teachers’ Standards it links to, the targets which have been
agreed and a date for review.
A copy of this should be sent to the partnership team, please fax (0121 331 7307) or email a
copy to [email protected] .
44
Travelling to school
The School of Education has to source over 1400 primary and Early Years placements per year
across a wide geographical area. A number of factors impact on the ability of schools to make
offers: Ofsted; staffing issues; placements already offered; external demands and internal
changes. These in turn impacts on the allocation of places to trainees. The Birmingham City
University Primary Partnership works closely together to ensure that school based training
meets the learning needs and professional development of all trainees.
Trainees are responsible for making their own way to and from school.
To ensure excellent outcomes from their school based training experience all trainees will need
to be in school for as long as is necessary to effectively prepare and assess all learning that
they lead. However, trainees must be in school at least 30 minutes before the start of the school
day, and at least 30 minutes after the end of the school day.
Local bus and train details can be obtained from www.transportdirect.info
For car travel www.bing.com/maps/directions may provide quicker or more direct routes.
Often planning journeys that avoid motorways are more efficient.
Walking – www.walkit.co.uk
Travel Expenses
Guidance about travel claims is available on Moodle and from the Finance Office, on the first
floor of Attwood Building (Room A105).
45
Job Interviews
Trainees on final placements, particularly PGCE will be seeking their first post during their final
practice. Trainees should be allowed to visit prospective schools but, where possible, should
arrange these outside of the school day. Where this is not possible, the number of visits should
be limited and attendance monitored carefully. There will be a requirement to make up time if a
number of days are missed. All final block trainees should try to organise a mock interview with
the Head Teacher or appropriate member of staff to prepare for real interviews.
46
Section 3
Organisation of Birmingham City University Primary and Early Years Partnership
The BA (Hons) Primary Education QTS and the PGCE Primary & Early Years course teams
work with the Partnership Team to secure school based training places for trainee teachers on
their courses.
The School Based Training Process
April -POP Packs sent to
partnership schools and
settings.
June/July - Initial offers
received from schools.
At this point some schools
are unable to offer places
due to unconfirmed staffing
and request a September
call back.
Trainees will be allocated
a University Tutor who is
responsible for supporting
the trainee and school
throughout the
placement.
Trainees are informed of
their placement location
via Moodle or email
June/July/August Trainees are allocated
provisional school places
based on training needs.
September - Schools are
approached for additional
places so that all trainees
can be accommodated
(this process involves phone
calls, emails and letters and
is on-going throughout the
year).
Where trainees are placed
Trainees will only be placed in a school that is a member of the BCU Partnership. All partner
schools sign The Partnership Agreement and guarantee to provide trainees with agreed levels
of support. In return, the University guarantees to offer partnership schools appropriate training
and to support trainees and schools during placement. Being in Partnership allows schools and
the University to build good relationships and to work together consistently to enhance trainees’
experiences.
There are many factors which mean that schools are only able to offer a limited number of
placements each year so trainees should not be disappointed if a school that they know to be in
Partnership does not offer a place for the practice.
As a result of the national shortage in primary ITT placements, especially in Key Stage One,
trainees may, on occasions, be asked to support the placement process by making known,
contacts they have with the schools, to the course team. However, all placements will be
negotiated, arranged and confirmed with School by Partnership staff.
47
The University has to source and organise over 1400 placements each year across a wide
range of geographical locations in and around the West Midlands and across all age phases
from Nursery to Post-16.
Placement Appeal Procedure
If after receiving placement details a trainee feels they have grounds to make an appeal for a
change in placement the matter will be reviewed by a placement panel. Trainees will need to
provide evidence so that the panel can give it fair and due consideration. All relevant evidence
must be supplied at the time of submission of the Placement Appeal Form. This form is
available on Moodle in the SPS module. On completion it should be emailed to the Primary and
Early Years Partnership Administrator ([email protected]). A deadline for submitting
Placement Appeal Forms will be communicated to all trainees when placements are
announced.
A panel comprising of members of the BA (Hons) Primary Education QTS and the PGCE
Primary & Early Years leadership teams will consider the evidence presented in the form and a
final response will be sent to trainees via email. The panel’s decision is final.
School placements are made on the basis of the training requirements of the course the trainee
is enrolled on and information given to the Partnership Team by trainees, which is held on its
database. It is the responsibility of trainees to notify the Partnership Office of any changes that
need to be made to their records. Placements will not be altered if trainees have failed to keep
their records up-to-date.
48
Partnership Models
We offer two levels of Partnership to schools: Leading Partnership Schools and Associate Partnership
Schools.
Leading Partnership Schools
School mentors will supervise, support and assess trainees throughout the school experience, including
signing off trainees’ School Experience Files, providing support and feedback on preparation, planning,
teaching and learning. School mentors will observe trainees teaching and identify development targets,
they will assess trainees’ progress at the interim points and identify developmental targets and assess
progress at the summative point and prepare a report on achievements and targets for development.
Birmingham City University trained School-based Tutors will be invited to become school mentors and
their schools will be invited to become a Leading Partnership School.
The benefits for schools are:

Mentor training packages will be offered to all schools at no cost

Schools can receive CPD vouchers which are redeemable against our Primary CPD Programme

Schools will work in a cluster of schools so that moderation meetings and mentor training etc can
be hosted by a cluster school

Schools can choose to receive IPads and/or monetary recognition for the School Experience
Placements they host

