PROFESSIONAL DEVELOPMENT Foundation Degree in Early Years Practice Year One Placement Handbook for Students, Visiting Tutors and Settings 2014 - 2015 CONTENTS Page Contacts 3 Placement Summary and General Expectations 4 Key Information about the Programme 5 Requirements of the Setting-based Module 9 Setting-Based Tasks 12 Professional Development Portfolio 14 Role of the EHU Visiting Tutors 14 Role of Setting-based Mentors 17 Mentor Training 17 Placement Working Times 17 Non-contact during Placement 17 Sample Activities during Placement 18 Absence from Placement 19 Personal and Professional Development 19 Appendices: o Student attendance record o Record of completion of tasks o Health and Safety Checklist o DBS Guidance o Safeguarding o ‘Working together’ Agreement o Code of Professional Conduct 2 EDGE HILL UNIVERSITY CONTACTS PD Partnership Development Officer Andrea Price Tel: 01695 657625 E-mail: [email protected] Head of Professional Development Anita Walton E-mail: [email protected] Assistant Head of Professional Development Liana Beattie E-mail: [email protected] Administration Tel: 01695 650811 E-mail: [email protected] Programme Leader Linda France Tel: 01695 584206 E-mail: [email protected] Course Leader Linda France Personal Tutors Louise Masterson Janet Davies, Sue Mullin Email: [email protected] Email: Janet.Davies @edgehill.ac.uk Email: [email protected] 3 Placement Summary PLACEMENT INDUCTION WEEK 3RD NOVEMBER 2014 PLACEMENT 3rd November 2014 8th June 2015 General Expectations 4 Working in the Setting Come prepared! Always know your objectives for the day. Discuss your plans with your mentor or the key contact at the setting Show enthusiasm and initiative Don’t be afraid to ask questions Build your activities around children’s needs Reflect on your experience and plan for future improvement In addition you should ensure that you become fully involved in the corporate life of the setting under practitioners’ guidance; behave in a professional manner and work positively and co-operatively with the practitioners, children, parents and your mentor; further develop your understanding of the aims and practices of the setting; Evaluations and Reflections Students are expected to evaluate and reflect on ALL of their activities and experiences throughout the placement. These reflections will support you in identifying relevant targets for your further professional development throughout your studies. KEY INFORMATION about the Programme Foundation Degree in Early Years Practice This is a programme for aspiring practitioners, carefully designed to meet students’ early years professional development needs. Practical, setting-based learning will improve both students’ experience and their professional confidence, providing them with invaluable skills in early years practice. It takes 2 years to complete the programme. 5 Year 1 modules FDE 1000 Reflective tasks on work-based learning The aim of this module is to build on your previous work/setting-based practice module FDE1000. It will provide opportunities for you to reflect on your own practice, and to participate in a small-scale research project based on an issue or an initiative within the early years context. FDE1101 Meeting the Diverse Needs of the Whole Child Provides a foundation for all subsequent modules studied in year 1. It develops your knowledge of the diverse needs of children in different historical, social and cultural contexts and the role of the practitioner in the promotion of children’s learning. FDE1002 Exploring Early Years Curriculum Is designed to equip you with essential knowledge and understanding of the principles and the content of the early years curriculum with a focus on a child-centred approach. The module will help you to identify key elements of early years education and link those to their practical experiences. The module will also give you an opportunity to reflect on your own practice and formulate principles in relation to the fundamental dimensions of quality early years provision FDE1003 Working with Families, Communities and Other Practitioners Examines how early years practitioners meet the needs of families and communities within the early years context. There will be a consideration of historical, social and cultural perspectives on the development of the notions of ‘childhood’, ‘family’ and ‘community’. The module includes an investigation into the range of family and community structures and the opportunities for children’s learning and development provided within these structures. The module will also introduce you to the theoretical and practical aspects of team working within the early years settings and, in particular, the impact of working in multi-professional teams on young children and their families. FDE1004 Researching Early Years Leadership and Practice Provides a background knowledge and understanding of the key elements of educational research, including methodology, research methods and ethics. The purpose of this introductory module is to prepare you for a small scale research investigation in Year 2. Year 2 modules FDP2000 Developing Personal and Professional Effectiveness in Early Years Practice Provides structured and supported opportunities for you to investigate an issue or an initiative, centred around early years policy and practice. You will be asked to examine and discuss a particular issue or initiative impacting on early years development and learning. The management of this issue or initiative will be analysed in relation to two contrasting settings one of which will be your own FDP2101 Working with Children to Enhance the Quality of Provision to Meet Specific Needs Furthers your understanding of the ways in which you can develop your practice to ensure quality provision in your setting. You will consider the principles underpinning 6 quality management and practice and look at developing effective strategies for monitoring and evaluating your work with children, families and the community. FDP2002 Meeting the Requirements of the Early Years Curriculum Will develop your understanding of the holistic nature of development and learning in the young child, together with the role of practitioners within the process of providing high quality care and education for children aged 0-5. The module requires you to critically evaluate key aspects of the Early Years Foundation Stage, focusing on theoretical and practical approaches to planning, provision for learning, and assessment for 0-5 year old children. Issues of transitions within the context of the Early Years Foundation Stage will be critically examined. FDP2003 Building and Managing Early Years Partnerships Develops your knowledge and understanding of the theoretical models of leadership and management of early years teams. The module will focus on the application of basic 'team' theory to early years settings, allowing you to consider your current practice. It enables you to engage in critical discussions of a range of early years partnerships within the current and developing early years context. FDE 1000 Setting-Based Module Schedule Working together: Student, Personal Tutor and Mentor Responsibilities Week beginning Week beginning Module Studied Module Studied FDE 1000 session content Other activities & deadlines for FDE 1000 FDE 1000 independent directed Other activities & deadlines tasks for FDE 1000 22.09.14 Enrolment & Induction to the programme 22.09.14 Introduction to FDE 1000 and FDE 1001: Understanding module requirements: Code of Conduct, attendance, roles of personal tutor and mentor, PDP files, setting visit 1, setting-based tasks. Completing TNA. FDE 1001 -2 Target setting and competing Action Meeting your personal tutor Plan 1. Individual tutorials FDE 1001 -3 Target setting and competing Action Individual tutorials. Plan 1. Working on assignment FDE Mentor and Personal 1000 Part A. Tutor training session FDE 1001 - 4 Exploring setting-based tasks 1-4 Individual tutorials. relevant to FDE 1101. Target setting and competing Action Plan 1. Working on assignment FDE 1000 Part A. Enhancement Exploring the Blackboard and Independent study Week Library resources. Working on assignment FDE 1001 Part A. FDE 1001 – 5 Preparation for Placement. PDP file and Individual tutorials placement related document check 29.09.14 06.10.14 13.10.14 20.10.14 27.10.14 7 03.11.14 FDE 1001 – 6 Commence work based placement 10.11.14 FDE 1001 – 7 17.11.14 FDE 1001 – 8 24.11.14 FDE 1001-9 Completion of setting based Task 1 Personal tutor visit 1. pro-forma. Creating a child profile. Completion of Personal tutor visit 1 setting based Task 2 pro-forma. Completion of setting-based tasks 3-4: Personal tutor visit 1 filling the gaps. FDE 1001 module evaluation Personal tutor visit 1. 