School Direct (Salaried)

Partnership Agreement

between University of Chichester

and

2014-2015

This document has generic content followed by school/alliance specific appendices

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School Direct (salaried) - Key questions

What are the expectations of roles within the partnership? Refer to page 5 and Appendix 2, 3 and 4 What is the role of the lead school in the partnership? Refer to page 5 and Appendix 2 How are schools selected to be involved in a School Direct partnership? Refer to page 16 Which aspects of training are school based and which are delivered by the university? This is agreed by the lead school and the university (Refer to Appendix 1) Who has responsibility for quality assurance? All members of the partnership have responsibility for QA. (Refer to page 12) Who has responsibility for recruiting and selecting trainees? This is a joint responsibility between the lead school and the University of Chichester. (Refer to page 11) How is the finance arranged? Refer to page 15 and Appendix 1 How much teaching can a School Direct (salaried) trainee undertake? The trainee timetable must adhere to the University of Chichester programme requirements i.e.: that they receive at least 4-6 hours training activity per week and that no trainee will be required to perform more than 90% of the teaching duties normally required of a full-time qualified teacher. Who has responsibility for DBS and health checks? The employing school have responsibility for suitability checks (Refer to page 19) Who is accountable to Ofsted? The University of Chichester is accountable to Ofsted in relation to the School Direct places covered by this agreement. Who has responsibility for Health and Safety? All members of the partnership have responsibility for Health and Safety. (Refer to page 17)

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C o n t e n t s :

1 Context

4

2 Aims

4

3 Roles & Responsibilities:

5

3.1 The Role of the Lead school 5

3.2 School staff and trainees

o Headteacher/Principal o Professional Tutor/School Direct co-ordinator o Mentor o Class teachers

o Trainees

5

3.3 University Staff

o Head of Education o Head of School Partnership o Programme co-ordinator o Link Tutor

3.4 Recruitment and selection 3.5 Quality Assurance 3.6 Management of the School Direct Partnership

9

11

12

13

4 Troubleshooting

13

5 Finance

15

6 Criteria to consider in the development of a

School Direct Partnership

16

6.1 Schools engaged in partnership 16

6.2 Delivering training 17

7 Health and Safety

17

8 Equal opportunities 18

9 Safeguarding 19

9.1 DBS/Health check procedure 19

Appendix 1 Specific agreement details

Appendix 2 Specific roles and responsibilities

Appendix 3 School Commitment Charter

Appendix 4 Trainee Commitment Charter

Appendix 5 Health and Safety declaration

Appendix 6 Partnership agreement signatures

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School Direct (Salaried) Partnership Agreement

1 Context

This partnership agreement has been written in response to the introduction of the School Direct (salaried) route to QTS. It reflects the statutory document Initial Teacher Training (ITT) Criteria (Teaching Agency 2012).

Initial Teacher Training (ITT) Criteria (Teaching Agency 2012):

C3.2 requires that: “All accredited ITT providers must ensure …

That partners establish a partnership agreement setting out the roles and responsibilities of each partner.”

2 Aims

This partnership agreement aims to be a clear, working document that can be used by all members of the partnership, supplemented by documents containing more detailed information, e.g: handbooks. The content of this agreement will be reviewed annually through feedback and evaluation from all partners.

Whilst the principles and procedures described in this agreement are compliant with the current Standards and Requirements it is intended that they should also form the basis for an approach to high-quality initial teacher training which goes 'beyond compliance'. Therefore, the aim of these principles and procedures is to help all members of the partnership to understand and fulfil their roles with regard to the School Direct programme as effectively as possible.

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3 Roles & Responsibilities

These roles are generic roles applicable to all School Direct (salaried) partnerships. Please see Appendix 2 for additional partnership roles specific to this agreement.

3.1 Role of the lead school

It is the role of the lead school to:

co-ordinate recruitment activity (see Section 3.4)

disseminate information (eg from NCTL, UCAS, University of Chichester) to all partnership schools

coordinate all aspects of QA activity (see Section 3.5)

support partnership schools in trouble shooting (see Section 4)

monitor trainees causing concern (see Section 4)

organise finance payments to the university and/or partnership schools

coordinate training (including school experience) to meet the needs of all trainees within the alliance

ensure all partnership schools adhere to the School Commitment Charter

3.2 School staff and trainee responsibilities

These roles are applicable to all schools within a partnership working with a School Direct – salaried trainee. Please see Appendix 2 for additional alliance/school roles specific to this agreement.

Headteacher/Principal

The headteacher/principal has a responsibility to ensure that the school can offer both an appropriate setting for effective training and is able to meet the requirements of the School Direct salaried programme. The headteacher should be committed to enabling and providing opportunities for their staff working as mentors and professional tutors with trainees to attend the relevant mentor / professional tutor training and briefing sessions, recognising this as a valuable form of continuing professional development as well as quality assurance for the Partnership. The school should be able to offer trainees access to support, good practice and necessary resources. In many schools, this responsibility is delegated to an experienced member of staff – such as the professional tutor or School Direct co-ordinator - who also oversees all communication and negotiations with the lead school and University. The headteacher is also responsible (either directly or via the member of staff to whom they have delegated the task) for communicating with the lead school and University regarding any changes to the school context that might significantly affect it as an appropriate setting for School Direct trainees (e.g. issues arising from a recent Ofsted inspection of the school or a significant change in staffing).

