Early Years Initial Teacher Training
(EYITT)
Partnership and Mentor Handbook
Graduate Employment Based Route
2016/17
1
Contents
EYITT Team
p3
EYITT: Overview
p3
The EYITT Partnership
P3/4
Selection and recruitment of trainees
p4
DBS checks
p4
The training programmes
p4
Placements
p4/5
Cause for Concern
p5
Funding
p5
The Assessment Process: Graduate Employment Based Training Route
P5/6
Role and responsibilities: Work-based Mentor/Placement mentor
p6 - 9
Appendix 1: Teachers’ Standards (Early Years)
p10
Appendix 2: Training Programme 2016/17
p11/12
Appendix 3: Partnership Agreement
p13/14
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EYITT Team
Programme Leader
Dilys Wilson
[email protected]
020 8411 5182
[email protected]
020 8411 6914
Programme Co-ordinator
Kathleen Zielinska
Tutors
Sharon Goate
[email protected]
Amanda Oscar
[email protected]
EYITT: Overview
Early Years Initial Teacher Training (EYITT) leading to Early Years Teacher Status (EYTS) is a
graduate-level professional status for those who wish to specialize in early childhood development
and lead education and care for children from birth to five years. Early Years Teachers can make a
real difference to children’s development and life chances.
EYTS was introduced in September 2013 to build on the strengths of the previous Early Years
Professional Status (EYPS) programme. Middlesex University has been involved in EYPS/EYTS
training since 2006 and as an accredited Initial Teacher Training provider has continued to deliver
the EYITT routes put in place by The National College for Teaching and Leadership (NCTL) in
September 2014. During 2016/17 we are running the following training routes to EYTS: Graduate
Employment Based (GEB), Graduate entry (GE) and an Assessment Only (AO) route for
candidates who can meet the Teachers’ Standards (Early Years) without further training.
The course is designed to ensure that trainees are fully prepared to teach across the birth to 5 age
range and to engage with the continuum of expectations, curricula and teaching in Key Stage 1
and 2. Trainees on the employment based training route use their work role as a starting point to
develop their teaching skills and leadership of early years practice. Placements provide
opportunities to meet the age group requirements and to gain experience of different approaches
to teaching and to early years setting/school organisation and management. Further information
about EYITT requirements and the Teachers’ Standards (Early Years) can be found on
https://www.gov.uk/guidance/early-years-initial-teacher-training-a-guide-for-providers
The EYITT Partnership
EYITT places a strong emphasis on partnership working between the university and local early
years settings and schools. We have established an EYITT Advisory Board within the ITT
Partnership Steering Group to ensure that EYITT provision at Middlesex University remains
responsive to the needs of the early years sector and the diverse workforce. The Advisory Board is
made up of employers and practitioners from the early years sector, Local Authority
representatives and EYPS/EYTS alumni alongside staff from the university. Ongoing evaluation
from all partners helps to ensure that all stakeholder views are taken into account and that the
training programme and assessment process is rigorous and effective.
Selection and recruitment of trainees
The admissions procedure provides an excellent way for colleagues across the EYITT partnership
to collaborate in the shared exercise of recruiting and selecting the very best trainees. The process
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for admissions is co-ordinated by the university but welcomes the involvement of early years
settings in the interview process. Interview dates are set by the university and shared with partners
as early as possible. Trainees are selected on the basis of their application forms, the interview
itself (including a written task and a group task) and decisions following the interview. The process
is rigorous and designed to admit only applicants who are deemed suitable to work with children
and judged to have the potential to become good or outstanding Early Years Teachers at the end
of the training year.
DBS checks
For Graduate Employment Based Trainees, the responsibility lies with the employer to ensure that
a DBS check, a suitability declaration and a DBA disclosure have been carried out. By signing the
Partnership Agreement the employer is confirming that satisfactory checks have been obtained.
Middlesex University has established, via the Partnership Steering Group, a common
understanding of any cautions, convictions, offences and warnings that constitute a barrier to
joining a programme of ITT.
