Key Stage One/multi experience placement. See booklet for further information Setting Based Mentor Meeting Key Stage One/multi experience placement. See booklet for further information Employment Route: 2 days in setting 2, 3 days in setting 1 Setting 2: Observation of good practice/building towards planning for groups Setting 1: Planning for small group and individuals independently across the week. Planning for adult-led sessions a.m. and p.m. for small group Planning and developing individualised provision for learning Observing and assessing learning to develop and adapt planning over the week/days Entry Route: 5 days in setting Planning for small group and individuals independently across the week. Planning for adult-led sessions a.m. and p.m. for small group Planning and developing individualised provision for learning Observing and assessing learning to develop and adapt planning over the week/days day directed study Setting Based Mentor Meeting BGU Wed 25th November : Phonics Conference Employment Route: 2 days in setting 2, 2 days in setting 1 Setting 2: Observation of good practice/building towards planning for groups Setting 1: Planning for small group and individuals independently across the week. Planning for adult-led sessions a.m. and p.m. for small group Planning and developing individualised provision for learning Observing and assessing learning to develop and adapt planning over the week/days Entry Route: 4 days in setting Planning for small group and individuals independently across the week. Planning for adult-led sessions a.m. and p.m. for small group Planning and developing individualised provision for learning Observing and assessing learning to develop and adapt planning over the week/days
DETAILS OF EARLY SETTING Record of attendance Week No w/b Outline of week Please fill in the days trainees will be in setting Record of attendance (tick days attended)) Mon Tue Wed Thu Fri 31- Aug 1 day in setting 7-Sep 2 days in setting 1 14-Sep 2 days in setting 2 21-Sep 2 days in setting 3 28-Sep 3 days in setting 4 5-Oct 3 days in setting 5 12-Oct 3 days in setting 6 19-Oct 3 days in setting 7 02-Nov 5 days in KS1 8 9-Nov 5 days in KS1 9 16-Nov 5 days in setting 2:3 in setting 10 23-Nov 4 days in setting 2:2 in setting 11 30-Nov 3 days in setting 1:2 in setting 12 07-Dec 3 days in setting 1:2 in setting 13 14-Dec 3 days in setting 1:2 in setting NB: Friday 18th December is the final day of placement. Total no. of days ____ Total no. attended ___________days Reasons for absence Please note if absence, even for an unavoidable reason, means that progress and tasks required in this placement are not completed, in which case the trainee is likely to have to complete extra days or even re-do the placement. Please note that: the setting should be notified as soon as possible of any absence the trainee should also notify Amy Stancer () Date(s) of absence No. of days Reason Setting Based Mentor initials Uni. tutor/mentor initials
PREPARING YOUR EARLY YEARS PLACEMENT 1 FILE Please tick each section when completed and seek your setting based mentor’s signature. All documentation used for assessment and evidence should be anonymised to protect children’s confidentiality. Please use a code or letter to refer to children in planning. Please seek professionals’ permission to include their names in evidence or a suitable code instead. Section Completed Comments In the front of your file: This placement booklet Contents page – and/or carefully labelled dividers Background Information Curriculum notes Information about the cohort/group During first week Tasks, Reflections and Setting based mentor meetings At the end of each week you should complete a fairly detailed summative reflection of your achievements. Record these on the ERPD. NB Daily evaluations will generally be on the session plans 7 formal meetings during this placement. Assessment records and pupil profiles Identify three profile children (a range of developmental ages and phases). During weeks 4-10, keep notes on the 7 areas of the EYFS in detail. Identify during first two weeks. 6. Sessions observations Completed observations of setting based mentor and other practitioners. Session observations of you – again filed as appropriate and cross referenced between files when relevant. NB This is where mentor feedback & observations of you should be filed. Start during first two weeks, but ongoing. Trainee Profile completed prior to placement. Professional development tasks planned using document. Update at prior to mentor meeting and annotate during discussion. Learning and Teaching Portfolio File Tasks to complete identified. Plan of action on how to develop academic study during placement. Personal targets (3 actions) Review at each setting mentor meeting. T C E ,
Other University Tutor Visits (E.g. moderation, zonal tutors, evaluation visits, external examiners) PRE-PLACEMENT TASKS To complete before starting placement Task Standard Notes Locate setting on map, read website. Read latest OFSTED report and print summary for file. 3 8 Note reference to steps for improvement. If setting/academy; consider EYFSP trends use Dashboard. 8 TASKS Weeks 1 and 2 While completing these tasks please be aware of your setting based mentor’s time. The tasks DO need to be completed but in a way that is manageable to both you and setting staff. General Tasks Standard Evidence of Achievement Identify which days you will be in setting and note on Pg 22 Ensure your setting based mentor knows these dates Identify significant dates during placement (e.g. staff meetings, training, concerts, assemblies, parents’ visits etc) Discuss possible opportunities for further training and if there would be opportunity to extend placement days to balance additional training which may benefit the setting. 8 Identify and note dates of setting based mentors’ meetings 8 Get to know individual children and learn their names by organising to support outdoor time, routines, reading a story or participating in music time etc 1 Obtain cohort list (anonymise), dates of birth, indication of achievement if available 1, 2 Ensure you follow setting/protocol (e.g. dress, staffroom, office) 8