A named university mentor will support and advise mentors and schools
Associate Partnership Schools
Class teachers provide advice and support to trainees and university mentors assess trainees’ progress
at the interim and summative points. Associate Partnership Schools will receive monetary recognition for
the School Experiences they host.
We would strongly encourage Associate schools to look towards becoming Leading Partnership Schools
where staff are trained as school mentors. To support schools we will provide mentor training at no cost
to the school and a named university mentor will support schools during the transition of status.
49
Payments to Partnership Schools:
Model
PGCE SE 1 a & b
PGCE SE 2
BA QTS SE 1, 2 & 3
Associate
Partnership
School
£200 per trainee
£100 per trainee
£100 per trainee
Leading
Partnership
School
£650 per trainee
£325 per trainee
£325 per trainee
Leading Partnership Schools will be able to access CPD opportunities offered by Birmingham City
University or choose to receive iPads in lieu of payments.
50
Course Management
A joint Staff and Student Board is established for each ITT. This Board has a central role in the
School of Education’s Quality Assurance processes and provides a formal opportunity for staff
and trainees to discuss the course in detail. The Board is accountable to the HELS Faculty
Boards for ensuring that courses meet their aims and outcomes through systematic monitoring
and evaluation. It is chaired by the Course Director and meets once each term. The
membership of the Board of Studies includes tutors who teach on the course, trainees and
partnership school representatives.
The Course Director has overall responsibility, under the Head of School, for the day-to-day
operation of the course and for maintaining and enhancing its quality.
It is vital to effective course development that all those involved in the Partnership have a forum
to exchange ideas and disseminate information. As well as being represented on the Board of
Studies, Partnership Schools play a major role in the Primary and Early Years Strategic
Leadership Committee.
If colleagues wish to discuss any points related to particular courses they should contact the
appropriate Course Director in the first instance.
The Examination Board for each course considers the results of all assessments and makes
decisions regarding the progression of trainees on the course and their final award. All staff
teaching on the course are entitled to attend, as are the External Examiners appointed to the
course.
51
Quality Assurance Procedures
Courses are subject to a range of Quality Assurance processes, some instituted at University
level, some at Faculty level and some at course level. These are inter-related and are intended
to complement the external measures operated by NCTL and OfSTED.
The internal processes for all Birmingham City University courses are the:

Course approval process, managed by the Executive Dean and Associate Deans on
behalf of Senate

External Examiner system, in which appropriately qualified, impartial examiners from
outside the University are appointed to consider a sample of the assessed work for each
module and to make judgements about the appropriateness of the standard of trainees
and of the marks awarded by tutors. External Examiners visit a sample of trainees in
school.

Annual monitoring procedure by which the Faculty critically appraises the course each
year to ensure that the standard of the award and the quality of the trainee learning
experience are maintained

Academic audit which is managed by the Pro-Vice-Chancellor (Academic) and
administered by the Quality Assurance and Audit section of the Academic Registry on
behalf of Senate and the Board of Governors

Annual Report on the Student Experience at Birmingham City University, a central
university system for gathering feedback on trainees’ perceptions of their educational
experience. The Executive Dean of each Faculty provides a management response to
the outcomes of the survey, which is followed up by the Vice-Chancellor and the ProVice-Chancellor (Academic)

Module evaluation system, in which trainees are asked to evaluate each module using a
questionnaire which contains both Faculty-wide and module-specific questions. Module
leaders report on the outcomes of the evaluation and issues raised by trainees during
the process to the Course Director and Head of School. The responses of the course
team are analysed in the annual course evaluation report.
 External Examination
All school experiences are subject to External Examination. Examiners see a range of
achievement, including trainees who are recommended as ‘fail’, to ensure that
assessments by tutors are comparable with those who assess courses in other
institutions. They will also consider the quality and management of the course within the
context of placements. External Examiners report to the Examination Board responsible
for the course and submit a written report to the Pro-Vice-Chancellor of the University.
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Selection and De-selection of Schools
The term ‘school’ is used generically to refer to a range of educational institutions including
Early Years settings.
Schools join the Primary and Early Years Partnership by one of two routes; either the school
approaches the University or the University approaches the school.
A school may approach the University where the teaching staff in the school have expressed a
particular interest in working alongside Initial Teacher Training.
Alternatively, the University will approach a school where the school can offer the experience
particularly required by a trainee teacher. On occasion, geographical location becomes a factor.
Birmingham City University Primary Early Years Partnership initially considers a range of criteria
to ensure that a school is suitable to join the Partnership. This will include the latest OFSTED
report, the geographical location and the age range of the school. If it is decided that the school
should be considered for selection, a visit will be made to the school to discuss the nature of the
courses offered by the Faculty. At this point The Partnership Agreement will be discussed and,
if the school and Faculty representatives agree that each partner can meet its terms, the Head
Teacher will sign it. The Executive Dean of Faculty will give final approval and trainees will then
be placed in school under the guidance of a University Tutor.
The Faculty enters into a formal agreement with each school before the onset of any trainee
placement. This defines the commitment of both partners to the provision of effective training of
and support for trainees on all teacher-training courses. The selection and de-selection of
Partnership Schools is dependent on the ability of the school to meet the terms of The
Partnership Agreement.

Essential procedures to be undertaken by schools joining the Partnership:

The Head Teacher must sign The Partnership Agreement

If the school wishes to become a Leading Partnership School, School Mentors must be
trained to support trainees’ development. The Faculty recognises the School Mentor
training of other Higher Education Institutions (HEIs)

If the school wishes to be an Associate Partnership School the school should identify a
Teacher in Charge of Placements who will be the main school contact with the Faculty.
The Partnership Agreement document is valid for a period of five years. Being in Partnership is
an indication of a willingness to accept trainees on placement and is not a guarantee that
trainees will be placed in the school. Schools are asked annually to indicate the placements for
which they are willing to take trainees. Schools are able to make offers in the light of their own
circumstances, which may vary from year to year.
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The Primary and Early Years Partnership Strategic Leadership Committee
Its membership comprises:







Director of Education partnerships
Head of the School of Education (or Deputy Head of School)
BA Honours Primary Education with QTS Course Director
BA Honours Primary Education with QTS Course Deputy Directors
PGCE Course Director
PGCE Deputy Course Directors
Representation from Partnership schools
The remit of this Committee includes responsibility for the Primary and Early Years Partnership
Handbook, determining the roles and responsibilities of trainees, School Mentors, and
University Tutors, Mentor Training, overview of the ITT courses, including The Partnership
Agreement, placement documentation, moderation, evaluation procedures and monitoring and
reviewing improvement planning.
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Birmingham City University Policies and School Based Training Documents
Breakdown of Placements Policy and Procedure
1
Introduction
The policy is intended to be used in cases where a placement arrangement has broken down. The
Faculty needs to ensure that there are transparent and consistent procedures for dealing with a
placement which has ended before the allocated timescale. The intention of the policy is to ensure
parity of treatment for students whose placements are ended for reasons other than academic failure
and where there is not an immediate concern about the student’s personal or professional ability to
enter the teaching profession. Where there is ambiguity over whether the case should be referred to a
Fitness to Practice panel or not, a decision will be sought from an Associate Dean or the Head of the
School of Education.
For the purposes of this policy, written communication from participants can take the form of email
correspondence and documentation.
2
When the Policy should be used
2.1
The Policy should be followed when a placement has been terminated, for example:
 A situation where the head teacher, or a senior member of staff in the placement
organisation, has made a decision to terminate that placement, but where the student’s
professional or personal suitability for the profession does not seem to be in question. This
will include circumstances in which internal events in the placement organisation have led
to a situation in which the provider no longer feels able to support the student.
 A placement where the Faculty Partnership Manager, after consultation with the Faculty
tutor responsible for liaising with the placement organisation and Course Director, judges
that the placement situation is such that the student can no longer be appropriately
supported and has suspended the placement, pending the decision of the Breakdown of
Placements Panel.
No practice may be terminated by Faculty staff except in the above situations or under the
procedures outlined in the University’s Fitness for Practice procedure.
2.2
The Policy should not be used in the following circumstances:
 Illness or personal circumstances of the student. A student who fails to complete a practice
through illness or other personal circumstances, can make an application for a deferral on
the grounds that the failure to complete the practice was due to exceptional extenuating
circumstances.
 A student withdrawing from a placement without the support of the Partnership Manager
or Course Director. All placements have a required first date of attendance, a student who
decides to withdraw from a placement at any point on or after that date without the
authorisation of their Course Director will be awarded a fail grade for the placement. If
the student wishes to claim that his/her withdrawal was due to any failure on the part of the
Faculty or the placement provider, s/he may invoke the Student Complaints Procedure or
may make a representation against the decision of the examination board on the grounds of
material error.
 Where there are concerns about the student’s professional suitability to enter the teaching
profession. Such cases should be referred to the Fitness to Practice Panel.
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Guidance for Trainees: Primary External Examiner Visits to School
You have been selected to host an External Examiner for your primary Initial Teacher
Training course during this placement. Please be assured that this is nothing to worry about
and that the system exists to quality assure the university’s procedures for school
placements and is not designed to affect judgements based on your placement. This
guidance is designed to ensure you are clear about the purpose of the visit and how this will
be organised. An External Examiner is an academic from another institution delivering
similar provision in the field of education who works with us to quality assure our procedures.
On the External Examiner’s arrival at school:
 You will be introduced to the External Examiner and you should introduce them to
relevant staff (please remember that the purpose of this visit is to quality assure the
University’s assessments for this Teaching Practice)
 You must provide the External Examiner with a copy of the lesson/session plan and
your up to date TP file and PDP file. External Examiners are aware that your
planning will be in-line with the setting in which you are working.
 Please ensure that your files are organised as advised to enable the External
Examiner to navigate their way around them easily. Time for these visits is limited.
 The External Examiner will observe a lesson/session and record their observations
on the External Examiner Observation proforma. (The pro-forma is for their records
and you may not receive a copy, but you will receive verbal feedback and engage in
professional dialogue about strengths, development points and general issues).
External Examiners will consider:
 Your Teaching Practice/School Experience Booklet to ensure all required actions to
date are complete.
 If you are making progress towards the action points agreed at the Mid-Point
Review/Progress Meeting and in previous observations/weekly professional
development discussions.
 If your lesson/session plans contain clear and appropriate learning objectives.
 Independent tasks/activities that you plan and the evidence they show of appropriate
differentiation.
 If your evaluations reflect on the impact that your teaching has had on children’s
learning to inform future practice; being analytical rather than descriptive.
 If there is evidence of the use of a range of appropriate formative assessment
strategies.
 Lesson/session observations; ensuring that they have been completed at appropriate
points; covering a range of subjects/areas of learning.
 If you are receiving regular verbal and written feedback, with appropriate targets
being set.
 The clarity of feedback you receive relating to subject knowledge and pedagogy.
 Your engagement with weekly professional development discussions to drive
practice forward.
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Feedback/Discussion

The External Examiner will wish to discuss issues that are relevant to the coherence
of School and University-Based Training and any of the themes specific to this
practice, which External Examiners have been asked to focus on collectively by the
course management team. Prior to the visit, you will be advised of the specific visit
foci.
Class teacher, School Mentor (if applicable) – areas for discussion:
The External Examiner will also meet with relevant school-based colleagues and discuss:
 The coherence of School and University-Based Training.
 The support and guidance provided by the University, particularly if the trainee has
been identified as a “Cause for Concern”.
 The quality of training for class teacher and School Mentor.
 Clarity of roles and responsibilities.
 Communication
 Clarity and usefulness of University documentation.
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PGCE School Based Training Guidance 1a
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PGCE School Based training Guidance 1b
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Formative Feedback Guidance SE1a and SE1b
The statements in the formative feedback guidance set out the minimum standard that is expected of a trainee teacher at the point of recommendation for the award of QTS.
All trainees recommended for the award of QTS must meet all of the Standards at least at the ‘Establishing’ level. We expect all of our trainees to make good or very good
progress in developing their professional competencies and attributes and by the end of SE 3 to be meeting the Standards at the ‘Embedding’ and ‘Enhancing’ levels.
Please use the guidance in discussion with the trainee to identify progress made, emerging strengths and to plan for professional development.
Underline in PENCIL applicable statements during Weekly Professional Development Discussions and Progress Meetings 1 and 3.
In Progress Meeting 2, please highlight in PINK all applicable statements and use these to make a ‘Best Fit’ judgement to describe the trainee’s achievement at the end of
SE1a.
In Progress Meeting 4, please highlight in ORANGE all applicable statements and use these to make a ‘Best Fit’ judgement to describe the trainee’s achievement at the
end of SE1b.
This formative feedback guidance has been developed to support trainees and their mentors in developing their understanding of the Teachers’ Standards:
Preamble
Teachers make the education of their learners their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as
teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their learners.
PART ONE: TEACHING
A teacher must...
•
Set high expectations which inspire, motivate and challenge learners
•
Promote good progress and outcomes by learners
•
Demonstrate good subject and curriculum knowledge
•
Plan and teach well-structured lessons
•
Adapt teaching to respond to the strengths and needs of all learners
•
Make accurate and productive use of assessment
•
Manage behaviour effectively to ensure a good and safe learning environment
•
Fulfil wider professional responsibilities
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