Other responsibilities include:

ensure that all School direct activity is in accordance with the School Charter (Appendix 3)

have in place school policies or development plans that support ITT (including having a specific School Direct policy for the school – this may be an alliance policy adopted by the school);

select and share, where appropriate, school data with trainees for professional development purposes;

take responsibility, when requested, for writing references for trainees, including - where appropriate - delegation of this responsibility to the professional tutor/member of staff with overall responsibility for ITT in the school or the mentor of the trainee concerned;

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agree to support the partnership in its implementation of all Health and Safety procedures and all policies including Equal Opportunities / Race Equality policies as they relate to the trainees‟ experience in schools;

support and authorise/facilitate opportunities for school staff (ie subject mentors and professional tutors) to attend Partnership Training sessions (including mentor training);

where appropriate facilitate - in consultation with the professional tutor, lead school and / or University - visits by external examiners, Ofsted inspectors and internal partnership moderators to their school for the purpose of quality assuring and enhancing the work of the partnership as well as for the moderation and assessment of trainees.

The trainee timetable must adhere to the University of Chichester programme requirements i.e.: that they receive at least 4 – 6 hours training activity per week and that no trainee will be required to perform more than 90% of the teaching duties normally required of a full-time qualified teacher.

Professional Tutor

The professional tutor is responsible for the trainee teacher‟s overall experience in the individual school. S/he will ensure that trainee teachers are familiar with whole school issues. In addition, s/he will lead and support the subject mentor(s) in effective delivery and development of the school‟s ITT programme. The professional tutor will also liaise with the lead school and university. S/he will keep themselves informed about the progress of individual trainee teachers through discussion of each trainee teacher‟s standards related documentation and via regular meetings with the trainee, mentor and, when appropriate, link tutor.

Main responsibilities: ensure that all School direct activity is in accordance with the School Charter (Appendix 3)

have in place school policies or development plans that support ITT (including having a specific School Direct policy for the school - this may be an alliance policy adopted by the school );

attending training sessions and meetings in preparation for the effective fulfilment of their role;

overall management and co-ordination of the training within the school to ensure that all trainees can meet the requirements of the programme and receive support as outlined in the handbook, including ensuring that the trainee has an appropriate teaching and administrative load as specified in course documentation;

oversee the selection, preparation and support of mentors and class teachers with trainees, including the facilitation of regular meetings (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed by all parties in order to ensure that entitlement requirements are being met). These meetings, between the mentor and trainee, are for them to discuss practical and theoretical matters relating to teaching (including target setting and the reviewing of trainee progress against the Teachers‟ Standards);

design and delivery of an Induction Programme for all trainees;

design and delivery of a programme of training meeting the needs of all trainees (in collaboration with the alliance lead where appropriate);

ensuring mentors have allocated time to carry out their duties including at least 1 hour per trainee each week allocated to a mentor meeting and time to observe each trainee and feedback;

oversee the completion of the trainee‟s Individual Training Plan;

in liaison with the lead school, the co-ordination of the trainee‟s second school experience in accordance with the guidelines stated in the programme handbook;

ensuring trainees are not used as „supply cover‟ or asked to take responsibility for groups of pupils in an out of school context;

the co-ordination of experience in other institutions;

liaise with the University link tutors on details regarding their visits to the school;

monitor trainee teacher absences from school;

ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, NCTL and Ofsted;

observing and formally assessing trainee teachers' work and providing feedback thereafter through debriefing and formal reports on teaching ;

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where appropriate facilitate, in consultation with the headteacher, lead school and/or University, visits by external examiners, Ofsted inspectors and internal partnership moderators to their school in order that moderation and/or assessment of the provision, management and quality assurance of/in the partnership as well as trainee progress and achievement may take place;

to be responsible, when requested, for writing references for trainees;

agree to support the partnership in its implementation of all Health and Safety requirements / procedures and all policies including Equal Opportunities / Race Equality policies as they relate to the trainees‟ experience in schools;

quality assuring the work done by mentors within the school;

completion and return to the University (and where applicable, alliance) of end of year evaluation forms.

Mentor

Mentors are responsible for the subject application and supervision of trainees. They are responsible to the professional tutor/School Direct co-ordinator for arranging access to carefully selected classes in order to give the trainee a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners. Mentors are teachers who have received specific training for supporting trainee teachers. Mentors are responsible for guiding, supporting and training the trainee teacher during their programme. Mentors will liaise with other members of the school that the trainee will be working with in order to address the requirements for the training successfully. Mentors are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day) with their trainee in order to discuss practical and theoretical matters relating to their teaching (including target setting and the reviewing of trainee progress against the Teachers‟ Standards); partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor the mentor will also liaise with the university link tutor.