In accordance with the DBS Code of Practice and guidance from the NCTL Middlesex University
does not share copies of DBS certificates, date of check or DBS issue number with partner
settings. We have been advised that it is not good practice for settings to request to see original
DBS certificates and that DBS numbers and dates of check can only be shared with the trainee’s
permission.
We will confirm to all partner settings hosting trainees for placement that criminal record checks,
including checks of the children’s barred list and prohibition order checks have been completed
and the trainee judged suitable to work with children. Prior to DBS checks all necessary ID checks
are carried out.
The training programme:
EYITT trainees have different training needs depending on their training route and the programmes
have been designed with this in mind. The training programme sessions run on Fridays (see
Appendix 2) and have been organised to provide core training sessions focusing on different
aspects of early years theory and practice followed by a workshop focussing more specifically on
the Teachers’ Standards (Early Years). An individual training plan, formulated by the trainee and
agreed with the employer and the university link tutor, is put in place to ensure that the training
needs of each trainee can be addressed and that there are sufficient training and placement
opportunities to meet all aspects of the Teachers’ Standards (Early Years). The programme
assessment is integrated with the EYTS assessment process through a Post Graduate Certificate
in Early Years Foundation Stage Teaching.
Placements
As an EYITT Provider we aim to ensure that placement settings will extend the knowledge, skills
and understanding of our trainees and provide opportunities for them to gain experience of
different approaches to teaching and to school and early years setting organisation and
management. Trainee early years teachers need breadth and variety of experience in schools and
early years settings to enable them to meet all of the Teachers’ Standards (Early Years) across the
birth to 5 age range.
EYITT trainees are assessed against the 8 Teachers’ Standards (Early Years) and must
demonstrate their teaching practice with babies aged 0-20 months, toddlers aged 16-36 months,
young children aged 30-60 months. All trainees are required to spend 10 days on placement in Key
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Stage 1 to demonstrate their engagement with the educational continuum of expectations, curricula
and teaching of Key Stage 1 and 2.
Teaching practice in a 2nd setting placement
In addition to the practice role Graduate Employment Based trainees have in their own
workplaces, teaching experience in a placement setting enables them to meet the programme
requirements in their work with babies, toddlers and young children. The placement should be for a
period of up to 30 days depending on the extent of the trainee’s previous teaching experience with
the birth to five year age group. Trainees are required to demonstrate their teaching practice and
leadership skills in their 2nd setting placement with reference to the Teachers’ Standards (Early
Years).
Cause for Concern
Where there are concerns about the trainee’s progress in meeting the Teachers’ Standards (Early
Years), a ‘Cause for Concern’ form should be used by mentors, university placement tutors or
trainees to record the nature of the concerns.
Workplace Funding
The NCTL funds the Graduate Employment Based training route to EYTS provided by Middlesex
University and advises that the trainee’s working timetable should be no more than 90% of the full
time working hours of an Early Years Teacher. A further £7000 is paid to employers as an
incentive to contribute towards the costs incurred by supporting and employing the trainee
throughout the period of the programme. The NCTL has provided the following guidance regarding
how the £7000 employer incentive could be used to support the trainee:
1. Supply Cover
To be paid to a named practitioner employed by the setting to enable the EYITT trainee:
 To attend sessions for the programme of study at the university agreed in the
training plan.
 To attend placement/s to enable the trainee to address EYITT training requirements
with reference to the Teachers’ Standards (Early Years) as agreed in the training
plan.
2. Salary enhancements
To increase the salary of the trainee during the period of the training
3. Employment costs
4. National insurance and other overheads
2nd Setting Placement Funding
A payment of £200 will be provided to the 2nd setting placement to support the role of the
placement mentor.
The Assessment Process: Graduate Employment Based Training Route
As trainees on the Graduate Employment Based Route work in a diverse range of settings with
some or all of the age groups within their workplaces, an individual training plan is used to identify
how they will meet the programme requirements and the Teachers’ Standards (Early Years). The
table below provides an overview of the placement requirements.