01.12.14 FDE1001-10 Preparation for next module Personal tutor visit 1 Completion of setting based Task 5 Preparation of FDE1000 Part pro-forma. A for submission 08.12.14 FDE1002-1 Personal Tutorials Submit FDE1000 Part A Preparation of FDE1001 Part A for submission 15.12.14 Submission of FDE 1001 Part A 22.12.14 29.12.14 05.01.15 12.01.15 19.01.15 26.01.15 02.02.15 09.02.15 16.02.15 25.02.15 Christmas Vacation Christmas Vacation Christmas Vacation FDE 1002 – 2 Completion of setting-based tasks 1-6: Mid-term review between filling the gaps. mentor and student Individual tutorials as needed Submission of (review of Action Plan 1 and FDE1001 PDP files) Part B FDE 1002 – 3 Working on the assignment FDE 1002 Mid-term review between mentor and student. Individual tutorials as needed (review of Action Plan 1 and PDP files) FDE 1002 -4 Creating a list of features that Personal tutor visit 2. characterise high quality early years Individual tutorials as needed provision (links to FDE 1103) (review of Action Plan 1 and PDP files) FDE 1002 – 5 Exploring the types of planning used in Personal tutor visit 2. students’ settings. Completion of setting Individual tutorials as needed based Task 7 Pro-forma. (review of Action Plan 1 and PDP files) FDE 1002 – 6 Exploring team-working in the context Personal tutor visit 2. of students’ settings. Individual tutorials as needed FDE1004-1 Completing Task 8 Pro-forma. (review of Action Plan 1 and PDP files) Enhancement Exploring features of high quality Independent study Week early years provision FDE 1002 - 7 FDE1004 -2 02.03.15 FDE 1002 – 8 Completion of setting-based tasks 1-8: filling the gaps. Working on assignment FDE 1103 Begin Module FDE1004 Completion of setting-based tasks 1-8: 8 Personal tutor visit 2. Individual tutorials as needed (review of Action Plan 1 and PDP files) Personal tutor visit 2. 09.03.15 Submission of 1002A FDE1004 -3 filling the gaps. Working on assignment Individual tutorials as needed FDE 1103 (review of Action Plan 1 and PDP files) FDE 1002 -9 Student to analyse their experiences of working with parents in the context of their settings (links to FDE 1104) Task 9 Pro-forma Students to create a list of strategies used in their settings to involve parents into their children’s learning. Task 10 Pro-forma Working with Harvard Referencing Guide FDE1004 -4 16.03.15 FDE1003-10 FDE1004 -5 23.03.15 FDE1003-1 FDE1004 -6 Submission of Task 11 and 12 Pro-forma FDE1002B Final session FDE1004 Easter vacation 13.4.15 20.4.15 FDE1003- 2 FDE 1003-3 27.04.15 FDE 1003 - 4 04.05.15 FDE 1003 – 5 Personal tutor visit 2. Individual tutorials as needed (review of Action Plan 1 and PDP files) Personal tutor visit 2. Individual tutorials as needed (review of Action Plan 1 and PDP files) Personal tutor visit 2. Individual tutorials as needed (review of Action Plan 1 and PDP files) Personal Tutor- Visit 2 Personal Tutor-Visit 2 Submit FDE1004 Creating a list of factors that affect Personal Tutor session to agree young children within their families. targets for Year 2 and review PDP Files Creating a list of reasons explaining why End of year review between it is important to work in partnership mentor and student with parents. What might be the challenges of working with parents? Working on FDE 1000 assignment Part B – collating 6 Setting-Based proformas; Working on FDE 1000 assignment Part C –student reflection on Action Plan 1: Have you met all the targets as planned? What were the challenges in relation to each target? Have you identified EYTS Standards linked to these targets? 11.05.15 FDE 1003– 6 18.05.15 FDE1003-7 25.05.15 End of year review between mentor and student End of year review between mentor and student Holiday Week 01.06.15 FDE1003-8 08.06.15 FDE1003-9 15.06.15 FDE1003-10 End of year review between mentor and student Evaluation of FDE 1000 Introduction to FDE 2000 End-of-year evaluation Transition to Year 2 modules Final Placement week Submit FDE1000 B+C 22.06.15 Submit FDE1003 This schedule was accurate at the time of writing. 9 Where possible all materials for this module can be found on Blackboard. FDE 1000 Module requirements, learning outcomes and setting-based tasks Learning Outcomes On successful completion of this module students will be able to: 1. Reflect upon their own practice, identifying where skills, knowledge and support strategies need to be developed in relation to the benchmark i.e. the Common Core competencies, and in relation to the demands of their specific context. 2. Evaluate their own learning so as to be able to modify the support strategies used to meet the needs of an increasing range of children in varying contexts within their setting. 3. Demonstrate the development of skills and knowledge in relation to their vocational practice. 4. Demonstrate appropriate standards of professional values and practice related to the relevant competencies. Assessment strategy Learning outcomes will be assessed in this module by: Part A - A self review and needs analysis of the student’s existing knowledge and skills base against the relevant workplace standards with a set of specific targets and action plan provided in relation to work experience and planned self directed study and agreed by the mentor. (2,500 words equivalent) (50% of the overall module mark; LO 1 & 4) Part B - A set of six reflections on selected tasks undertaken as part of the taught modules focusing on a 250 word evaluation for each concerning what has been learned by the student and how that will inform their practice. (1500 words) (25% of the overall module mark; LO 2 & 4) Part C - An end of year reflective review on progress against the targets, and the establishment of further targets for professional development agreed by the mentor (1000 words equivalent) (25% of the overall module mark; LO 3 & 4) Module details Action Planning and TNA Students’ vocational development will be mapped over the year against the Early Years Professional Standards and cross-referenced to the Common Core of Skills and Knowledge for the Children’s Workforce and the Every Child Matters: Change for Children Outcomes Framework. Therefore the first thing students will need to do is review their own knowledge and skills against the relevant standards and discuss this review with their mentor and personal tutor. This review takes the form of a Training Needs Assessment (TNA), 10 which students complete online following the guidance received during the induction session. This Training Needs Assessment (TNA) has been designed to enable students to start to self-assess their own training and development needs by relating their existing knowledge, skills and understanding to the EYP Standards. During the programme students will be asked to complete the TNA on 3 occasions: at the start of the programme, at the end of year one at the end of year two of the programme. As part of their first assignment for FDE 1000, students are expected to create an Action Plan 1 based on their personal targets (4-6 targets per year). These targets should be based on and reflect the areas for development as identified by the TNA. Personal tutor and mentor will support students in the identification of their targets based on TNA to enable students to create Action Plan 1 at the beginning of the year, and Action Plan 2 at the end of the year 1. Students may decide to meet their targets by: 1) attending specific inset courses, or training sessions 2) undertaking agreed planned setting-based experience, such as observing another professional, or working in another area of the setting 3) self-directed study with the help of online learning resources, the mentor’s and other professionals’ expertise and workplace resources 4) or it might be met through attendance and study of the University based modules Once this has been agreed, personal tutor and mentor will review and sign students’ Action Plan 1 at the beginning of the year, and Action Plan 2 at the end of the year 1. EYTS Standards Students are required to demonstrate that are working towards meeting 8 EYTS Standards in order to complete setting-based modules. It is important to note that students need to demonstrate that they are making satisfactory progress towards the Standards, however the decision on whether the students have or have not achieved specific Standards can only be made following a formal assessment process on the EYTS programme if students decide to undertake this programme after completing their Foundation Degree. Reviewing progress during the year Initial review Personal tutor will arrange a tutorial with students and plan their first placement visit (initial visit) in the second half of the first term to ensure they are making a good start to the module. 