In specific terms the Mentor‟s responsibilities will include the following:

ensure that all School direct activity is in accordance with the School Charter (Appendix 3)

to attend relevant training sessions;

liaising with the Headteacher, Professional Tutor/School Direct co-ordinator and Link Tutor (as required);

negotiating with staff in the school/ department;

preparing other members of staff for working with the trainee teacher;

to devise (in consultation with the trainee and other staff) the ITP and to ensure that the trainee has the opportunity to address all aspects of the ITP;

arranging trainee timetables;

briefing the trainee on school policies, procedures and resources;

assisting the trainee with preparation of schemes of work and lesson planning;

familiarising the trainee with school support services;

observing lessons and giving feedback (normally one observation every 2 weeks);

the formative and summative assessment of the trainee‟s work against the Teachers‟ Standards;

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monitoring progress both in terms of the Teachers‟ Standards and the trainee‟s wider professional development;

contributing to the Link Tutor Report forms (termly) and the Standards Tracking Document;

jointly observing the trainee teach once per term of training, with the Link Tutor;

organising and holding a regular weekly mentoring meeting with the trainee, where evidence and progress towards meeting the Standards is reviewed, discussed and planned for (including target setting);

take responsibility, when requested, for writing the trainee‟s reference;

agree to support the partnership in its implementation of all Health and Safety requirements/procedures and all policies including Equal Opportunities/Race equality policies as they relate to the trainees‟ experience in schools.

Class Teachers

(This section will not be applicable in all instances i.e.: if a trainee has full responsibility for all classes)

For the purposes of this document class teachers are members of staff with whom the trainee will be working with during their training. Class teachers do not fulfil the same role towards the trainee as the designated mentor but are nevertheless required to support the trainee, particularly when the trainee is teaching their classes/groups. Class teachers should normally have had at least two years teaching experience. It is particularly important that class teachers should be good role models for trainee teachers. They should help trainee teachers develop the knowledge, understanding and skills of a beginner teacher appropriate to the stage of their training.

Class Teacher role and responsibilities:

support the trainee teacher in the classroom;

advise the trainee teacher on all aspects of their class;

provide pupils‟ names and key information on their development;

involve trainee teachers as far as possible in planning and assessment;

allow a phased introduction to whole class teaching through group work;

ensure that trainee teachers have effective plans for their teaching;

assess and provide feedback on sessions/lessons taught by the trainee;

advise trainee teachers on matters relating to classroom management and control;

help trainee teachers make effective use of classroom assistants;

check trainee teachers are aware of available teaching resources within the school;

advise trainee teachers on any matters relating to safety of pupils;

liaise closely with the mentor regarding trainee teacher progress.

Staff preparation and support

Mentors play a key role in helping trainee teachers to develop good professional practice. However, mentorship involves particular skills to do with adult learning. Mentor training is seen as the most effective way forward in the development of mentor skills. A full range of mentor training opportunities is provided by the University. All mentors will have completed a course of mentor training delivered by University staff (or staff from another HEI involved in ITT) before becoming mentor to a trainee. This training will also be delivered and updated through attendance at meetings related to specific school experiences and through optional further training opportunities.

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Trainees

The School Direct Programme aims to develop teachers who, by the end of their ITT training, are competent, reflective and professional to a level at least commensurate with that expected of a Newly Qualified Teacher (NQT). As with all other personnel involved in the Partnership, trainees have specific roles and responsibilities. As employees, trainees must obtain (via their school) an enhanced disclosure (CRB) check and complete the required medical declaration.

When working with staff in school and at the University, trainees are expected to: o comply with all procedures set out in the Programme documentation including the Trainee

Charter and be aware of the contents of the School Charter;

o demonstrate a professional approach at all times; o provide evidence to show that the Teachers‟ Standards have been successfully fulfilled by

the end of the training plan; o demonstrate commitment to their programme both in school and at the University; o demonstrate a responsible and professional attitude to all staff in school and at the

University, to fellow trainees and to children; o be proactive and assertive in their own professional development; o meet with the Mentor on a weekly basis and respond to targets set; o meet University and school deadlines;

Trainees have a responsibility to follow/ abide by both the school‟s and the University‟s:

- Health and Safety requirements / procedures - All policies including Equal Opportunities/Race Equality policies alongside the

Teachers‟ Standards

It is the trainee teacher‟s responsibility to ensure that they are fully informed about programme requirements and procedures as well as school and university regulations.

3.3 University staff responsibilities

Head of Education

The Head of Education takes responsibility for all programmes and activities associated with Initial Teacher Education within the University and will liaise with other areas across and beyond the University to develop the teacher training Partnership. They will take responsibility for resolving ITT problems within the Partnership (in liaison with relevant staff), for the delivery of Partnership Training and the enhancement and development of school experience across all ITT routes. Specifically, in relation to School Direct, the Head of Education should:

Ensure that the programme complies with the quality and standards of the University;

Review and synthesise the outcomes of research studies in ITT to develop and disseminate new insights, within the Partnership, thereby contributing to the development of thought and practice in the Partnership;

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Lead and develop ITT networks by chairing and participating in Partnership committees;

Resolve problems affecting the quality of course delivery and trainee progress

Develop and communicate a clear vision of ITT‟s strategic direction with the Partnership;

Resolve in liaison with others, trainee issues/problems

Act to resolve problems within the Partnership affecting the delivery of programmes in accordance with University regulations, including quality assurance processes;

Head of School Partnership

The Head of School Partnership has overall responsibility for the management of the partnership with schools, contributing towards the development, management and implementation of all policies relating to all school-based work in the partnership.

