EYITT Early Years Initial Teacher Training

1. EYITT Early Years Initial Teacher Training Graduate Employment Based Programme CPLD DAY 01 Standards in depth –reflection, managing change and evidencing impact 12th September 2019 Led by Nicky Brewis and Amanda James

2. Objectives for the day… • Have an understanding of the course requirements • Understand the placement requirements and expectations including for setting based mentors • Have an understanding of assessment requirements and processes • Have a deeper understanding of the Teachers’ Standards (Early Years) • Begin to critically reflect on current practice and make links to the teacher standards • To have completed self audit against the standards • Discuss individual development plan • Begin to develop the setting plan and understand it’s purpose • Start getting to know each other and share ideas!

3. Overview of the day Session 1 9.30am – 11.00 • Introductions • Golden Rules! • Course information and overview • Placement information- requirements • Support systems- introduction to external mentors • Assessment overview Session 2 11.15 – 12.30 • In depth engagement withthe Teachers’ Standards (Early Years) • Lunch 12.30 -13.15 • Session 3 13.15 – 15.30 • Self audit and Individual Development Plan • The Setting Plan • Questions

4. Contact details Lead Consultants: Amanda James amandajames@e.essexprimaryscitt.co.uk Tracy Goodway tracygoodway@e.essexprimaryscitt.co.uk Nicky Brewis nickybrewis@e.essexprimaryscitt.co.uk EYITT administrator: Laura Short laura@essexprimaryscitt.co.uk Essex Primary SCITT Strategic Director: Fiona Willett fiona@essexprimaryscitt.co.uk

5. Expectations –developing professional practice Time management is key Organisation Ownership and responsibility Self Management Accountability Impact Leadership Professional Dialogue Openness and Honesty Effective Communication

6. Getting to know each other -developing professional practice • Time to share with us information about: • Your setting • Your interests • Your areas of expertise • Areas that you would really like to develop

7. Golden Rules… • Golden Rules

8. Programme Requirements (recap) set by the DfE R2.2 Trainees must teach across the 0-5 age range and engage with the educational continuum of expectations, curricula and teaching in key stage 1 and 2 and must complete a compulsory 2 week KS1 placement (in addition trainees will spend 1 day in KS2) R2.4 Trainees must teach in at least 2 different early years settings/schools (additional placement requirement) R4.1 For the period of their training all trainees must be employed in a setting offering EYFS R4.2 Trainees’ working timetable should be no more than 90% of the full time working hours of an Early Years Teacher (other 10% equals half a day a week)

9. Placements: Additional teaching placement • DfErequires that all trainees must provide evidence of having taught in at least 2 early years settings • This additional placement must total 30 days (or equivalent in hours =180 hours) • Should be beneficial experience to both the trainee and the placement setting • Will be arranged by the trainee and the setting • The placement is required to read the partnership agreement and sign the declaration

10. Placements: Key Stage 1 placement Key Stage 1 placement requirements • 10 day placement at key stage 1 • 10 days must be consecutive • This is a compulsory element of the pathway • Shouldtake place in Spring term following CPLD days on maths and English in Autumn term • Must be arranged mutually between trainee and school / setting • Additionally 1 day in KS2 • Placements are required to read the partnership agreement and sign the declaration

11. Further guidance on placements: • Trainees must not enter any setting until DBS clearance has been received • Trainees must keep a compulsory record of time spent in placement on the hours verification form which must be signed by member of staff • Trainees are expected to be professional at all times when attending placements • Trainees are expected to adhere to the setting’s local policies and procedures • Trainees are not there to only observe but are expected to engage in, lead and support best practice. • Questions on placements?

12. Partnership agreement Sets out the responsibilities of each partner • Employing setting • Trainee • Additional experience placement • KS1 placement • Essex Primary SCITT It should be signed by each partner and a copy retained by the trainee in their portfolio, each setting or school and a copy returned to Essex Primary SCITT

13. Finance • Employing settings receive a financial incentive from the Government of £7000 to support trainees to complete the programme • This funding will be paid in 10 equal monthly instalments of £700 from October to July through our Attain Academy Partnership • This funding should be used towards the costs incurred by the employer in supporting and employing the trainee over the period of their training • Settings will need to complete a financial audit of how the funding has been spent

14. How could employers use the incentive… • Release costs – trainee and also setting mentor as appropriate • Salary enhancements • Travel costs for attending training days • Specific resources to support trainees’ on the programme e.g. additional text books

15. Setting mentors Setting mentor support resources – explain the requirements and outline how setting mentors will support trainees through… • Regular meetings to review progress and agree actions to support development • Regular observations of trainee in practice • Joint observations with external mentors and input into progress reviews

16. External mentors Will • Provide advice, guidance and support • Encourage you to think critically and reflect on your practice • Monitor your progress in meeting the standards • Contact you monthly via email / phone • Complete 7 formative observation/assessment visits • Support you to develop action plans • Provide ongoing feedback and targets for further development • Flag any cause for concern

17. Assessment overview Assessment observation visits Written assignments/tasks Professional Portfolio External mentors will complete 7 observation visits some will be joint with setting mentor Tracking progress against Teachers’ Standards (Early years) supported by setting mentor 5 visits to usual place of employment 2 visits to additional teaching placement Opportunity to review portfolio and action plan Change Project –an action research project undertaken in your employment setting Additional placement task SST task Attachment task Maths tasks Phonics audit KS1 and 2 tasks Leadership reflective log Tracking progress of individual children in one area of learning across the three age phases Other tasks as required Trainees are required to provide 2 – 4 pieces of evidence per sub standard Each piece of evidence should be clearly annotated and linked to the standards