11 Mid-point Review Students will be expected to meet with their mentors midway through the year to review progress against the targets and alter them, if necessary. After this students will be visited by their personal tutor who will observe their practice (observational visit) and also spend time with students reviewing their progress. Where possible, s/he will also talk to the mentor about the student’s progress. End of Year Review Students will need to arrange to meet with their mentor towards the end of Year 1 but at least two weeks prior to submission of the assignments FDE 1000 Parts B and C to conduct a final review of their progress against the targets in Action Plan 1. Students will also set new targets for the forthcoming year (Action Plan 2). Students will meet with your personal tutor at Edge Hill to review their progress throughout the year and set personal and professional targets for Year 2. FDE 1000 Setting-based Tasks related to the taught modules Use setting-based pro-forma at the back of this handbook to complete these tasks – one pro-forma for each task. At the end of the year you should have 12 completed pro-formas in your PDP File. FDE 1001 Meeting the Diverse Needs of the Child in the Social and Cultural Contexts Task 1 Explore the following aspects of your setting: General features of the setting (type of the setting- private nursery, playgroup, nursery class, etc; physical environment – geographical location, size, outdoor area, how many children it caters for, etc); The staffing – practitioners’ roles and responsibilities. Use this information to complete Setting-based Pro-forma 1 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 2 Gather information on diversity of children’s needs and backgrounds in your early years settings (boys and girls, age ranges, different ethnic backgrounds, different languages, additional needs, special needs, etc) Use this information to complete Setting-based Pro-forma 2 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 3 Observe and gather information on the strategies and resources used by early years practitioners to meet the diverse needs of all children in the setting. Use this 12 information to complete Setting-based Pro-forma 3 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 4 Use observations and discussions with practitioners to gather information about one child with a specific, identified need. Try to think about the following aspects: the age and short background information about the child; short description of the child’s level of development against the EYFS prime and specific areas of learning and development; any specific needs; any additional learning difficulties; any disabilities. Use this information to complete Setting-based Pro-forma 4 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice FDE1002 Exploring Early Years Curriculum Task 5 Find out what vision and principles underpin the philosophy of your early years setting (look at the mission statement and the setting’s website, look at other marketing materials, speak to your mentor and other practitioners) Use this information to complete Setting-based Pro-forma 5 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 6 Create a list of features that characterise high quality early years provision. Evaluate your own setting against your list. Use this information to complete Setting-based Pro-forma 6 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice Task 7 Explore how indoor and outdoor learning environment is organised in the setting (routines, resources, activities, etc); what types of planning are used by the practitioners to ensure effective provision? Use this information to complete Setting-based Pro-forma 7 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 8 Find out which teams function in the setting and what roles different practitioners have within the team; explore the features of effective teamwork in the setting. Ask key staff about the multi agencies involved with the setting to consider who else forms part of the team. Use this information to complete Setting-based Pro-forma 8 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. FDE 1003 Working with families, communities and other practitioners Task 9 Identify the opportunities for involving parents into their children’s learning and development within the context of the setting (parents’ clubs, “story sacks”, etc) Use this information to complete Setting-based Pro-forma 9 – in the ‘reflection box’ 13 write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 10 Create a list of reasons explaining why it is important to work in partnership with parents. What might be the challenges of working with parents? Use this information to complete Setting-based Pro-forma 10 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 11 Explore different features of multi-agency working within the setting; think about new skills and knowledge that different practitioners had to acquire in order to meet the demands of multi- professional environment. Use this information to complete Setting-based Pro-forma 11 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 12 What might the challenges of working in an integrated way within an early years setting? Can you see any examples of these in your setting? What strategies do practitioners use to overcome these challenges? Use this information to complete Setting-based Pro-forma 12 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Professional Development Portfolio The professional development portfolio (PDP) is a file that students will compile over the duration of the course. It is for their own personal and professional use and will not be formally assessed. It will however contain pieces of work that have been assessed. It can be used for performance review, at interview for new posts or for any other professional purpose. It should be well-ordered, because it is not a private document. Both personal tutor and mentor will require to see it during the programme. PDP file should have 4 sections Section A Personal and Professional details (name, place of work, name of work based tutor/personal tutor, employer and mentor.) Copy of TNA, TNA report and Self-Review against relevant workplace standards. Targets and Action Plan signed by mentor and personal tutor (Assignment A). Section B Evidence of self-directed study and/or training in note form, identified against specific targets. 