Read procedures for fire, accident, injury and sickness, and if necessary clarify with appropriate member of staff 7 Ensure that your conduct and personal presentation provide a good role model for the pupils 1,8 Find out names and roles of staff (SENCo, site manager, Health & Safety Officer, Safeguarding Lead Person etc) 8 Find out roles and names of any other adults who may work alongside the setting based mentor and the setting based mentor’s role in relation to them 8 Talk to the head teacher/manager/setting based mentor about the settings ethos, aims, policies, organisation and catchment area. Write a short précis for your file. 8, 7 Clarify arrangements for routines, break times, use of cloakrooms, outdoor play, risk assessments 7 Agree regular professional directed study time and initial focus of this– use Trainee profile and L+T to decide which task/reflections trainee needs to complete – Guide: 3 days in setting = 3 hours study time 8 Gather cohort data and assessments for each child in the group in order to establish baseline and gain a sense of developmental ages and stages. Analyse and evaluate this information. Ensure these do not have children’s full names for data protection (only initials) 6 Clarify established rules, routines and expectations of work and behaviour management in the setting 1, 5 Provide overview of cohort organisation and groupings including provision for particular children (e.g. vulnerable groups: SEND, LAC, EAL, Early Help) 5, 4 Discuss how learning is shared with parents 6 Establish an on-going timetable for involvement in routine duties 8 Undertake an audit of resources available in the room and stored elsewhere in the setting 4, 1, 6 Identify and record policies and resources available to the setting to support children with EAL 5 5 Request a copy of IEP or provision mapping for each child in the cohort with an identified specific learning need 5 5 Discuss with the SENCO which children receive support from external agencies 5 Observe small group sessions to establish an understanding of how the teacher differentiates for children’s needs 4 Work with different children/small groups to gain a thorough understanding of all children’s interests and learning needs. 4, 5, 6
Date / Time Learning Objectives Matters / ELGs Focused Activities Independent Activities Resources / organisation Assessment and next steps 9-9.20am PSE Relate and make attachments to members of their group C. L. Attempt writing for a purpose EAD Create different textures CL Use writing as a means of recording CL Know information can be relayed in the form of print Draw / paint ascribe meaning to marks Begin to be aware of the way stories are structured All levels 40-60+ (ELGs, HA) 30-50 (AA) 30-50 (AA) 30-50 (LA) 22-36 (LA) 22-36 (LA) Small construction activities. White board emergent writing Lotto games Make own books about favourite story or own story- discuss sequence, characters, etc. Finger puppets made based on story story and materials, textures used for puppet Choose filling for sandwiches for grandma record choice Bake strawberry jam tarts-make recipe books Red monoprint paintings. Finger pathways Puppet play based on Little Red Riding Hd Letters to wolf, Little RR Hood Large bricks – make grandma’s house Dolls house –room plans, positional language Listen to tapes of stories/rhymes Red playdoh – ‘sausage’ letters, matching and identifying Red water – movement – vocabulary - pouring, filling, full, empty etc. Sand toys – pathways for cars Painting pictures of favourite rhyme / story Nursery rhyme / story jigsaws – colour coded for level of difficulty Role play – grandma’s house Computer programme –Bailey’s Book House Pastoral groups. Welcome parents/carers and children. Named adults help each group.(OA) Teacher focus group Pupils who are more able to make own books. Show younger children, tell story and describe how they made the books. OA to help children make puppets and discuss materials OA Record choice of sandwich filling Red, older group - copy for profile records OA to help yellow group bake tarts. OA to help children with monoprint paintings OA help pupils identified as SEN Whole class tidy resources for group time
Trainee: Course: PGCE Early Years (0-5) Setting/ School: Age Phases taught on this experience: Setting/ School based mentor: University EYP Mentor : Please report exact grades, so please i.e. do not indicate choices between the grades Grade criteria is listed in the trainee’s RPD 1: Set high expectations which inspire, motivate and challenge all children Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1) 2: Promote good progress and outcomes by children Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1) 3: Demonstrate good knowledge of early learning and EYFS Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1) 4: Plan Education and care taking account of the needs of all children Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1) 5: Adapt Education and Care to respond to the strengths and needs of all children Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1) 6: Make accurate and productive use of assessment Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1) 7: Safeguard and promote the welfare of children, and provide a safe learning environment Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1) 8: Fulfil wider professional responsibilities Not sufficient Evidence for Standard (4) Basic Evidence for Standard (3) Good Evidence for Standard (2) High Evidence for Standard (1)