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treating learners with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
having regard for the need to safeguard learners’ well-being, in accordance with statutory provisions
showing tolerance of and respect for the rights of others
not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit learners’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
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TS1 Set high expectations which inspire, motivate and challenge learners
Standard Prompts

Establish a safe and stimulating
environment for learners, rooted in
mutual respect

Set goals that stretch and challenge
learners of all backgrounds,
abilities and dispositions

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Demonstrate consistently the
positive attitudes, values and
behaviour which are expected of
learners
Establishing (EST)
Embedding (EMB)
Beginning to encourage learners to
participate or contribute. Beginning to
recognise appropriate expectations of
learners. With support, can maintain a
purposeful and safe learning
environment.
Emerging (EMG)
Routinely encourage learners to
participate or contribute; establish an
atmosphere conducive to learning by
setting high expectations; believe that all
learners have the potential to make
progress.
Reliably encourage learners to
participate or contribute; establish an
atmosphere conducive to learning by
setting high expectations of learners that
are generally appropriate.
Constantly encourage learners to
participate or contribute; creatively
establish an atmosphere highly
conducive to learning by setting high
expectations of learners that are
appropriately differentiated.
Enhancing (ENH)
Is beginning to develop a rapport with
individual and/or groups to engage
them in learning
Develop a rapport with learners/groups
so that most are engaged in their
learning.
Well respected by learners; effectively
promoting learners’ resilience,
confidence and independence when
tackling challenging activities.
High levels of mutual respect between
trainee and learners. Very effective in
promoting learners’ resilience,
confidence and independence when
tackling challenging activities.
Positive attitudes, values and behaviour
towards learners, colleagues,
parents/carers are beginning to
develop. Support and enthusiasm for
the school ethos, working with learners
and/or for teaching and learning are at
an early stage.
Demonstrate positive attitudes, respect
for learners, colleagues, parents/carers
and support the ethos of the school;
demonstrate enthusiasm for working
with learners and for teaching and
learning.
Consistently demonstrate positive
attitudes, respect for learners,
colleagues, parents/carers and support
the ethos of the school. Most learners
are enthused and motivated to actively
participate in learning.
Consistently demonstrate positive
attitudes, respect for learners,
colleagues, parents/carers and support
the ethos of the school; generate high
levels of enthusiasm, participation and
commitment to learning.
TS2 Promote good progress and outcomes by learners
Standard Prompts
Emerging (EMG)
Establishing (EST)
Embedding (EMB)
Enhancing (ENH)

Be accountable for learners’
attainment, progress and outcomes
Is beginning to understand teachers’
accountability for learners’ attainment,
progress and outcomes. Is beginning
to contribute to this through planning
and teaching under supervision.
Understand teachers’ accountability
for learners’ attainment, progress
and outcomes; take some
responsibility for this with guidance.
Reliably assume responsibility for
learners’ attainment, progress and
outcomes.
Constantly assume a high level of
responsibility for learners’ attainment,
progress and outcomes.

Plan teaching to build on learners’
capabilities and prior knowledge
Short and medium term planning
acknowledged the need for learners’
progression; is beginning to take
account of prior achievement.
Short and medium term planning
and teaching demonstrate some
understanding of, or provision for,
learner progression taking into
account prior achievement.
Short and medium term planning
reliably considers prior learning of
learners; demonstrate sound
understanding of the need to develop
learner learning.
Demonstrate confident judgement in
planning for learner progression both
within individual lessons and over time;
able to justify a rationale as to how they
are building on prior achievement.

Guide learners to reflect on the
progress they have made and their
emerging needs
Planning and/or teaching begin to
provide tentative opportunities for
learners to reflect on their learning.
Some learners are provided the
opportunity to identify broad progress
or learning needs.
Plan lessons that support learners in
reflecting on their learning and
include suitable opportunities for
learners to evaluate and improve
their performance.
Regularly provide learners with the
opportunity to reflect on specific aspects
of their own learning and use this to
inform future planning and teaching.
Actively promote engaging and
effective methods that support learners
in reflecting in detail on their learning.
Set appropriately challenging tasks,
drawing on sound knowledge of
learners’ prior attainment.

Demonstrate knowledge and
understanding of how learners
learn and how this impacts on
teaching
Is beginning to demonstrate an
awareness of how learners learn and
can select from a basic range of
teaching strategies and interventions.
Understand how learners learn and use
this understanding to select a range of
teaching strategies to facilitate learning
and overcome potential barriers to
learning for groups of learners using
targeted interventions.
Use knowledge and understanding of
how learners learn to select effective
teaching strategies to encourage
independent learning and to set
appropriately challenging tasks which
enable learners to overcome potential
barriers and make good progress. Use
well-targeted interventions, routinely
checking learners’ understanding.
Use detailed knowledge and
understanding of how learners learn to
select the most effective strategies to
encourage independent learning and to
set appropriately challenging tasks
which enable all learners to overcome
potential barriers and consistently make
good progress. Consistently anticipate
and use well-targeted interventions,
systematically and effectively checking
learners’ understanding.

Encourage learners to take a
responsible and conscientious
attitude to their own work and
study
Plans for teaching and learning provide
some opportunities for potential
independent learning.
Plan teaching and learning activities
which encourage independent learning,
to enable learners/groups to make
satisfactory progress.
Effective teaching strategies encourage
independent learning and set
appropriately challenging tasks which
enable the majority of learners to make
good progress.
Regularly create opportunities for
autonomous learning to enable the
majority of learners to make very good
progress.
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TS3 Demonstrate good subject and curriculum knowledge
Standard Prompts
Emerging (EMG)
Establishing (EST)
Embedding (EMB)
Enhancing (ENH)

Have a secure knowledge of the
relevant subject(s) and curriculum
areas, foster and maintain learners’
interest in the subject, and address
misunderstandings
With support, can apply
subject/curriculum knowledge to plan
lessons that begin to meet learner
needs.
Know and understand
subject/curriculum areas applicable
to the age of the learners; begin to
maintain and develop learner
interest.
Well-developed knowledge and
understanding of relevant
subject/curriculum areas and use this
effectively to maintain and develop
learners’ interest.
In-depth subject/curriculum
knowledge used to plan confidently
for progression; stimulate and
capture learners’ interest and
motivation for enquiry.