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Placement requirements:
Key Stage 1 (10 days on placement)
 04/11/16
 16/12/16
 06/01/17
 24/02/17
 07/04/17
 26/05/17
4 additional days to be arranged
Placement/s: 30 days in a 2nd setting
placement
 To meet the age range
requirements for Babies 0 - 18
months; Toddlers: 16 - 36
months; Young Children: 30 –
60 months.
 To fulfil the requirement to
have teaching experience in a
2nd contrasting setting
All placement arrangements will be
agreed by the employer and the
trainee in consultation with the
university tutor through the training
plan. The placement days must be
completed the end of June 2017.
6 Fridays within the training programme have been set
aside for the placement in KS1.
A further 4 days must be arranged before the end of
June 2017.
Time spend working/on placement with this age group
before the start of the training route can be taken into
account.
30 placement days are required (negotiable depending on
previous experience and identified training needs) to
provide an opportunity for the trainee’s teaching practice
to be observed and assessed against the Teachers’
Standards (Early Years).
Examples
 Trainees in settings with the full 0 – 5 age range
can choose to use the school placement as a 2nd
setting by spending 30 days in a Reception class

Trainees in settings with only one or two of the
required age groups can use their placement
setting as a 2nd setting.
Procedures for Support and Assessment
The EYITT assessment process enables trainees to demonstrate their ability to meet the 8
Teachers’ Standards (Early Years) across the birth to five years age range. EYITT trainees,
mentors and University Link Tutors use the Assessment Guidance for the Teachers’ Standards
(Early Years) to set training targets and track progress towards EYTS. Level descriptors set out
the expectations for teaching practice at Grade 3 (Emerging), Grade 3 (Minimum), Grade 2 (Good)
and Grade 1 (Outstanding).
The role of the GEB Work Based Mentor
GEB Work based mentors must be experienced practitioners e.g. Early Years Professionals/Early
Years Teachers/Teachers with QTS (or equivalently experienced senior practitioners/managers).
Where the setting is unable to identify a suitable internal work based mentor, employers will be
expected to use part of the employer incentive to provide and fund appropriate mentor support.
Mentors must engage with the mentor training provided by the university link tutors during visits to
settings and other methods of training provided by Middlesex University. Mentor training will
support mentors in understanding their roles and responsibilities in supporting the trainee. Work
based mentors will provide support to trainees to enable them to make progress in meeting the
Teachers’ Standards (Early Years). They will liaise with the university link tutor, and the trainee, to
ensure the trainee is making progress in meeting the Teachers’ Standards (Early Years). Records
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of mentoring/supervision meetings with targets agreed by the mentor will be kept by the trainee
and shared with the university link tutor.
Mentors and university link tutors will share the ongoing assessment of the trainee in the trainee’s
workplace. Mentors are expected to observe the trainee’s practice regularly and carry out joint
observations with the link tutor as set out in the table below. The assessment process includes the
trainee’s self-assessment against the Teachers’ Standards (Early Years), formal observations by
mentors and link tutors, interim and final mentor reports. Mentors and tutors will use the EYITT
assessment guidance in making judgements about the trainee’s progress in meeting the Teachers’
Standards (Early Years).
Placement mentors (2nd setting)
Placements are arranged in consultation with the employer, the trainee and the University.
Trainees on placement in the 2nd setting will be supported by a placement mentor. The university
link tutor will jointly observe the trainee’s teaching practice with the placement mentor to ensure
that the requirement for assessed teaching practice in a contrasting 2nd setting has been met. This
is an important part of the quality assurance process and provides the trainee with shared oral and
written feedback. Where joint observations are not possible, placement link tutors will discuss the
trainee’s progress with the mentor and collectively agree trainee feedback and targets.
Link Tutor Observation
period
Early Years setting/Age
group
Observation responsibility
Initial visit/contact: Oct.