The main responsibilities of the Head of School Partnership in relation to School Direct are to:

monitor, evaluate and enhance school-based work as part of the quality assurance/enhancement process;

liaise with the lead school and various Heads of Programme/Programme Co-ordinators and the Head of Education on the management of the partnership;

take overall responsibility for all school experience aspects of any Ofsted inspection of the University‟s ITT provision.

The Programme Co-ordinator

The Programme Co-ordinator has overall responsibility to liaise and work with the partnership in relation to the design, operation and assessment of the School Direct programme. S/he acts as the chairperson to The Management Group. S/he is responsible for liaising with the University Senior Management Team on matters relating to resources, admissions, academic standards and regulations. S/he has to present an annual report on the operation, resourcing and outcomes of the programme to the Academic Standards Committee.

Within the university structure the Programme Co-ordinator's responsibilities, in relation to School Direct, are to:

ensure, in liaison with the Head of Education, appropriate staffing and adequate learning resources for the programme;

convene and chair Management Group meetings;

organize appropriate evaluation of the programme and monitor assessment procedures, including sampling and monitoring the work of Link Tutors

organize, in conjunction with the Head of Education and Head of School Partnership processes and procedures relating to external scrutiny, for example, OfSTED;

present, in collaboration with the Head of Education, an Annual Monitoring Report on the Programme to the Academic Standards Committee;

ensure procedures are in place to quality assure all aspects of the programme including the training programmes delivered by schools;

advise the Head of Education on the development of the programme from NCTL directives;

liaise with appropriate staff regarding the provision of training.

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In liaison with the lead school, the Programme Co-ordinator's responsibilities are to:

ensure procedures are in place to quality assure all aspects of the programme;

agree and contribute to the application and selection process;

liaise with appropriate staff regarding the provision of training;

monitor assessment procedures.

Link Tutors

Each School Direct trainee is allocated a Link Tutor who maintains liaison and support for the trainee, mentor, and the professional tutor/School Direct co-ordinator in the school.

Specifically, the Link Tutor should, in collaboration with the School Direct co-ordinator in school, be responsible for:

monitoring the trainee‟s progress through discussion with the Mentor;

reviewing the development of The Teachers’ Standards with the trainee and Mentor;

formative and summative assessments of the school experience with the Mentor;

monitoring, the trainee‟s wider professional development with the Mentor;

completing course documentation as specified in the relevant course documentation;

carrying out joint observations (with the mentor) of trainee teaching and complete related documentation;

reporting any problems or issues relating to school experience (including issues relating to Health and Safety and Equal Opportunities / Race Equality as well as trainee progress and entitlement) to the relevant member of staff with overall responsibility for ITE in the school as well as to the Head of Programme and the lead school.

In addition the link tutor should:

complete termly, Link Tutor Report forms based on a review of evidence against the Teachers‟ Standards;

write the trainee‟s reference on behalf of the University.

3.4 Roles and responsibilities: Recruitment and Selection

The Partnership will manage and implement the recruitment and selection process for September 2014 entry as follows:

Information for applicants. Applicants will apply via UCAS The lead school should ensure relevant information is available and updated.

Recruitment. The alliance lead should co-ordinate recruitment activity and communicate with the university on behalf of the partnership.

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Application forms. The University and lead school will receive completed application forms from UCAS. These forms will usually be reviewed by the university within a week of receipt with any issues in relation to entry criteria noted.

Initial selection. The alliance lead and programme co-ordinator will liaise with regard to selecting applicants for interview. Interviews. Interviews will be in accordance with the process agreed by partners at a School Direct Partnership meeting. All required paperwork will be circulated by the university. A template for an alliance specific interview record form will be provided by the university. Interviews should reflect safer recruitment procedures.

Checking documentation. The school-based interview process should include an opportunity for original certificates to be presented.

DBS/Health declaration. The employing school should ensure appropriate checks have been undertaken.

References. These are available on the UCAS application form.

Skills tests. The contact on the request for places form will be given access to each applicant‟s skills test results. All applicants must pass the tests before commencing the programme. A date for completion of the tests will be agreed by the alliance lead and programme co-ordinator.

Feedback. The alliance lead will co-ordinate feedback to unsuccessful applicants via the UCAS portal.

Offering a place. The alliance lead will confirm an offer of a place via UCAS and in writing .

3.5 Roles and responsibilities – Quality Assurance

All members of the partnership have a responsibility for quality assurance.

In particular:

School based training – The professional tutor within an individual school should ensure the quality of training delivered to trainees. This should be quality assured by the alliance lead. The alliance lead should also quality assure training delivered by a school on behalf of the partnership.

Selection of mentors - The professional tutor within an individual school should ensure that those selected to be a mentor have undertaken appropriate training as identified by the partnership and have the skills to match the roles and responsibilities detailed in section 3.2. This should be quality assured by the alliance lead.

Mentoring - The professional tutor within an individual school should ensure the quality and consistency of mentoring. This should be quality assured by the alliance lead.

Trainee experience - The professional tutor within an individual school should request feedback from trainees and be able to demonstrate how feedback has informed programme developments in the school. . This should be quality assured by the alliance lead.