Demonstrate a critical
understanding of developments in
the subject and curriculum areas,
and promote the value of
scholarship
Sufficient subject /curriculum
/pedagogical knowledge to be
aware of key concepts and
errors/misconceptions; begin to
take account of these
Use subject /curriculum /pedagogical
knowledge that begins to secure
learners’ understanding; address key
errors/misconceptions.
Apply subject /curriculum /pedagogical
knowledge to secure learners’
understanding; address
errors/misconceptions.
Apply well developed subject
/curriculum /pedagogical knowledge to
deepen learners’ understanding; address
errors/misconceptions effectively.
Employ appropriate professional
development strategies to develop and
extend subject/curriculum/pedagogical
knowledge.
Employ appropriate professional
development strategies to extend and
update subject/curriculum/pedagogical
knowledge.
Proactive and astutely aware of
professional development by
extending and updating
subject/curriculum/pedagogical
knowledge.
Recognise the need to clarify and
update their
subject/curriculum/pedagogical
knowledge as a start to continuing
professional development.

Demonstrate an understanding of
and take responsibility for
promoting high standards of
literacy, articulacy and the correct
use of standard English, whatever
the teacher’s specialist subject
Recognise the need to promote high
standards of communication, reading
and writing; can apply to teaching with
guidance.
Promote good standards in
communication, reading and writing
for all learners and begin to exploit
relevant opportunities.
Model high standards of written and
spoken communication in all
professional activities; encourage and
support learners to develop these skills.
Model very high standards of written
and spoken communication in all
professional activities. Successfully
identify and exploit opportunities to
develop learners’ skills, in
communication, reading and writing.

If teaching early reading,
demonstrate a clear understanding
of systematic synthetic phonics
Where this is applicable:
Developing knowledge and
understanding of the some key
principles and practices of teaching and
assessing reading and writing,
including systematic synthetic phonics;
beginning to apply this with support.
Where this is applicable:
Sufficient knowledge and understanding
of the principles and practices of
teaching and assessing reading and
writing, including the use of systematic
synthetic phonics; beginning to apply
this.
Where this is applicable:
Secure knowledge and understanding of
the principles and practices of teaching
and assessing reading and writing,
including the use of systematic synthetic
phonics; applying this effectively.
Where this is applicable:
Very strong understanding of the
principles and practices of teaching and
assessing reading and writing, including
the use of systematic synthetic phonics;
applying this very effectively.

If teaching early mathematics,
demonstrate a clear understanding
of appropriate teaching strategies
Where this is applicable:
Developing knowledge and
understanding of the some key
principles and practices of teaching and
assessing early mathematics; beginning
to apply this with support.
Where this is applicable:
Sufficient knowledge and understanding
of the principles and practices of
teaching and assessing early
mathematics; beginning to apply this.
Where this is applicable:
Secure knowledge and understanding of
the principles and practices of teaching
early mathematics; applying this
effectively.
Where this is applicable:
Very strong knowledge and
understanding of the principles and
practices of teaching early mathematics;
applying this very effectively
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TS4 Plan and teach well-structured lessons
Standard Prompts

Impart knowledge and develop
understanding through effective
use of lesson time
Emerging (EMG)
Can employ teaching
strategies/resources from a basic range.
Lessons show some structure that can
help learners to develop knowledge,
skills and understanding.
Pace of learning is developing;
understands the need to create an
environment where learners are
engaged.
Establishing (EST)
Embedding (EMB)
Employ a range of teaching
strategies and resources; plan
individual lessons that are
appropriately structured to support
learners in developing their
knowledge, skills and understanding.
Show a willingness to try out a range of
approaches to teaching and learning;
plan lessons that take account of
learners’ needs and interests through
differentiated learning outcomes and
matched activities/resources.
Pace of learning sometimes adapted
in response to learners’ needs;
creating an environment in which
learners are usually engaged.
Enhancing (ENH)
Plan lessons that use well-chosen
imaginative and creative teaching
and learning strategies that engage
all learners’ interests and curiosity.
Pace of learning routinely meets the
needs of learners; creating an
engaging environment.
Pace of learning is varied and creatively
used.

Promote a love of learning and
learner’s intellectual curiosity
Parts of lessons can motivate, inspire
and enthuse learners
Lessons usually motivate, inspire
and enthuse learners in their love of
learning
Lessons actively motivate, inspire and
enthuse learners in their love of
learning.
Lessons consistently motivate, inspire
and enthuse learners in their love of
learning.

Set homework and plan other outof-class activities to consolidate
and extend the knowledge and
understanding learners have
acquired
With support, can design and set some
appropriate homework/other out of
class activity that contributes to
learners’ progress.
Design and set appropriate
homework/other out of class
activities to sustain learners’
progress and consolidate learning.
Homework/other out of class activities
are creatively planned to enable learners
to make good progress and consolidate
learning.
Wide-ranging and inspiring
homework/other out of class
activities engage learners to
facilitate very good levels of
progress and consolidation of
learning.

Reflect systematically on the
effectiveness of lessons and
approaches to teaching
Is beginning to evaluate and reflect on
own teaching and recognises the need
to develop practice and improve the
impact on learners.
Evaluate successful and less effective
lessons with some reference to impact
on learners; using this to further develop
practice.
Systematically evaluate the
effectiveness of their practice and its
impact on learners, using this to adapt
future practice.
Critically evaluate their practice in a
highly reflective way; accurately
judge the impact of teaching on
learners; use this to inform future
practice.

Contribute to the design and
provision of an engaging
curriculum within the relevant
subject area(s).
Where appropriate, in collaboration
with school colleagues, contribute
tentatively to curriculum planning that
will foster learner engagement.
Make appropriate contribution to
curriculum planning that will support
learner engagement
Make a positive contribution to the
development of curriculum planning and
resources.
Show initiative in contributing to
curriculum planning and developing
and producing effective learning
resources.
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TS5 Adapt teaching to respond to the strengths and needs of all learners
Establishing (EST)
Embedding (EMB)
Enhancing (ENH)

Know when and how to
differentiate appropriately, using
approaches which enable learners
to be taught effectively.
Standard Prompts
Beginning to recognise the different
needs and strengths of learners;
begin to differentiate with support
so that learners make satisfactory
progress.
Recognise the different needs and
strengths of learners; uses some
differentiation so that learners make
satisfactory progress.
Routinely recognises the different needs
and strengths of learners; reliably uses
differentiation to meet the needs of
learners to facilitate good progress.
Quickly and accurately discern learners’
strengths and needs; proactive in
creatively using differentiation
strategies.