2016
Work place
Introductory meeting/discussion with
mentor
Observation Period 1:
Work place
Observation: University link tutor
Nov/Dec 2016
Age group: main workplace
role with Babies (B), Toddlers
(T) or Young Children (YC)
Training meeting and joint
observation with mentor – shared
verbal feedback to trainee
Observation Period 2:
Work place
Observation: University link tutor
Jan/Feb 2017
Age group: 2nd age group
(B, T or YC)
Training meeting and joint
observation with mentor – shared
verbal feedback
Mid-point report: 17/02/17
Work place
Mid-point report: Mentor
Observation Period 3:
Placement: 2nd setting
Observation: University link tutor
March/April 2017
Age group: 3rd age group
(B, T or YC)
Training meeting and joint
observation with placement mentor
Observation Period 4:
Work place
Observation: University link tutor QA
May/June 2017
Age group: main workplace
role with Babies (B), Toddlers
(T) or Young Children (YC)
Training meeting and joint
observation with placement mentor
Final Report: 09/06/17
Workplace
Mentor: End-point report
Target setting
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Central to the trainee’s progress is the agreement of accurate targets to enable them to improve
their practice and the contribution they make to the children’s learning and development. The
targets need to have a clear purpose and be related to specific aspects of teaching with reference
to the EYFS and the Teachers’ Standards (Early Years).
Trainee targets should be agreed with the trainee and organised as follows:
 Short term targets arising from observation of teaching practice (mentor/link tutor)
 Slightly longer term targets from weekly mentor meetings (mentor)
 Targets arising from assessment review points (mentor/link tutor)
 Targets for the EYT induction year (mentor/link tutor)
Targets should be recorded using the well-established SMART guidance below:
Targets
Specific: What exactly do you want the trainee to achieve?
Measurable: How will you/the trainee know when the target has been achieved?
Agreed: Have you agreed the target with the trainee?
Realistic: Is the target achievable for the trainee?
Time-bound: What is the timeframe for achieving the target?
Target review
Weekly mentor meetings
Autumn Term Review
Spring Term Review
End of programme Review
Refer to the Assessment Guidance for the Teachers’ Standards (Early Years) and the level
descriptors to guide the target setting process.
Roles and responsibilities: The GEB Work Based and Placement Mentor
Mentors within the trainee’s workplace will:











Have EYPS/EYTS/QTS or significant experience as a senior practitioner/manager.
Keep up to date with the requirements of Graduate Employment Based training route,
programme structure and content.
Support the trainee to produce a training plan based on identified training needs.
Complete the Mentor Self Audit (Form M1) and participate in mentor training opportunities
provided by Middlesex University.
Meet weekly with the trainee to set targets and review progress (Form M2).
Observe the trainee’s teaching practice using the tutor/mentor observation form (Form
TM1).
Meet with the Link Tutor during observation visits to review trainee progress and agree
assessment decisions using the Assessment Guidance for the Teachers’ Standards (Early
Years).
Compile a mid-point report (Form M3) on the trainee’s progress using by the 17/02/17.
Contribute to the review and development of the training plan in consultation with the
trainee and the Link Tutor.
Liaise with the Link Tutor should a cause for concern be identified at any point during the
programme to agree and implement an appropriate course of action.
Compile a final report (Form M4) by 09/06/17 and further observations using the
tutor/mentor observation form (form TM1) as required.
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Placement Mentors will:









Have EYPS/EYTS/QTS or significant experience as a senior practitioner/manager.
Agree a placement training plan with the trainee based on the trainee’s targets for the
placement to include teaching practice with individuals and groups of children and
leadership of an aspect of practice with reference to the Teachers’ Standards (Early Years).
Complete the Mentor Self Audit (Form M1P) and participate in opportunities for mentor
training provided by Middlesex University.
Meet weekly with the trainee to set targets and review progress (Form M2).
Refer to the Teachers’ Standards (Early Years) and the Assessment Guidance for the
Teachers’ Standards (Early Years) to review trainee progress, set targets and agree
assessment decisions.
Undertake an observation of the trainee’s practice using the tutor/mentor observation form
(form TM1)
Observe the trainee jointly with the Link Tutor during the placement visit.
Arrange an evaluation with the trainee towards the end of the placement to review progress
and set additional targets. The outcomes of this meeting should be recorded in the
Placement Mentor Report (form M4P) and submitted to the University at the end of the
placement.