Self evaluation – On an annual basis the alliance lead should submit a report evaluating the provision (including feedback from trainees) and reporting on outcomes to the Programme co-ordinator. The Programme co-ordinator will prepare an overall report which will be reviewed by the Management Group before submission into the University‟s Annual Monitoring process. The Management Group will agree an improvement plan from which each alliance should create a specific plan.

The university is accountable to Ofsted for School Direct (salaried) provision and will therefore oversee all quality assurance mechanisms within the partnership. The Management Group will appoint an external examiner to support this process. External examiners are responsible to the Board of Examiners for reporting on standards within components of a programme. They play an important role in moderating and checking overall standards of programme provision and trainee teacher performance.

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3.6 Management of the School Direct Partnership

The management structure is outlined below:

4 Troubleshooting From time to time it will be necessary to deal with specific problem situations. The key to resolving such problems normally lies in close communication across the partnership. The flow diagram below shows the usual line of communication in such cases, although it will depend on the nature and source of the problem [note that the chart begins at the bottom, not the top]:

University of Chichester Education

Management Group Alliance Management Group

School Direct Management Group Programme Co-ordinators, Head of

School Partnership, representatives of alliance leads, subject tutors, link tutors,

trainees

Programme Co-ordinators Alliance Lead

Partnership schools

(Professional Tutors, mentors)

Subject tutors, link tutors

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It is important that all staff concerned with the training process are aware of the support systems that are available should any problems arise and what may be done to resolve unsatisfactory situations. An unsatisfactory situation is one that is adversely affecting either the trainee, the pupils they are teaching and/or the staff they are working with while in school and should be raised in the first instance with the mentor and/or professional tutor of the school concerned.

Normally, the standard procedures outlined in specific course documentation will be followed in relation to trainee teachers causing concern (Notification of Concern) or deemed to be in danger of failing. However, in exceptional cases, the headteacher/teacher responsible for trainees may decide to terminate the school experience immediately, resulting in an automatic “fail” grade for the trainee concerned. Termination of the experience is the ultimate sanction available in relation to a trainee teacher and should only be used if serious damage is being done to the learning of pupils

Programme Coordinator

Alliance Lead

Subject Mentor [and/or Professional Tutor]

Trainee in school

W h a t i f t h e r e i s a p r o b l e m ?

Alliance Lead

School Issue

Issue raised by trainee teacher

School issue relating to programme

requirements

Link Tutor

Programme Co-ordinator

Head of School Partnership

Head of School Partnership

Link Tutor

School procedures as for all employees

School issue relating to

trainee conduct in school

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and / or the professional conduct of the trainee teacher is having a serious negative impact on staff and / or pupils. Where a school is considering terminating an experience, it is important that the situation is discussed with the alliance lead and the University link / subject tutors and the Head of Programme as soon as possible so that the appropriate support can be given. Where an experience is terminated confirmation of this action, with specific reasons and evidence being provided, must be sent in writing to the alliance lead and Programme co-ordinator as soon as possible. The headteacher (or delegated professional tutor / ITE co-ordinator) should be willing and able to discuss this decision with an external examiner. In addition, the University (through the Programme Co-ordinator or Head of School Partnership) reserve the right to terminate an experience at any point in cases of unprofessional conduct. In cases where it is necessary to investigate a situation involving a trainee teacher, according to the University‟s Academic Regulations, the Head of School Partnership may agree with the alliance lead and headteacher (or delegated professional tutor / ITE co-ordinator) on the temporary, non-prejudicial removal of the trainee teacher from the school until the outcome of the investigation is reached and further action decided upon.

In addition, in exceptional cases relating to professional conduct, the headteacher may decide to employ school disciplinary procedures as for all employees of the school.

The situations under which trainee teachers will normally be deemed to have failed school experience are:

1. Failure at review point to have satisfactorily addressed an Action Plan implemented within the Notification of Concern procedure by the Mentor and/or University Tutor, and/or Professional Tutor. Full details on Notification of Concern‟/Action Plans can be found in the appropriate course documentation.

2. A serious breach of professional conduct, or unacceptable negative impact on pupils‟ learning leading to a termination of the school experience by the Headteacher or the Head of School Partnership. Such a termination results in an automatic „Fail‟ grade for the school experience

3. Failure to meet all of the Teachers‟ Standards as required for the award of Qualified Teacher Status (QTS) at the final summative assessment point.

4. If the trainee leaves the school during the school day without notifying and obtaining permission from the Mentor or Professional Tutor.

5. If the trainee withdraws themselves from a school experience

6. A breach of professional conduct leading to termination of employment (such an incident

would be handled in accordance with school procedures).

Withdrawing from the programme: If a trainee is considering withdrawing from the School Direct Programme an initial discussion should be held between the trainee and a school/alliance representative to discuss the situation. Following this meeting, if the trainee confirms that withdrawing is the desired option a meeting of the trainee, school/alliance representative and university representative should be arranged to formalise the decision.

5 Finance

In most cases the school will receive funding from the NCTL as a contribution towards salary and training costs. A school direct (salaried trainee) should be paid on at least the lowest point of the unqualified teachers‟ pay scale.