Have a secure understanding of
how a range of factors can inhibit
learners’ ability to learn, and how
best to overcome these.
Initial recognition of some potential
barriers to learning and begin to
suggest strategies to address them.
Recognise a range of potential
barriers to learning and begin to use
strategies to address them.
Understand how to deal with barriers to
learning through application of welltargeted interventions and appropriate
deployment of support staff.
Have a good understanding of a range of
barriers to learning; employ a range of
effective intervention strategies to
secure progress for learners/groups;
focused deployment of support staff.

Demonstrate an awareness of the
physical, social and intellectual
development of learner, and know
how to adapt teaching to support
learners’ education at different
stages of development.
Basic awareness of physical, social and
intellectual needs at different stages of
development. With support is able to
suggest different teaching approaches
to engage or support the range of
learners.
Sound understanding of physical, social
and intellectual at different stages of
learners’ development in planning and
teaching; able to implement distinctive
teaching approaches to engage and
support learners with particular needs,
e.g. EAL, SEND, G&T.
Account is taken of physical, social
and intellectual needs at different
stages of learners’ development in
planning and teaching; effective
evaluation of distinctive teaching
approaches to engage and support
learners with particular needs, e.g.
EAL, SEND, G&T.
Creative approaches are used in
response to physical, social and
intellectual needs at different stages
of learners’ development in planning
and teaching. Astute evaluation of
distinctive approaches to engage
and support learners with particular
needs, e.g. EAL, SEND, G&T.

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Have a clear understanding of the
needs of all learners, including
those with special educational
needs; those of high ability; those
with English as an additional
language; those with disabilities;
and be able to use and evaluate
distinctive teaching approaches to
engage and support them.
Emerging (EMG)
TS6 Make accurate and productive use of assessment
Standard Prompts

Know and understand how to
assess the relevant subject and
curriculum areas, including
statutory assessment requirements.
Emerging (EMG)
Establishing (EST)
Embedding (EMB)
Enhancing (ENH)
Basic understanding of statutory
assessment requirements for the
subjects and age phases taught.
Secure understanding of statutory
assessment requirements for the
subjects and age phases taught.
Good understanding of statutory
assessment requirements for the
subjects and age phases taught.
Excellent understanding of the
statutory assessment requirements
for the subjects and age phases
taught.
Recognises the need for accurate
assessment against national
benchmarks.
Assessments broadly accurate
against national benchmarks with
support.
Assessments accurate against
national benchmarks.
Confidently and accurately assess
learners’ attainment against national
benchmarks.

Make use of formative and
summative assessment to secure
learners’ progress.
Planning and teaching make use of a
basic range of formative and
summative assessment strategies that
indicate that learners make some
progress.
Planning and teaching informed by a
developing range of formative and
summative assessment strategies to
ensure learners make satisfactory
progress.
Employ a range of appropriate
formative and summative
assessment strategies effectively
and adapt teaching within lessons in
light of learners’ responses.
Employ a range of assessment
strategies very effectively in their
day to day practice to monitor
progress and inform future planning.
Systematically and effectively check
learners’ understanding throughout
lessons, anticipating where
intervention may be needed and do
so with notable impact on the quality
of learning.

Use relevant data to monitor
progress, set targets, and plan
subsequent lessons.
Show a basic understanding that school
and pupil data is used to set targets for
groups and individuals; with support
uses data to identify next steps in
learning.
Understand how relevant school and
pupil data is used to set targets for
groups and individuals; use that
knowledge to monitor progress.
Use relevant school and pupil data
to set targets for groups and
individuals; use data to monitor and
secure progress.
Use relevant school and pupil data
to set challenging targets for groups
and individuals; use data to monitor
and secure good progress.

Give learners regular feedback,
both orally and through accurate
marking, and encourage learners to
respond to the feedback.
With support, provide some feedback
orally and/or through marking to help
learners identify next steps; some
opportunities are provided for learners
to respond to feedback.
Provide appropriate feedback both
orally and through marking to help
learners make progress; learners given
opportunities to respond to feedback
Assess learners’ progress accurately
and provide regular and constructive
feedback both orally and through
marking; learners encouraged to
respond to feedback.
Assess learners’ progress accurately
and provide consistent and precise
feedback both orally and through
marking; learners supported in
responding to feedback.
83
TS7 Manage behaviour effectively to ensure a good and safe learning environment
Standard Prompts

Have clear rules and routines for
behaviour in classrooms, and take
responsibility for promoting good
and courteous behaviour both in
classrooms and around the school,
in accordance with the school’s
behaviour policy

Have high expectations of
behaviour, and establish a
framework for discipline with a
range of strategies, using praise,
sanctions and rewards consistently
and fairly

Manage classes effectively, using
approaches which are appropriate
to learners’ needs in order to
involve and motivate them