Liaise with the Programme Leader should a cause for concern be identified at any point
during the placement.
EYITT Partnership documents and templates
Documents and templates can be found on the EYITT section Middlesex ITE Partnership wiki
using the following link: http://earlyyearsitt.middlesex.wikispaces.net/home
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Appendix 1: Teachers’ Standards (Early Years)
An Early Years Teacher must:
1. Set high expectations which inspire, motivate and challenge all children
1.1
Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and
develop.
1.2
Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3
Demonstrate and model the positive values, attitudes and behaviours expected from children.
2. Promote good progress and outcomes by children.
2.1
Be accountable for children’s attainment, progress and outcomes.
2.2
Demonstrate knowledge and understanding of how babies and children learn and develop.
2.3
Know and understand attachment theories, their significance and how effectively to promote secure attachments.
2.4
Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained
shared thinking with children.
2.5
Communicate effectively with children from birth to age five, listening and responding sensitively.
2.6
Develop children’s confidence, social and communication skills through group learning.
2.7
Understand the important influence of parents/carers, engaging them effectively to support their child's wellbeing,
learning and development.
3 Demonstrate good knowledge of early learning and EYFS.
3.1
Have a secure knowledge of early childhood development and how that leads to successful learning and
development at school.
3.2
Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
3.3
Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the
educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
3.4
Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5
Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
4. Plan education and care taking account of the needs of all children.
4.1
Observe and assess children’s development and learning, using this to plan next steps.
4.2
Plan balanced and flexible activities and educational programmes that take into account the stage of development,
circumstances and interests of children.
4.3
Promote a love of learning and children’s intellectual curiosity in partnership with parents and/or carers.
4.4
Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5
Reflect on the effectiveness of activities and educational programmes to support the continuous improvement of
provision.
5. Adapt education and care to respond to the strengths and needs of all children.
5.1
Have a secure understanding of how a range of factors can inhibit children’s ability to learn, and how best to address
these.
5.2
Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of
babies and children, and know how to adapt education and care to support children at different stages of
development.
5.3
Demonstrate a clear understanding of the needs of all children, including those with special educational needs and
disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4
Support children through a range of transitions.
5.5
Know when a child is in need of additional support and how this can be assessed, working in partnership with
parents and/or carers and other professionals.
6. Make accurate and productive use of assessment.
6.1
Understand and lead assessment within the framework of the EYFS framework, including statutory assessment
requirements (see annex 1).
6.2
Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for
each child.
6.3
Give regular feedback to children and parents and/or carers to help children progress towards their goals.
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
7.1
Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the
welfare of the child.
7.2
Establish and sustain a safe environment and employ practices that promote children’s health and safety.
7.3
Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of
abuse, and know how to act to protect them.
8. Fulfil wider professional responsibilities.
8.1
Promote equality of opportunity and anti-discriminatory practice.
8.2
Make a positive contribution to the wider life and ethos of the setting.
8.3
Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other
professionals.
8.4
Model and implement effective education and care, and support and lead other practitioners including Early Years
Educators.
8.5
Take responsibility for leading practice through appropriate professional development for self and colleagues.
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8.6
8.7
Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
Understand the importance of and contribute to multi-agency team working.