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Partnership schools should ensure funding is available to support School Direct trainees in the following ways (please note that this does not constitute a definitive list):

enabling the mentor to observe the trainee teach regularly (including jointly observing with the subject tutor) and feedback to them on their progress;

enabling the mentor to meet regularly with the trainee to discuss progress in relation to the Teachers‟ Standards and complete relevant course documentation

delivering training sessions/inputs;

providing supply cover for relevant staff to attend training sessions;

(where applicable) enabling class teachers to regularly feedback to the mentor and/or relevant member of staff in the school responsible for School Direct on trainee progress;

purchasing resources for the school to be used in relation to ITT

In part, from the money received for each trainee, the University will provide the following resources in relation to ITT:

administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures);

student services (support, counselling and advice);

staff and resources for university taught provision (including staff development and research to underpin course delivery, library services, IT facilities, specialist subject accommodation, facilities and equipment);

planning and carrying out teaching / training, learning and assessment in relation to trainee progress against the Teachers‟ Standards (eg., handbooks and distance learning materials, teaching and assessment of taught elements, university-based profiling and support, initial and on-going training for school-based mentors);

course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TA, Ofsted);

University-based staff to visit and work with trainees, mentors and / or professional tutors as per the schedule for the course (including, where necessary, extra visits).

Please refer to Appendix 1 for school specific finance details.

6 Criteria to consider in the development of a School Direct Partnership

The main criteria with respect to developing a School Direct Partnership is the partnership‟s ability to provide a secure, effective base for the training programme and to provide suitably experienced and trained personnel to work with trainee teachers.

6.1 Schools engaged in the partnership The following questions should be considered by a partnership in relation to schools wishing to be engaged in School Direct (salaried). Does the school:

have a record of successful involvement in ITT;

have in place school policies or development plans that support ITT (including having, a specific School Direct policy for the school/alliance);

have staff who support whole school involvement in ITT;

make available experienced and/or skilled teachers to work with trainee teachers;

provide trained mentors to support trainee teachers;

provide time for appropriate teachers to undergo mentor training;

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enable teachers to attend relevant briefing meetings;

provide a regular time-tabled and protected time for the mentor to meet with the trainee teacher once per week and with the link tutor as necessary;

have external evidence of successful practice, e.g. in most recent OFSTED reports, exam/test results etc.;

agree to adhere to Partnership policies including Health and Safety and Equal opportunities?

In a few cases the partnership may have to consider de-selection of a school. This would normally only occur in cases where it was evident that the trainee teacher entitlement was in jeopardy and where the school or specific department was unable or unwilling to improve the situation. For example, the following situations would normally lead to de-selection:

where the school is under “Special Measures” ;

where the school has “serious weaknesses” (although de-selection in these instances could / might be made on a departmental basis following consultation between the Alliance lead/Programme co-ordinator and the headteacher if stringent quality assurance measures to safeguard trainee entitlement are agreed on, put in place by the school and regularly monitored by the partnership) ;

where the school is unable to support trainees with a suitably experienced and trained mentor;

where the trainee is provided with insufficient access to a suitable class, teacher and support;

where a school uses trainee teachers inappropriately for supply cover;

where a pattern of poor trainee and University tutor evaluations indicate a cause for concern

Where a School Direct trainee is employed in a school that is subsequently, during the course of their training, put into „Special Measures‟ or identified as having „serious weaknesses‟, then the partnership should put in place quality assurance measures for the trainee to safeguard their entitlement, which should include regular teaching/training opportunities in another school not in these Ofsted categories.

6.2 Delivering training

The following, initial, questions should be considered by a partnership in relation to delivering training: Which elements will be delivered by schools and which by the university? How will expertise across the partnership be best utilised to support the development of trainee teachers? What is the role of the lead school in organising a programme of professional development for trainee teachers? How will the partnership ensure delivery of training in accordance with trainees‟ Individual Training Plans and the needs of the School Direct (salaried) route?

7 Health and Safety

The School Direct Partnership has a responsibility to ensure appropriate measures are in place with regard to Health and Safety of trainee teachers.

Headteachers in a School Direct partnership are asked to complete and return, to the alliance lead and University, a brief Health & Safety audit/checklist in relation to the environment that trainee teachers will be working in. (See Appendix 5)

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As employees of the school, School Direct salaried trainees must receive the same health and safety briefings as all other employees. The school has the same duty of care towards them as any other employee as regards health and safety issues.

The school/college:

must assess risks, provide adequate information, instruction, supervision and training on the use of equipment;

is responsible for the health and safety of the trainee;

must meet all its obligations in relation to the Health & Safety at Work Act 1974 and other relevant legislation.

It is the responsibility of the Headteacher / Principal to have in place an organisational structure that will ensure that:

staff, including trainee teachers, receive suitable training;

staff, including trainee teachers, can demonstrate competency to carry out their role;

sufficient resources are allocated and they can implement appropriate procedures to ensure the health, safety and welfare of staff and trainees.

Equally, trainee teachers have the same responsibilities as any other employee‟ in relation to and including compliance with, local authority (LA) / school health and safety rules:

they must take reasonable care of their own health and safety;

if there are any medical or other factors which may cause the trainee to experience significant risk in the performance of their work in school, then this matter must be brought to the attention of the school;

they must take reasonable care of the health and safety of other people who may be affected by their actions;

they must also co-operate with the employer;

they must report any unsatisfactory situations that arise in the workplace to their school-based mentor and, if necessary, to their link or subject tutor;

if trainees need to take medicines into school, either for a permanent or temporary condition, they must follow school guidelines as issued to all employees in relation to notification and storage of medication.