14 Any certificates obtained for course attendance or completion. Tutor written reports based on setting visits. Any other observations carried out by other professionals in the workplace. Section C Copies of module tasks undertaken each term on relevant proformas Copies of 6 additional reflections when completed (Assignment B). Section D End-of-year review and reflection. New agreed targets for Year 2 of the programme. (Assignment C). The Mentor’s responsibilities include: • Arranging access, ensuring that a student receives an appropriate induction, including aspects of health and safety • Undertaking the Edge Hill University face-to-face or online mentor training in advance of the placement start date • Informing Edge Hill’s University’s Course Leader – the designated lead person and key contact – in relation to any student absence or placement concern • Supporting the student throughout their setting-based tasks, outlined within the Professional Development Partnership Handbook • Discussing the self-review and providing appropriate support and advice. Agreeing realisable and appropriate targets and an action plan, alongside signing off the selfreview • Facilitating opportunities for the student to complete their targets. Providing a report on student progress against set targets when required • Supporting students’ development and assist when they are in difficulty, if necessary by renegotiating and documenting agreed targets • Reviewing student progress at mid-point and end of each year • Prompting and supporting the student to develop and maintain a high quality Professional Development Portfolio • Responding to requests for help when needed by the student. Liaising with the Course Leader, the designated lead person and key contact, over any placement concerns or difficulties, or where student progress is not being made • Evaluate the placement experience as part of the University PRIM (Placement Review and Improvement Meeting). Edge Hill University Visiting Tutor The Visiting Tutor will arrange to visit the student on placement in order to assess progress in terms of activities undertaken and to set targets. The Visiting Tutor will also arrange to meet with the Mentor to discuss the programme requirements and student progress against set targets. Edge Hill University’s Visiting Tutor responsibilities include: • Ensuring that a named Mentor is actively working with the student and has undertaken Edge Hill University’s online or face to face Mentor training • Contacting the student and educational setting within the first two weeks of placement start date, ensuring that the student is properly prepared to begin the 15 • • • • • • • setting-based tasks, alongside ensuring an appropriate setting induction has taken place Liaising with the relevant and appropriate Course Leader, monitoring any reported student absence and student attendance whilst on placement Ensuring visits to placements are arranged, documented and undertaken – meeting with students and Mentors Establishing that appropriate setting-based tasks and activities are being undertaken and taking remedial action where appropriate Producing a written report of the visit and distributing the report to all stakeholders when required Encouraging the student and to use a variety of approaches to gain maximum benefit from the educational setting – signposting the student to further opportunities in the placement environment Liaising with the appropriate and relevant Course Leader and Mentor, monitoring the progress of the student whilst on placement and assisting and intervening where necessary Verifying the completion of the setting-based tasks. Identifying areas for development and taking remedial action where appropriate. Additional responsibilities of the Visiting Tutor on Early Years Programmes: • Ensuring the student understands the nature of the self-review and are able to set themselves realisable targets, alongside reading, monitoring and signing self-review documentation • Monitoring progress of achievement and of agreed targets at both the mid-point of the student placement and at the end of the placement • Marking and providing feedback on self-reviews, final reflections and target setting • Monitoring the writing of tasks and negotiating where there are any difficulties in completing tasks • Marking the reflections and work associated with the academic and setting-based learning modules • Supporting and advising the student on their personal and professional development • Regularly monitoring and commenting upon the student’s Professional Development Portfolio • Supporting student research, marking and providing feedback on their comparative study • Monitoring completion of targets and offering support as required. Marking the endof-year self-reflection and reviewing the mentor report Specific Responsibilities of Year 1 Early Years Mentor 1. To arrange induction for the student to enable him/her to get familiar with the setting’s plan, its team members, as well as its policies and procedures. 2. To provide opportunities for students to complete their assignments and settingbased tasks through their practice. 3. To support students in setting personal targets, and to review and sign students’ Action Plan 1. 4. To attend mentor training session at Edge Hill. 5. To arrange a mid-point review of students’ progress during Term 2. 16 6. Prompt student to maintain a high quality Professional Development Portfolio (PDP file). 7. At the end of Year 1 to support students in reviewing their progress and setting personal targets for Year 2; review and sign students’ Action Plan 2. Mentor Training Setting-based Mentors will be invited to compulsory Mentor Training Events to offer support in their understanding of the Programme, and in particular, with their role of a Mentor. Proposed Mentor training dates Training Day 1 October 1 2014 at 4:30pm-6pm at Edge Hill University Ormskirk Campus Training Day 2 October 6 2014 at 4:30pm-6pm at Edge Hill University Ormskirk Campus Those Mentors who could not attend the Mentor Training Events at Ormskirk will receive their Mentor Training during a visit by Edge Hill University Visiting Lecturer to their setting. All Mentors will also be given access to Edge Hill University Online Mentor Training package. Placement Working Times It is expected that a full day should be no longer than 7 hours excluding lunch break. Start and finish times should be negotiated between settings, students and where appropriate Edge Hill University Visiting Tutors. During induction days it is anticipated that the student will undertake a setting-based induction, familiarise themselves with the setting policy, procedures and routines, meet staff and children and understand the context of the setting. It is also anticipated that time will be allocated to the student for them to meet with a senior member of the setting staff in order to discuss their placement booklet, placement requirements and discuss their assessment tasks. Non- Contact Time during Placement Students should be allocated non-contact time during their block placement. 20% non-contact time, to be spent meeting mentor or tutor, completing preparatory planning or development of setting-based tasks. This will usually be work that does not involve the children and should take place in another area of the setting. 17 The remaining 80 % is direct contact time working with children and setting based staff, observing children and practitioners, enhancing the environment, and undertaking the practical aspects of setting-based tasks. If a student ceases their placement without the consent and full support of their tutor and the Placement Coordinator then it will be deemed that the student has failed their placement and this may negatively impact on their assessment for the Programme. 18 Sample Programme of Activities during Placement Induction Day 1 – 2 Induction Days 3 – 6 Students are expected to: Introduce themselves to managers and practitioners Find out about the setting routines and context Negotiate their working times for the placement Students are expected to: Participate in a setting based induction, to introduce the student to the setting policy, procedures and practices Become involved in the daily life and work of the setting, supporting the setting early years practitioners, as directed, in the care and learning routines and experiences of the children Begin to find out about the observation, assessment, planning and recording processes in the setting Begin to find out about the diversity of children’s needs and how they are met in the setting Develop and maintain their placement file or folder. Attend staff meetings or planning meetings, where appropriate Placement days Discuss/negotiate with mentor their ideas for settingbased tasks. Students are expected to: Continue to be involved in the daily life and work of the setting, supporting the practitioners, as directed, in the care and learning routines and experiences of the children Become involved in planning for development and learning opportunities and organising the learning environment, indoors and outdoors Become a member of the setting team, liaising with all staff and with parents/carers where possible and appropriate Observe children’s development and learning Evaluate their own progress and set