Appendix 2: EYITT Graduate Entry/Graduate Employment Based Programme timetable
EYITT Programme timetable 2016/17
Friday
23 Sept
Induction 9.30 – 3.30:
Fridays
Block 1
30 Sept
9.30 – 11.00 Theme
1 EYFS: Overarching Principles;
Partnership with parents
07 Oct
2 EYFS: Safeguarding and welfare
requirements; Child Protection
3 EYFS: Safeguarding and welfare
requirements: health and safety
4 Models of Reflective Practice;
Work-based project guidance
Reading week
GEB KS1 Placement day
1 Observing children: skills and
techniques
14 Oct
21 Oct
28 Oct
4 Nov
Block 2
11 Nov
18 Nov
06 Jan
Block 3
13 Jan
20 Jan
2 Attachment theories; Key person
approach
3 Theories of Communication and
language development
4 Theories of cognitive development;
Schemas
5 Learning through play: theory and
practice
GEB KS1 Placement day
19 - 23 December
26 - 30 December
GEB KS1 Placement day
1 Early Reading: Systematic
Synthetic phonics
2 Early Mathematical learning
27 Jan
3 KS1 and 2
03 Feb
17 Mar
4 Equality, diversity and children’s
rights
5 Supporting children with additional
needs; SEND;
Reading week
GEB KS1 Placement day
1Theories of Leadership EYTS:
Leading practice – Standard 8
2 The Healthy Child programme;
Working with health professionals
3 Babies’ development and well-being
24Mar
4 Meeting the needs of 2 year olds
31 Mar
5 Sustained shared thinking
07 Apr
GEB KS1 Placement day
10 - 14 Apr
17 - 21 Apr
1 Outdoor play and learning; Forest
school
2 EYFS Specific Area: Understanding
the World
3 Project Presentations (all day)
4 EYFS Specific Area: Expressive
arts and design
GEB KS1 Placement day
25 Nov
02 Dec
09 Dec
16 Dec
10 Feb
17 Feb
24 Feb
Block 4
3 Mar
10 Mar
Block 5
28 Apr
05 May
12 May
19 May
26 May
11.30 – 13.00 Standards Workshop
Standards workshop: The Teachers’
Standards (Early Years); Supporting
documentary evidence
PG Cert Assessment
Target setting
Safeguarding: Group presentations
Safeguarding: Group presentations
14.00 – 15.30
Training plan;
Placement preparation
Training plan;
Placement preparation
Group supervision:
safeguarding
Group supervision:
safeguarding
Standards workshop: EYFS Early Years
Outcomes/Development Matters
Group supervision:
Work discussion
Standards workshop: Positive
relationships
Group presentations: Early Years Theory
Group supervision:
Work discussion
Group supervision:
Work discussion
Group supervision:
Work discussion
Autumn Term review
Group presentations: Early Years Theory
Autumn Term review
Vacation (placement as required)
Vacation (placement as required)
Standards Workshop: EYFS Specific
Area: Literacy
Standards Workshop: EYFS Specific
Area: Mathematics
Standards Workshop: School readiness
Standards Workshop: children whose
home language is not English
Standards Workshop: Contributing to the
work of a multi-agency team
Group supervision:
Work discussion
Group supervision:
Work discussion
Group supervision:
Work discussion
Group supervision:
Work discussion
Group supervision:
Work discussion
Spring Term Review
Spring Term Review
Lullaby Trust: Safer sleep training
Group supervision:
Work discussion
Group supervision:
Work discussion
Group supervision:
Work discussion
Group supervision:
Work discussion
Standards workshop: EYFS: Positive
Relationships
Standards Workshop: The integrated
review at age 24 – 30 months
Standards Workshop: SSTEW scale
Vacation (placement as required)
Vacation (placement as required)
Standards Workshop: EYFS Prime Area:
Physical Development
Standards Workshop: Using Digital
technology
Group supervision:
Work discussion
Group supervision:
Work discussion
Standards Workshop: methods of
summative assessment
Group supervision:
Work discussion
11
02 June
Block 6
09 June
16 June
23 June
30 June
07 Jul
14 Jul
Reading Week
1 Leading teams: supervision,
training, support and skills
2 Early Years Teacher Employment
opportunities
3 Assessment and Review Period:
4.Assessment and Review Period:
5 Assessment and Review Period:
6 Assessment and Review Period:
Standards Workshop: Leading practice
Portfolio workshop
Applying for jobs as EYTs: Employers
perspectives
Assessment and Review Period
Assessment and Review Period
Assessment and Review Period
Assessment and Review Period
Portfolio workshop
12
Middlesex University Initial Teacher Education (ITE)
Partnership Training Agreement 2016/17 for Early Years Initial Teacher
Training (EYITT) Graduate Employment Based Route
Please refer to the EYITT Partnership and Mentor Handbook for detailed guidance on working in
Partnership with Middlesex University for EYITT, including roles, responsibilities and procedural
guidance.