18. Tracking a child Over the course of the programme: • Choose an area of development • Track a child in your setting in this area of development • Track a child in your Additional Placement in the same area of development • Gain an understanding of how this area of development transfers to the National Curriculum during your KS1/2 experience • Use your reflections as evidence • No prescribed format for tracking • Place in the portfolio

19. Assessment criteria Criteria trainees are required to meet…...... • All 8 Teachers‘ Standards (early years) must have been met in practice • Trainees will have specifically evidenced the 0-5 age range and the KS1/2 continuum • Trainees will have specifically evidenced leadership of practice as in standards 6 and 8 • Trainees must provide evidence of their knowledge, undertanding and hands on practice with all three age groups: Babies – 0-20 months; toddlers- 16 – 36 months and young children 30-60 months

20. The role of an early years teacher standards preamble • Early years teachers make the education and care for babies and children their first concern • They are accountable for achieving the highest possible standards in their professional practice and conduct • Are graduates who are leading education and care • Have met all the standards in practice from birth to five

21. Act with integrity and honesty • Keep knowledge skills up to date and are self critical • Forge positive professional relationships with parents/ carer’s in the best interests of the children

22. The standards • Set high expectations which inspire, motivate and challenge all children • Promote good progress and outcomes by children • Demonstrate good knowledge of early learning and EYFS • Plan education and care taking account of the needs of all children • Adapt education and care to respond to the strengths and needs of all children • Make accurate and productive use of assessment • Safeguard and promote welfare of children, and provide a safe learning environment • Fulfil wider professional responsibilities

23. The Portfolio • 8 standards with a range of sub-standards in each • 2-4 pieces of evidence per sub-standard • Every piece of evidence should have an annotation (about a paragraph) detailing what the evidence is, how it was implemented and the impact on your practice, a colleagues practice or a child’s progress • All evidence should be redacted • There should be few duplicates • There should be a range: • Photographs; reflective logs; planning; tracking; witness testimony; transcript; letters/leaflets; tasks; children’s work; certificates; staff meeting minutes • Include tasks/assignments • Use Reflective logs to detail specific elements of practice, theory, observation and reflect on the IMPACT. Intent, Implementation, Impact

24. Activity • 2 standards per group – explore amplifications and discuss specific sections that you think may be difficult to evidence • Identify as many ways as possible in which you may be able to evidence the sub standards…... Observation,peer observations, setting mentor meetings, reflective log, portfolio, written tasks, change project, daily practice!!!

25. Lunch 12.30 -13.15 • Eat, drink and take a breath!

26. Leadership in the early years Leadership – a key aspect of being an early years teacher “leaders of effective settings were both reflective in their own practice and encouraged reflection in their staff” (Blatchford , 2000) “ A leader shapes and shares a vision which gives point to the work of others” (Handy 1992) Research studies emphasise the importance of effective leadership in early years • EPPE (Effective Provision of Pre-school Education) • ELEYS (Effective Leadership in the Early Years Sector) • EPPSE (Effective Pre-school, Primary and Secondary Education) • REPEY (Researching Effective Pedagogy in the Early Years) Leadership is about inspiring others to promote a shared vision Standard 8 – must provide evidence of leadership

27. Self-audit • Complete self audit and discuss in pairs outcomes of self audits – actions identified / strengths / challenges • Identify ways you might begin to evidence some of the sub standards • The self audit informs…the IDP / the setting plan / the change project and additional placement task and the range of evidence you may have

28. Introduction to IDP • Rationale • Sub standards • Areas for development • Leadership opportunities • Actions • Success criteria • Milestones

29. Individual Development Planning • Working in groups begin to address how to complete the individual development plan • The IDP will be completed by the end of visit 1 with your external mentor

30. The Setting Plan • Rationale and example • In triads – introduce and share your setting plan • Discuss: What is effective?

31. Using the standards grid progress tracker As a ... • Tool for tracking how you are providing evidence to each of the standards • Tool for identifying areas for further developing your practice • Actions identified – ways and ideas to ensure you effectively develop your practice • Basis for discussion with your course mentors

32. Leadership reflective log • You will be expected to make an entry at every CPLD day • This should then inform an element of practice back at your setting – this could be your practice or that of your colleagues • How you have used the reflections in your leadership log can provide valuable evidence • Either take an opportunity for leadership that you have identified on your IDP today or part of your Setting Plan and feed this into your reflective log

33. Website www.essexprimaryscitt.co.uk • Click on login • Select not registered and follow instructions • You will be able to login once your registration has been approved Resources and notice board

34. Pre Development Day Task Read the article that has been assigned to you: • Attachment Theory (Bowlby and Ainsworth) • Sustained Shared Thinking (Piaget and Vygotsky) • Language Development (Bruner / Chomsky) • Schemas (Piaget / Athey / Nutbrown) Be prepared to engage in critical discussion next session!

35. Review of CPLD DAY 01… • Have gained a deeper understanding of the course requirements • Have a clear understanding of the placement requirements and expectations • Have gained a greater understanding of assessment requirements and processes • Have gained a deeper understanding of the Teachers’ Standards (Early Years) • Began to critically reflect on current practice and make links to the teacher standards • Have completed self audit against the standards • Discussed individual development plan and began to complete this • Discussed the setting plan and started to develop this • Have shared practice and ideas for going forward

36. To finish…...