personal targets in discussion with mentor/tutor 19 Final days of placement Students should Discuss their progress and their report with their mentors in the settings. Ensure that everything is finalised with the setting, e.g. the return of resources, exchange of information, thanks expressed etc. . Absence from placement Full attendance is a requirement of the preliminary placement and part of your professional responsibility to the staff and children you are working with. You will maintain a Student Attendance Record (in appendices) throughout the placement which will be checked and signed week-by-week by your mentor (in a Partnership school) or by your Edge Hill Visiting tutor (in an Associate Partnership school). This record will be checked by your personal tutor in the first EPD 1000 session after the preliminary placement. If you are unavoidably unable to attend the setting you are expected to follow the same procedures required of the staff in your placement setting for informing the practitioner of your absence. It is your responsibility to find out what this procedure is on day 1 of your placement. If your Edge Hill tutor is expecting to visit you on a day when you are unable to attend you MUST contact them as early as possible to save them a wasted journey. If you are unable to make contact yourself using the numbers given to you by your tutor you can ask the Partnership officers to assist you. You must also inform either the Year Leader or the Programme Leader on the morning of your first day’s absence and on the first day of your return. You can do this using direct phone numbers (you are able to leave a message if tutors are unavailable to answer the phone) or e-mail. 20 Appendices Student attendance record Record of completion of tasks Health and Safety Checklist DBS Guidance Safeguarding ‘Working together’ Agreement Code of Professional Conduct 21 Undergraduate Professional Development Student Placement Attendance Record (to be kept by the student in their PDP File at all times) Students must attend their placement for the full number of days as identified in their Placement Handbooks. Unexplained absences of more than 2 days, should be reported by the setting via e-mail to Edge Hill University [email protected] Student’s Name ................................................. Personal Tutor……………………………. Name of Setting ………………………………..…. Mentor’s name ……………………………. Date Arrived at (time) Left at (time) Supervisor signature Notes Students MUST keep this form with them at all times ready for the EHU Visiting Tutor and Mentor scrutiny. Students MUST submit this form to their Course Leaders at the end of the placement together with the Mentor Report as a COMPULSORY proof of successful completion of their placement. Any additional days attended should be noted at the back of this sheet and signed by the student’s mentor/supervisor. 22 RECORD OF COMPLETION OF TASKS Task Date Mentor / tutor initials 23 Faculty of Education Professional Development Partnership Health and Safety checklist Edge Hill University students are briefed on the following health and safety procedures, prior to the beginning of each placement. General Safety (a) Information on this setting: • Health and safety policies • Procedures and risk assessments for activities e.g. lone working, pregnancy • Safeguarding • Codes of conduct/behaviour (b) This educational setting’s arrangements including: • The location of welfare facilities e.g. WCs, rest areas etc. • The point of contact for health and safety matters • Dates, times and location of health and safety meetings/briefings (c) This educational setting’s fire safety procedures on: • The discovery of a fire • Fire drills and evacuation • Fire alarm testing • Reporting fire hazards e.g. storage of combustible materials, obstructed fire routes/doors etc • Smoking Accident reporting in this setting, information on: • Reporting accidents • Summoning first aid Where required, instructions are in place in this setting for the use of: • Harmful substances e.g. chemicals • Safety or specialist equipment e.g. electrical appliances • Hazardous/harmful materials Where required procedures are in place in relation to: • Housekeeping and hygiene standards • Safe working practices • Lifting, moving and/or transporting of loads • The use of transporting and/or lifting equipment • If a student is pregnant Risk Assessments: Where required, risk assessments are in place for all the above. These are to be found in this educational setting and samples can be provided on request. I confirm that our educational setting will adhere to the roles and responsibilities outlined in the Edge Hill University Professional Development Working Together Agreements and all Edge Hill University students are briefed on the following health and safety procedures at the beginning of each placement. 24 Agreement between Edge Hill University and Setting Name (Please print): Educational Setting address: Signature of Head/Manager or Designate on behalf of setting: Please return the signed agreement, including the Health and Safety checklist, either to the Edge Hill University Visiting Tutor during their visit or (within 2 weeks of receipt) to: Professional Development Office, Faculty of Education, Edge Hill University, St Helens Road, Ormskirk, L39 4QP or via e-mail to [email protected] 25 Statutory Requirements and Guidance including Disclosure Barring Service (DBS) Whilst a student is on Placement and in a school/college/setting, the student will follow the policy and procedures of the school/college/setting in relation to Health and Safety and Safeguarding and therefore the statutory duty of care and consequent liabilities rest with the school/college/setting As a student of Edge Hill University, each student adheres to the academic and student regulations. This means that the progress, behaviour and well-being of each student are continually reviewed. The Faculty has developed an Academic and Professional Review Meeting (APRM) which is designed to support, guide and capture any student that we wish to meet with, to agree, and set targets whilst training. Every mentor has access to the process and can trigger the need for an APRM with the Placement/Course Leader. Disclosure Barring Service (DBS) The Faculty of Education at Edge Hill University ensures that all entrants have been subject to a Disclosure Barring Service (DBS) enhanced disclosure check and/or any other appropriate background check. Edge Hill University is responsible for checking that we do not admit candidates to Undergraduate Professional Development Programmes, who are unsuited to work with children. Disclosure Barring Service (DBS) and Independent Safeguarding Authority (ISA) Children’s Barred list checks are an essential safeguard. Therefore schools/colleges/settings can be assured that Edge Hill University have confirmed that the student is suitable to work with children. Edge Hill University has asked applicants to declare convictions or anything else that might relate to their suitability at the outset of their programme. During their studies, students must also declare anything that might deem them unsuitable to work with children, including any conviction. Should a student withhold such information, Edge Hill may consider termination of the studies. In relation to a DBS clearance, the University and Faculty are subject to regular audit of our procedures from the National College for Teaching and Leadership (NCTL), Ofsted and the DBS itself. Edge Hill University will only allow a student to undertake a placement if they have received an enhanced DBS clearance. To summarise our position: • All new entrants must submit a completed DBS enhanced disclosure application form and are given clear deadlines by which to complete these • If they do not submit the forms, they cannot fully enrol • All returning students will have been cleared previously and their disclosures last the length of their programme, even if the programme lasts longer than three years • Students who return to University study after a period of 3 months or more are required to undergo an additional DBS Enhanced Disclosure check in order to become fully-enrolled and to be able to go out into a school/college/setting 26 • Edge Hill University ensures that all entrants have been