1. This document forms the agreement between (EY setting/School Name) and Middlesex University to
work in partnership to support the Graduate Employment Based (GEB) Early Years Teacher trainee
employed in your setting.
1.1. The partnership agreement is normally for the 12-month period of the GEB training route. It will be
reviewed regularly by mutual agreement or where changes in government policy require it.
1.2. Partner EY settings/schools are required to agree a training plan with the trainee and the University
Tutor to enable the trainee to have sufficient opportunities to meet the EYITT programme
requirements and the Teachers’ Standards (Early Years) (See GEB Partnership and Mentor
Handbook).
1.3. Partner EY settings/schools are required to allocate a Mentor (e.g. a practitioner/teacher who has
EYPS/EYTS/QTS or equivalently experienced senior practitioners/manager) for each trainee
employed in the EY setting/school (See GEB Partnership and Mentor Handbook).
1.4. Mentors undertaking the role for the first time must be prepared to undergo mentor training. This
training is provided by the University in a number of ways and is aimed at being supportive and
developmental for the teachers concerned. The University will also provide training updates and
further training for more experienced mentors (See GEB Partnership and Mentor Handbook).
2. Agreed principles for the transfer of funds to Partnership EY Settings/Schools
2.1. Details will be negotiated from year to year subject to changes in policy from the DfE
2.2. An employer incentive of £7,000 is available to support the trainee during the period of training.
This funding is intended to contribute towards costs incurred by the employer in providing mentoring
support and employing the trainee during their training and could include supply cover, salary
enhancements, employment costs, National Insurance and other overheads.
2.3. The employer incentive payment will be made in 3 instalments linked to the trainee’s progress and
engagement with the programme with reference to the agreed training plan. Payments will be made
at the end of each term (December 2015; March 2016; July 2016) in arrears.
2.4. A dated numbered invoice indicating what the employer incentive has been used for is required by
the University in advance of the payment being made.
3. DBS and health checks
3.1. The partner EY setting/school will confirm that criminal record checks, including checks of the
children’s barred list and prohibition order checks have been completed and the trainee(s) judged
suitable to work with children.
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3.2. The employer must ensure that a DBS check, suitability declaration and a DBA disclosure have been
carried out and inform the School of Health and Education compliance team that satisfactory checks
have been obtained and any updated information provided during the period of their training. Only
those judged suitable to work with children will be accepted on the training programme. Middlesex
University has established via the Partnership Steering Group a common understanding of any
convictions that constitute a barrier to joining a programme of EYITT (see EYITT Partnership and
Mentor Handbook).
4. Legal Matters
4.1. Teaching materials generated by the University which may be used following approval by the
Partnership EY setting/School shall remain the property of the University (or its staff in accordance
with contractual agreements). Similarly teaching materials generated by the Partnership EY
setting/School shall remain the property of the EY setting/School (or its staff in accordance with
contractual agreements).
4.2. The Partnership EY setting/school undertakes to indemnify the University for any liability which
arises from the EY setting/School's actions or omissions falling upon the University. Similarly the
University undertakes to indemnify the EY setting/School for any liability which arises from the
University's actions or omissions falling upon the EY setting/School.
4.3. Partnership EY Setting/School Declaration
We accept responsibility for all Early Years Initial Teacher Trainees from Middlesex University
under the Health and Safety at Work Act 1974.
We confirm that the Initial Teacher Trainees from Middlesex University are deemed to be
employees for the purposes of our Employers' and Public Liability insurance.
Should the Initial Teacher Trainees be expected to work with machinery, equipment or substances
hazardous to health, safety precautions will first have been taken, first aid facilities will be available
and training, supervision and protective clothing will be provided.
Agreed on behalf of
Agreed on behalf of the EY
Setting/School
Middlesex University
(Name of EY Setting/School)
The Burroughs
Hendon
NW4 4BT
School of Health and Education
Head of Education
Head of ITT
Dr Debbie Jack
Dr Victoria Brook
Manager/Headteacher
Date: 23rd September 2016
Date:
Date for Renewal of Partnership Training Agreement: After 1 Year
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