Maintain good relationships with
learners, exercise appropriate
authority, and act decisively when
necessary.
84
Embedding (EMB)
Enhancing (ENH)
Understands the school’s behaviour
policy and beginning to apply rules and
routines; is aware of the responsibility
for promoting good and courteous
behaviour in the classroom and, to
some extent, around the school.
Emerging (EMG)
Work within the school’s behaviour
policy and can apply rules and routines
consistently and fairly; take
opportunities to promote good and
courteous behaviour in the classroom
and around the school.
Establishing (EST)
Use the school’s behaviour policy to
apply rules and routines consistently and
fairly; consistently promote good and
courteous behaviour in the classroom
and around the school.
Confidently use the school’s
behaviour policy; applying
rules/routines consistently and fairly;
actively encourage learners to
behave well and display high levels
of courtesy in the classroom and
around the school.
Usually manages classes appropriately
with regard to expectations of
behaviour and is beginning to use some
strategies including sanctions, rewards
and praise to minimise disruption;
learners are usually involved and
motivated.
Manage classes effectively with
regularly high expectations of
behaviour; use a range of strategies
including sanctions, rewards and praise
allowing lessons to flow smoothly so
that disruption is unusual; learners are
involved and motivated
Manage classes effectively with
routinely high expectations; use a range
of strategies, including sanctions,
rewards and praise to promote positive
attitudes towards the teacher, their
learning and each other to establish a
purposeful learning environment;
learners are involved and highly
motivated.
Manage classes effectively with
consistently high expectations; use a
range of strategies, including
sanctions, rewards and praise to
promote very high levels of
engagement, collaboration and
cooperation; create an environment
highly supportive of learning;
learners are consistently involved
and highly motivated.
Beginning to establish positive
relationships with learners and
appropriate authority. Recognises the
need for additional support in
addressing the needs of learners where
significantly challenging behaviour is
demonstrated
Establish good relationships with
learners and mostly exercise appropriate
authority; with some independence seek
additional support in addressing the
needs of learners where significantly
challenging behaviour is demonstrated.
Develop and maintain good
relationships with learners and
consistently exercise appropriate
authority; seek additional support in
addressing the needs of learners where
significantly challenging behaviour is
demonstrated.
Highly effective relationships with
learners established and
consistently/confidently exercise
appropriate authority; actively seek
targeted support in addressing the needs
of learners where significantly
challenging behaviour is demonstrated
TS8 Fulfil wider professional responsibilities
Standard Prompts
Make a positive contribution to the
wider life and ethos of the school
Emerging (EMG)
Beginning to understand the school
ethos. With prompts can contribute to
the wider life of the school.
Establishing (EST)
Support the ethos of the school, showing
an inclination to contribute to the wider
life of the school in appropriate ways.
Embedding (EMB)
Regularly contribute to the wider life
and ethos of the school.
Enhancing (ENH)
Proactively contribute in a significant
way to the wider life and ethos of the
school.

Develop effective professional
relationships with colleagues,
knowing how and when to draw on
advice and specialist support
Beginning to build professional
relationships with colleagues; basic
skills in working collaboratively;
recognises the need to seek
information/advice from specialist staff
about learners’ needs.
Can build professional relationships
with colleagues and can work
collaboratively; with some
independence seeks information/advice
from specialist staff about learners’
specific needs.
Effective in building good professional
relationships with colleagues and work
well collaboratively; seek advice from
relevant professionals in relation to
learners’ specific needs.
Build strong professional
relationships and effectively
collaborate with colleagues on a
regular basis; proactively seek
advice from relevant professionals in
relation to learners’ specific needs.

Deploy support staff effectively
Beginning to communicate with
support staff and direct the supporting
of learning.
Communicate with and direct support
staff to assist in supporting learning.
Take responsibility for effectively
deploying support staff in their lessons
in supporting learning.
Take responsibility for creatively
deploying support staff in lessons to
support the full range of learners
with their learning.

Take responsibility for improving
teaching through appropriate
professional development,
responding to advice and feedback
from colleagues
Describes professional practice; with
support can identify basic development
targets and suggest ways to address
these. . Responds to direction from
colleagues.
Evaluate professional practice to
identify development targets and
opportunities to address these; respond
well to advice from colleagues.
Actively evaluate professional practice
to identify challenging targets; actively
seek and value feedback from
colleagues, using it to develop
professional practice.
Critically evaluate professional
practice to identify
challenging/focused targets;
deliberately seek out wide-ranging
opportunities to develop professional
learning; respond positively and
proactively to advice/feedback from
colleagues.

Communicate effectively with
parents with regard to learners’
achievements and well-being.
With support and guidance, can
communicate with parents/ carers about
learners’ achievement and/or wellbeing.
Communicate with parents/carers in
relation to learners’ achievements and
well-being.
Communicate effectively with
parents/carers in relation to learners’
achievements and well-being.
Astute communication with
parents/carers in relation to learners’
achievements and well-being.