subject to a DBS enhanced check, and keep records showing that a certificate has been obtained for every student • Systems are in place to ensure that a student does not start their placement in a school/college/setting without an enhanced DBS disclosure clearance • If a student has been allocated a school/college/setting and their DBS is pending, the school/college/setting is informed of this in writing and advised that the university will be in further contact once the DBS has been received. Exceptionally, a student may be allowed to participate in the Placement induction, without a current enhanced DBS clearance. In such cases, Edge Hill University will contact the school/college/setting and agree a short-term strategy • If a caution or conviction is itemised on an enhanced disclosure certificate, Edge Hill University’s policy is to interview all such prospective students, irrespective of the nature of the offence. A Faculty of Education panel of senior managers will establish if a particular offence could prevent someone from working with children and discuss the professional implications and standards with the prospective student. If the panel feels that a particular offence could stop an individual from entering teaching, the case is referred to the Safeguarding Children’s Unit at the DFE. They will investigate further and make a ruling on behalf of the Secretary of State for Education • Edge Hill will not allow schools/colleges/settings to have access to completed DBS returns or to any information, including any Additional Information, contained in a student’s disclosure. It is an offence under the 1997 Police Act, and a breach of the DBS Code of Practice, for Edge Hill University to share any disclosure information with any person who is not a member, officer or employee of the Registered Body; this includes even revealing the existence of any information • Schools/colleges/settings should not demand from providers or students access to information to which they have no legal right or entitlement, and Edge Hill will not breach the DBS Code of Practice in order to comply with such a demand: either directly, by providing the information, or indirectly, by implicating those students about whom the information is not provided • Edge Hill University will confirm to schools/ colleges/settings that all students’ DBS check has been completed and they are deemed suitable to work with children. Schools/colleges/settings will wish to retain this evidence in their single central record Professional Development Tutors PD tutors who have only occasional contact with pupils and are not left unsupervised with children, do not require DBS clearance, provided they are at all times in the company of individuals that have been cleared. Safeguarding Edge Hill University itself is regarded predominantly as an adult environment. Notwithstanding this, it recognises its responsibility to promote and safeguard the welfare of children, young people and vulnerable adults within its community. The University believes that it is unacceptable for a child, a young person or a vulnerable adult to experience any form of harm or abuse. Their welfare is paramount and they have the right to protection. 27 The University wishes therefore to adopt the highest standards and take all reasonable steps in relation to the safety and welfare of children, young people and vulnerable adults. Whilst recognising that it cannot act “in loco parentis” and that ultimate responsibility will continue to rest with parents and guardians, the University will work in partnership with the individuals themselves, their parents and carers and other agencies as appropriate to promote and safeguard their welfare. The University Safeguarding Policy and the accompanying procedures outline, in overall terms, the principles and approach accepted by the University as essential to safeguard children and vulnerable adults who are part of the Edge Hill community or who come into contact with the University or its activities. The policy can be accessed www.edgehill.ac.uk/education/educationpartnership. The purpose of the policy is: 1. To provide protection for the children, young people and vulnerable adults who come into contact with Edge Hill University. 2. To provide staff, students and volunteers with guidance on procedures they should adopt in the event they suspect a child, young person or vulnerable adult may be experiencing, or be at risk of, harm. 3. Set out a series of guidelines for all staff, students and volunteers at the University who may work with children, young people or vulnerable adults. Specifically, the policy: • Describes how we aim to safeguard children and vulnerable adults • Applies to all academic and service areas • Demonstrates cognisance of statutory requirements and good practice guidelines in the pursuance of providing a safe environment for children and vulnerable adults • Will be reviewed and revised as necessary and, as a minimum, on an annual basis • Identifies the organisational and management structures for implementing this policy If you have a concern regarding a student in relation to safeguarding, whilst they are in the school/college/setting, then please contact the Placement Development Officer/Course Leader. Online Safety All our student teachers understand and address the e-safety issues which affect children. They are provided with information on online grooming, cyber bullying, viewing inappropriate contact, plagiarism and copyright, inaccurate information, usergenerated content, e-commerce, privacy, junk email or spam and premium rate services. During their placement we would expect students to build on this, using the opportunities presented in each school/college/setting. 28 Health and Safety The University and school/college/setting have a duty of care towards the student while they are in the school/college/setting. In order to fulfil this duty of care the University will: • Prepare the student for the Placement and ensure they are aware of general health and safety aspects (this does not include the specific information needed for any particular job or workplace) • Give the student an opportunity to notify the University on any health and safety problems encountered whilst in the school/college/setting • Respond to any negative feedback received from students regarding health and safety practices during placement, by informing the school/college/setting During any placement, we expect our students to be effective, safe and reliable people. However, during placement, students are under the control of the setting, therefore the statutory duty of care and consequent liabilities rest with the school/college/setting. We expect you to treat students in the same way as you would treat your employees with regards to health, safety and welfare. You will be expected to: • Provide the student with information on the workplace health and safety arrangements, including fire precautions, specific hazards and health and safety precautions • Include the student in the risk assessment programme as necessary, if it affects activities undertaken by them; also the completion of any relevant pregnancy risk assessments and any personal Emergency Evacuation Plans for disabled students • Provide appropriate instruction and training in working practices and in the particular control measures identified in the risk assessments • Provide ongoing supervision and training for the student in the performance of their duties • Have a system of recording and investigating accidents and incidents – you must notify the University of accidents and incidents involving the student Insurance Edge Hill University assumes that you will have Employer Liability and Public Liability insurance in place for the period of the Placement and that these will apply to a student as they would to any other member of your staff. If this is not the case, or if this creates any problems or questions, please let us know at the earliest possible date. Promoting Equality and Inclusion Equality and diversity is core to our mission to provide accessible higher education and services. Our aim is to establish equality and inclusion firmly in all that we do. To this end, we have devised a generic equality and diversity policy and disability equality, race equality and gender equality policies. These schemes outline in detail the steps the University will take to proactively promote disability equality, race equality and gender equality and to combat discrimination and harassment. 