Link tutors visiting schools must be competent to carry out their tasks, take reasonable care of themselves and others and have a duty to:

observe health and safety practices in the trainee‟s workplace;

feedback information and comment to the University;

take any necessary immediate action as appropriate.

. 8 Equal Opportunities

The School Direct partnership will agree to employ all means possible to ensure that the trainee teachers are not disadvantaged, harassed, offended or insulted by anyone on the basis of the categories outlined above. The trainee teachers also have a responsibility not to disadvantage, harass, offend or insult anyone else within the schools they are employed, on the same basis. Each partnership institution will have their own policies designed to ensure and safeguard equal opportunities for all staff, pupils and trainee teachers that work there. It is the responsibility of all members of the partnership to adhere to these policies.

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9 Safeguarding It is the responsibility of all members of the School Direct partnership to ensure safeguarding procedures are adhered to. The alliance lead and each partnership school should ensure that trainees are fully aware of safeguarding procedures.

9.1 DBS/Health Check Procedure

Trainees: As employees School Direct (salaried) trainees must obtain (via their school) a DBS

check and complete the required medical declaration. All trainees must inform the headteacher of their employing school of any new criminal conviction as a matter of urgency so that the appropriate action can be taken.

University staff: All University of Chichester staff in Education and Physical Education, who are

required to visit schools as part of their contractual/professional duties, will have undergone an Enhanced Disclosure CRB/DBS check. In the case of each member of staff, the University will be aware of the outcome of this check and will have „cleared‟ them to visit schools. Please note that in order to comply with the DBS Code of Practice the contents of a DBS disclosure may not be revealed to anyone other than those directly involved with DBS clearance at the point of entry to the course. This includes an individual‟s disclosure number. In light of the above, schools within the alliance should be reminded not to request access to DBS returns or any information contained in a disclosure carried out by another school or to request that traineesand tutors provide the school with their DBS certificate. Confirmation that the DBS check has been carried out by the employing school and resulted in a satisfactory outcome in relation to the enhanced DBS check should be sent to other schools in which the trainee will undertake experience. The lead school should ask trainees to carry photo ID when first visiting a school. For further information regarding DBS checks please refer to: Ofsted: http://www.ofsted.gov.uk/schools/for-schools/safeguarding-children National College for Teaching and Leadership‟s specific guidance for ITT:

https://www.gov.uk/government/publications/initial-teacher-training-criteria-supporting-advice UCET DBS Guidance for ITT http://www.ucet.ac.uk/5699

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Appendix 1

School Direct Salaried Training Programme Agreement 2014/15 between University of Chichester and ________________________________________________________________

Lead School contact

e-mail

Phone

University contact Cheryl Letts

e-mail c.letts@chi.ac.uk

Phone 01243 812156

Bespoke Training- award of Professional Graduate Certificate in Education

School arranges and delivers aspects of training in accordance with programme requirements and documentation, arranges school placements, jointly assesses trainee against the Teachers‟ Standards

University of Chichester delivers aspects of training in accordance with programme requirements and documentation, and provides: tutor visits, quality assurance, assessment against the Teachers‟ Standards, assessment and moderation of PGCE assignments, award of PGCE (at honours level ) with QTS.

Masters level credits can be attained if the trainee undertakes further study in their NQT year

Subject Training model

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Finance

Bespoke

Grant paid to school by NCTL Refer to NCTL guidance

Fee paid to University of Chichester by school for training, tutor visits, quality assurance, assessment against the Teachers‟ Standards, assessment and moderation of PGCE assignments, award of PGCE with QTS.

£4500

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Appendix 2

Specific roles and responsibilities not detailed in the generic document

Role of the lead school

Role of partnership schools

Individual roles within the partnership

Eg: Alliance ITT lead, Alliance director

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Appendix 3 School Commitment Charter

SCHOOL COMMITMENT CHARTER The School Commitment Charter is jointly agreed by the alliance/school and the university. It enables expectations and requirements of the School Direct programme to be clear for all concerned, and allows for high quality professional support to be given by schools in working with the trainees.

Recruitment and Selection

* All publicity is clear on school websites / open evenings, etc that the training placement could be undertaken at any of the schools within the alliance (where appropriate). * School websites are regularly updated to provide accurate information regarding the type of training placement available.

The university has set clear entry requirements for all ITT programmes, and applicants have to meet those initial criteria otherwise they will be rejected at that stage. For example, GCSE qualifications need to be already achieved before applying.

Both school and university are in communication regarding decisions and judgements about applications particularly in relation to suitability of degree (for secondary) and level of appropriate experience.

The 40 days „turn around‟ requirement by UCAS is strictly adhered to, resulting in efficient communication with the applicant and arrangements for interview.

For secondary candidates – phase one of the interview process occurs at the university with represented colleagues in attendance from both the university and schools (to whom the candidate has applied).

At the school interview stage – offers made may be conditional based on a defined set of conditions which need to be achieved. For example, the candidate will have successfully completed the minimum requirement of 10 days school experience before the start of the programme.