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Summative Assessment Report
At the Final Review Meeting use the completed Formative Feedback Guidance to make a ‘best fit’ judgement for the trainee’s final grade. Please complete the summative
report providing details of the trainee’s achievements and progress during the school based training. These comments provide valuable feedback for the trainee and
will be used by their Personal Tutor to write the trainee’s reference.
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TS1 Set high expectations which inspire, motivate and challenge
pupils
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Summative Assessment Report – please complete
Grade 1 Enhancing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
Best fit Grade:
They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning.
There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners’
resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm,
participation and commitment to learning. Consistently demonstrate positive attitudes, respect for learners, colleagues,
parents/carers and support the ethos of the school; generate high levels of enthusiasm, participation and commitment to
learning.
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They
consistently set high expectations of pupils in their different learning contexts.
They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling
challenging activities. Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and
support the ethos of the school. Most learners are enthused and motivated to actively participate in learning.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of
differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils
have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a
consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour,
respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for
working with children and young people and for teaching and learning
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providing practice based examples of trainee’s achievement and
progress.
1
2
3
TS2: Promote good progress and outcomes by pupils
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Summative Assessment Report: – please complete
Grade 1 Enhancing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They
demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are
able to articulate a clear and well-justified rationale as to how they are building on prior achievement. They actively
promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set
appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained
through systematic and accurate assessment. They regularly create opportunities for independent and autonomous
learning. As a result the majority of pupils make very good progress.
Best fit Grade:
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound
understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes
into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own
learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their
knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks
which enable the learners to make progress. As a result the majority of pupils make good progress.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some
responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term
planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior
achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs.
When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are
able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale
for choices made in the context of practice. They plan teaching and learning activities which encourage independent and
autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.
88
providing practice based examples of trainee’s achievement and
progress.
1
2
3
TS3 Demonstrate good subject and curriculum knowledge
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Summative Assessment Report: – please complete
Grade 1 Enhancing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and
capture pupils’ interest. They demonstrate very well-developed pedagogical subject knowledge, by anticipating common
errors and misconceptions in their planning. They are astutely aware of their own development needs in terms of
extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive
in developing these effectively during their training. They model very high standards of written and spoken communication
in all professional activities. They successfully identify and exploit opportunities to develop learners’ skills, in
communication, reading and writing. If teaching early reading they have an in-depth understanding of systematic phonics
and if teaching early mathematics they have an in-depth understanding of different teaching strategies.
Best Fit Grade:
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to
teach and use this effectively to maintain and develop pupils’ interest. They make good use of their secure curriculum and
pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and
misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject,
curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further
develop these in their early career. They model good standards of written and spoken communication in all professional
activities if teaching early reading they have a well-developed understanding of systematic phonics and if teaching early
mathematics they have a well-developed understanding of different teaching strategies.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in
the age phase for which they are training to teach. They know how learning progresses within and across the subject /
curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common
misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use
subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills
in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of
continuing professional development and have shown the ability and readiness to do so. They demonstrate an
understanding of the need to promote high standards of communication, if teaching early reading they have an
understanding of systematic phonics and if teaching early mathematics they have an understanding of different teaching
strategies.
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providing practice based examples of trainee’s achievement and
progress.
1
2
3
TS4 Plan and teach well structured lessons
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Grade 1 Enhancing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and
interests and engage all learners. Pace of learning is varied and creatively used. They are highly reflective in critically
evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and
can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum
planning and developing and producing effective learning resources in their placement settings.
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of
the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching
teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They
know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness
of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and
resources in their placement settings.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to
support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they
maintain the pace of the learning and can respond to the needs of the learners. They can create an environment in which
the learners are usually engaged. They review and reflect on their own planning and teaching to prepare future activities
and tasks. They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the
school’s medium-term plans, schemes of work, and curriculum frameworks.
90
Summative Assessment Report:
Best Fit Grade:
1
2
3
TS5 Adapt teaching to respond to the strengths and needs of all pupils
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Grade 1 Enhancing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a
range of effective intervention strategies to secure progression for individuals and groups. Have a good understanding of a
range of barriers to learning and employ a range of effective intervention strategies to secure progress for learners/groups
and support staff are deployed effectively. They have an astute understanding of how effective different teaching
approaches are in relation to impact on learning and engagement of learners with particular needs.
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in
learning. They know how to secure progress for learners and how to identify when groups and individuals have made
progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and
needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of
well-targeted interventions and the appropriate deployment of available support staff.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to
adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential.
They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers
use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside
experienced teachers and support staff as appropriate. They have a developing understanding of the needs of all pupils
and are able to articulate different teaching approaches and strategies needed to engage and support pupils with particular
needs. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the
adaptations employed, on the progress of individual learners.
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Summative Assessment Report:
Best Fit Grade:
1
2
3
TS6 Make accurate and productive use of assessment
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Grade 1 Enhancing
Trainees who have achieved the Standards at this level to be recommended for QTS will have demonstrated that:
Good understanding of the statutory assessment requirements for the subjects and age phases taught. They can
confidently and accurately assess pupils’ attainment against national benchmarks. They use a range of assessment
strategies very effectively in their day-to-day practice to monitor progress and to inform future planning. They
systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be
needed and do so with notable impact on the quality of learning. Use relevant school and pupil data to set challenging
targets for groups and individuals; use data to monitor and secure good progress. They assess learners’ progress
accurately and provide consistent and precise feedback both orally and through marking and they support learners in
responding to feedback.
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
Good understanding of the statutory assessment requirements for the subjects and age phases taught They are able to
assess pupils’ attainment accurately against national benchmarks. They employ a range of appropriate formative
assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses. They maintain
accurate records of pupils’ progress and use these and school and pupil level summative data to set targets. They assess
learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have
done and what they need to do to improve.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They have a secure understanding of the statutory assessment requirements for the subjects and the age phases they are
preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is
often informed by the use of a range of formative and summative assessment strategies, designed to support pupils in
making progress. They understand how school and pupil level summative data are used to set targets for groups and
individuals, and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced
teachers, they monitor pupil progress and maintain accurate records, setting new targets for individuals and groups. They
mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.
92
Summative Assessment Report:
Best Fit Grade:
1
2
3
TS7 Manage behaviour effectively to ensure a good and safe learning environment
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Grade 1 Enhancing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established
in different settings and applying rules and routines consistently and fairly. They consistently have high expectations and
understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very
effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly
supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement,
courtesy, collaboration and co-operation. They actively seek additional support in addressing the needs of pupils where
significantly challenging behaviour is demonstrated.
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They work within the school’s framework for behaviour and apply rules and routines consistently and fairly. They
consistently have high expectations and understand a range of strategies that experienced teachers use to promote
positive behaviour and apply these effectively, including use of school sanctions and rewards, and use of praise, in order to
create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive
attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual.
They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is
demonstrated.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly. They have
high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour.
They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including
praise, in order to create an environment supportive of learning so that disruption is unusual and learners are involved and
motivated. They can establish good relationships with learners and mostly exercise appropriate authority and they
understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is
Demonstrated.
93
Summative Assessment Report
Best Fit Grade:
1
2
3
TS8 Fulfil wider professional responsibilities
Trainee’s Attainment
This column illustrates the link between the Formative Feedback Guidance and the numerical grades.
Grade 1 Enhancing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build
strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They
take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils
with individual needs. They critically evaluate their professional practice to identify challenging/focused targets and deliberately seek
out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They
communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and wellbeing.
Grade 2 Embedding
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They regularly contribute to the wider life and ethos of the school. They are effective in building good professional relationships with
colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying
support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are
proactive in relation to their own professional learning and value the feedback they receive from more experienced colleagues,
using it to develop their own teaching further. They communicate effectively with parents and carers in relation to pupils’
achievements and well-being.
Grade 3 Establishing
Trainees achieving the Standards at this level to be recommended for QTS will have demonstrated that:
They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school
in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work
collaboratively. They communicate with and direct support staff deployed in their lessons. They understand when to ask for
information and advice from specialist staff about individual pupils with specific needs. In evaluating their own practice they are able
to identify subsequent or on-going personal professional development targets and identify opportunities to address and meet these
targets. They recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring
pupils’ well-being.
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Summative Assessment Report
Best Fit Grade:
1
2
3
95
Lesson Observation Forms
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97
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