29 Disability Equality The Disability Discrimination Act 1995 has been amended by the Disability Discrimination Act 2005, placing a positive duty on all public authorities to promote disability equality. Many indicators show that disabled people still cannot participate fully and equally in our communities. The new duties recognise that disability equality cannot be achieved simply by teaching disabled and non-disabled people alike. More favourable treatment will be necessary to ensure equality. As the student’s school/college/setting we would expect you to positively promote disability equality, ensuring that any barriers to participation by disabled people are identified and reasonable adjustments are made to ensure participation and inclusion in all areas of placement. We will prepare the student for the Placement and ensure they are aware of the requirements to promote disability equality. Students in school/college/setting must follow disability equality practices in accordance with Edge Hill University and school/setting disability equality policy and scheme. Further details of Edge Hill University Disability Equality Scheme can be accessed at: www.edgehill.ac.uk/about/vision/universitystrategies/equalityanddiversity Racial Equality As a provider of Professional Development we are aware of our duty to promote race equality. We are proactive in eliminating unlawful discrimination, promoting equality of opportunity and promoting good race relations. Further details of Edge Hill University’s Race Equality Policy can be accessed at: www.edgehill.ac.uk/about/vision/universitystrategies/equalityanddiversity Students in schools/colleges/settings must follow race equality practices in accordance with Edge Hill University and school/college/setting race equality policies. As training providers, schools/colleges/settings must provide equality of opportunity and inclusion, guaranteeing that ethnic, cultural and religious diversity is valued. Gender Equality Gender equality is about ensuring that all people are free to develop their personal abilities and make choices without the limitations set by stereotypes, rigid gender roles and prejudices. We acknowledge that women, men and transgender, in different ways, can experience inequality and disadvantage in education employment. To address inequality on the grounds of gender, we have devised a Gender Equality Scheme, outlining the steps the University intends to take to ensure equality. We aim to work internally and in partnership with schools/colleges/settings to combat sexism, harassment and discrimination on the grounds of gender. As the student’s school/college/setting we would expect you to work in partnership to confront any negativity or discrimination on the grounds of gender. Students in a school/college/setting are expected to follow the University’s and the school/college/setting Gender Equality Scheme. 30 Health Clearances All students on entrance to a programme must complete a health assessment form, which is forwarded to our Occupational Health Service provider for assessment and, where necessary, further discussion or examination by a qualified Occupational Health Nurse Practitioner or Consultant. Sometimes health problems only emerge after a student has started their programme. If these could affect their ability to work with children, then it is important that you raise any concerns that you have with the Placement/Course Leader. This will enable the programme team to decide on the appropriate course of action. These procedures may additionally include the completion of a Risk Assessment. Pregnancy Disclosure of pregnancy is at the student’s discretion, but in the interests of health and safety and to ensure that appropriate support is provided, we strongly advise students to make this known to their tutor or other appropriate member of University staff at an early stage. On the occasion that a student discovers that she is pregnant mid-placement; she should inform her mentor or teacher. If this happens, please ask the student to contact her University tutor. Alternatively, ask her permission to contact the University. We will then organise risk assessment procedures to be carried out within two working days of notification and identify appropriate steps to support the student and partner institution. For more information see Pregnancy Risk Assessment included in the Appendices. If the pregnancy goes beyond 34 weeks, the student must provide a note from her doctor stating that she is fit to work. 31 UNDERGRADUATE PROFESSIONAL DEVELOPMENT PROGRAMMES Working Together Agreement This agreement outlines the expectations, roles and responsibilities in relation to the placement of students on the above course in the academic year 2014/15. The working together agreement should be read in conjunction with the Professional Development Partnership Handbook to gain the detail and a full understanding of the requirements of the placement. Between Edge Hill University and Setting (Setting Address): _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________________________________ The agreed roles and responsibilities are outlined below: Educational setting will: Edge Hill University will: Edge Hill University student will: Edge Hill University Visiting Tutor will: Identify a named Mentor and make phone and email contact details available. Provide guidance within the Professional Development Partnership Handbook on the role and responsibilities of a Mentor. Clearly outline the role and responsibilities of a Mentor within an educational setting and the roles and responsibilities of other staff involved in working with students, as defined in the Professional Development Partnership Handbook. Provide high quality Mentor training and ensure that this is available before commencement of In advance of the placement make contact with the educational setting to be introduced to a named Mentor. Ensure that a named Mentor is actively working with the student. Adhere to the responsibilities of a Mentor within an educational setting. Ensure that the identified Mentor undertakes the Edge Hill University’s Mentor training in advance of 32 Ensure that a named Mentor has undertaken Edge Hill University’s Mentor training. the placement start date. student placement experience. Facilitate the integration of the student into the educational setting by providing an induction, in advance of the placement or in the first week, including Safeguarding and Health and Safety. Provide guidance within the Professional Development Partnership Handbook on how to support the student through induction. In advance of the placement make contact with the educational setting to discuss any induction requirements. Ensure that a setting induction has taken place in advance of the placement or in the week first week of the placement start date. Keep track of the student’s attendance and inform the Course Leader - the designated lead person and key contact - in relation to any student unexplained absence or placement concern. Locate the placement tasks and expectations within the Professional Development Partnership Handbook and advise on the context, organisation, curriculum and resources available within the setting. Prompt student to maintain a high quality Professional Development Portfolio Address any reported student absence or placement concern and feed back to the educational setting within a timely manner. Attend all agreed placement dates and inform the Course Leader and Mentor of any non-attendances on the first day of absence from placement. Liaise with Course Leader and monitor any reported student absence and attendance whilst on placement. Provide a Professional Development Partnership Handbook and other documentation that includes information on placement tasks. Plan and prepare for the placement experience including having a copy of all tasks and attending Edge Hill University’s placement induction. Ensure that the student is properly prepared to begin the setting-based tasks. Make contact with the student and setting within the first two weeks of placement. Provide relevant information in the Professional Development Partnership Handbook. Maintain a Professional Development Portfolio Regularly monitor and comment upon Professional Development Portfolio. Secure time necessary to speak to the student and Edge Hill University’s Visiting Tutor, providing feedback on student progress. Clearly articulate within the Professional Development Partnership Handbook the number of student placement visits that will need to be accommodated alongside the role of Edge Hill University’s Visiting Tutor. Provide relevant information in the Professional Prepare for visit and present Professional Development Portfolio for scrutiny by the Visiting Tutor if requested. Ensure visits are arranged and undertaken. Meet with student and Mentor. Complete short reports in relevant section of the online Professional Development Student Tracker (PDST) and email a PDF copy to the student Help the student to use a variety of approaches to gain maximum Facilitate opportunities for the student to observe outstanding Immerse yourself in the placement environment including observing 33 practice and/or teaching strategies. Development Partnership Handbook. teachers and other professionals at work. Provide opportunities for the student to complete their settingbased tasks, outlined within the Professional Development Partnership Handbook. When possible, provide feedback to the student on the completion of tasks. Provide a Professional Development Partnership Handbook and other documentation that includes information on placement tasks, expectations and guidance on how to support and feedback to the student throughout the placement. Take a proactive approach and plan for opportunities to undertake the settingbased tasks, and discuss the tasks with your Mentor, teachers and/or practitioners as appropriate. Facilitate student access to activities, staff, children and parents in order to support the research requirements of the course. Discuss self-review and provide appropriate support and advice in relation to the student targets and action plans (if specified in the programme requirements). Facilitate opportunities for the student to complete the targets. Provide a short report on student progress against at the end of the programme (if specified in the programme requirements). Respond to requests for help when needed by student. Liaise with the Course Leader, the designated lead person and key contact, over any placement concerns or difficulties, or where student progress is not being made. Provide relevant information in the Professional Development Partnership Handbook. Complete all activities and setting-based tasks including all elements required by Edge Hill University including research projects. Verify the completion of the setting-based tasks. Identify areas for development. Take remedial action where appropriate. Provide relevant information in the Professional Development Partnership Handbook. Undertake a self-review and establish targets for development for every year of studies (if applicable to the programme) Ensure the student understands how to meet the targets. Provide relevant information in the Professional Development Partnership Handbook. Complete the targets and self-review progress in every year of studies (if applicable to the programme). Monitor completion of targets and offer support as required. Address any reported placement concern or difficulties and feed back to the educational setting within a timely manner. Seek help when needed from the range of identified sources of support Liaise with Course Leader, Mentor and student in relation to any identified placement concerns or difficulties and assist and intervene where necessary. 34 benefit from the educational setting. Sign post the student to further opportunities in the placement environment. Establish, through tutor visits, that appropriate setting-based tasks and activities are being undertaken and take remedial action where appropriate. Ensure the Working Together Agreement and Health and Safety forms are returned within 2 weeks of receipt. Provide a Professional Development Working Together Agreement detailing how the partnership between Edge Hill University and the educational setting will work together to support the student within their placement enabling the student to receive an outstanding experience. Signature of Head or Designate on behalf of ………………………………… Name: ………………………………………Date: ……………… Name of the placement mentor: …………………………………Job Title: …………………… Contact email address: ………………………………………….. Phone Number: …………….. Additional placement mentors (as required): Name of the placement mentor: …………………………………Job Title: …………………… Contact email address: ………………………………………….. Phone Number: …………….. Signature of Assistant Head of Professional Development on behalf of Edge Hill University: Signature: Name: Liana Beattie Date: September 1st 2014 Please return the signed agreement within 2 weeks of receipt along with the Health and Safety form to: Undergraduate Professional Development Office, Faculty of Education, Edge Hill University, St.Helens Road, Ormskirk, L39 4QP. Alternatively email [email protected] 35 CODE OF PROFESSIONAL CONDUCT WHEN ON PLACEMENT AND AT EDGE HILL UNIVERSITY In all aspects of the programme, whether at Edge Hill University or on placement, students are expected to demonstrate professionalism by: Respect for others including staff in settings and at Edge Hill University; other students; children and students in settings. This should be in line with Edge Hill University and setting/Local Authority policies, e.g. relating to equal opportunities, discrimination or bullying; Willingness to listen to and act on feedback and advice from mentors; other staff in settings; Edge Hill University staff; Full attendance, according to individual plans, including following procedures for notifying absence clearly set out in relevant programme documentation; Punctuality as required by settings and by the programme of lectures, seminars, workshops at Edge Hill University; Taking responsibility for own learning: ensuring the requirements of all elements of the programme are carried out in line with the guidance in module and programme documentation and briefings; seeking to discuss issues or concerns with mentors and/or module tutors and personal tutors. WHEN ON PLACEMENT The following additional professional requirements also apply when on placement: Maintaining an appropriate standard of dress and appearance as required by the setting; Carrying out duties as required by mentors and other staff in relation to observation, meeting with and working with mentors and other staff; planning and assessment of children; other appropriate and reasonable professional duties; Appropriate behaviour and relationships towards all children and young people and the whole workforce employed by the setting, in both formal and informal contexts; Showing due regard for the ethos and values of the setting; e.g. denominational settings; Complying with Health and Safety requirements and procedures in a particular setting; 36 Complying with Child Protection requirements; Complying with Edge Hill University’s Research Ethics requirements. BREACHES OF THE CODE OF CONDUCT WHEN ON PLACEMENT 1. Minor breaches of the Code of Conduct (for example, timekeeping, attendance or standard of dress) will be dealt with initially by discussion with mentors, informal warning and/or improvement targets set through the normal mentoring process. Provided that a candidate acts on such warnings and/or targets and is seen to comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined in 2 and 3 below will apply. 2. If a candidate commits a serious breach of the Code of Conduct and his/her behaviour gives rise to concern about professional standards, the, manager of the setting will follow normal procedures in relation to staff discipline as appropriate. Relevant Edge Hill University tutors will also be notified. 3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result in a candidate’s immediate removal from the setting and serious disciplinary consequences. These consequences will invariably include an academic and professional review with the Placement Co-ordinator/Personal Tutor/Programme Leader. 37
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