Any decisions made are communicated to the university administrator as early as possible.

Induction

ALL trainees and designated mentors are required to attend the university Induction day in July

All trainees are required to attend Registration day at the university at the start of September.

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Schools must ensure trainees have attended an Induction period in school in July, and a clear programme of initial training activities has been made available.

Schools offering salaried places must ensure that DBS checks are completed. It is the responsibility of the university to complete DBS checks for tuition fee trainees.

All schools must ensure relevant qualifications/paperwork have been checked, and inform the programme administrator. Training Year

All trainees are required to train in school for the whole of the academic year (September to end July)

Timetable - In the first half term (Term 1), NO trainee should be on a timetable of more than 50% (of an NQT timetable) regardless of their training status, and the timetable is appropriately phased to match the trainee‟s readiness and experience throughout Term 1.

No trainee should be routinely left on their own with a class in the first term as they are in a training environment and require continued professional support.

No trainee (regardless of training status) should be used for cover purposes for other lessons/ colleagues

After the first half term, trainees should usually be expected to set work for lessons they are absent from due to university training days or other key requirements. This should be negotiated with their mentor as to what is appropriate.

Trainees should receive informal feedback after most lessons.

Mentors should be subject specific for secondary trainees.

Mentors have clearly defined time to support the trainee. This includes: *one hour a week mentor meeting (at an acceptable time of the day) *lesson cover to conduct a formal lesson observation *lesson cover for joint observation with university tutor and feedback /discussion time afterwards.

School Training Programme will be clearly designed to ensure trainee receives entitlement each week through professional themes and subject study input from a range of experienced colleagues who are given sufficient time and resources. (Usually 4-6 hours a week).

Subject knowledge input is addressed by department/ subject specialists.

The second school placement must ensure a contrasting experience, and is a minimum length of 5 weeks. Trained mentors need to meet the placement requirements in accordance with the programme handbook.

The training plan should ensure that additional requirements are fully met within the training year. For example, 5 days in KS2, Post-16 experience, SEN, EY experience.

Schools should ensure trainees are able to be released to attend 20 university training days (as part of the standard training model).

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If any trainee requires a Notification of Concern/Action Plan both school and university must ensure correct procedures are followed and clear action points set.

If a trainee has secured employment as an NQT, there may be opportunity for them to be released early (by July 1st) from their lead school to take up the new position if so required. Communication

All paperwork should be sent to mentors (by university administrator or alliance leads) to enable them to fulfill their role appropriately. Completed paperwork to be returned promptly to the university administrator and alliance lead in accordance with alliance requirements.

If an issue arises which needs further discussion and negotiation, in the first instance it should be through the school / alliance lead and then if necessary with a university representative present (for example, if a trainee is considering withdrawing from the programme). Partnership Agreement All partners (alliance leads, headteachers, university) to agree to and sign the School Direct Partnership Agreement. The School Direct lead colleague is responsible for signing the School Commitment Charter

We understand that the school and university are working in partnership in order to fulfil the requirements of the validated programme for School Direct. We have read and understood these commitments and agree to act accordingly. SCHOOL: Signed ………………………………………………….. Date ……………….. Name (please print) ………………………………… Position: …………………………………………….

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We understand that the school and university are working in partnership in order to fulfil the requirements of the validated programme for School Direct. We have read and understood these commitments and agree to act accordingly. UNIVERSITY OF CHICHESTER: Signed ………………………………………………….. Date ……………….. Name (please print) ………………………………… Position: …………………………………………….

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Appendix 4 Trainee Commitment Charter

PROFESSIONAL GRADUATE CERTIFICATE OF EDUCATION

(SCHOOL DIRECT)

TRAINEE COMMITMENT CHARTER

The Commitment Charter is jointly agreed by the alliance/school and the university. It helps

you to begin to understand the demands and professional expectations of teaching, and

outlines the specific commitments expected from School Direct trainees.

* I understand my training placement could be undertaken at any of the schools within

the alliance (where appropriate).

I will have completed the minimum requirement of 10 days school experience before the start of the

programme.

A School Experience Report (if relevant) has been written by the school based on the following

criteria : subject knowledge, awareness of teaching, relationships with pupils and staff, and

awareness of wider school responsibilities.

I will ensure I attend the compulsory Induction period at the university (in July and early September),

and I will engage with the pre-course tasks.

I will be required to complete a health declaration form before starting the course and that my place

is dependent on my physical and mental fitness to teach.

I will need to have a Disclosure Barring Service check by the employing school (salaried) or I will

need to pay for this before the start of the course (tuition fee)

I will have successfully completed the Skills Tests in Literacy and Numeracy (as required by the

NCTL) by any deadline which has been set by the school.

I will have successfully completed any other conditions of entry, and it is my responsibility to inform

the Programme Adminstrator on completion.

I realise the School Direct programme is a very intensive one year training route; and it is not

unusual to work/study at least 60 hours a week.

I have considered the likely impact the programme may have on my personal/financial circumstances

and feel that I will be able to successfully complete the training requirements.

I agree to abide by all school policies and to act in a fully professional and considerate manner

towards all pupils and staff.

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Attendance is required every day in school, and I expect to be in school from at least 8.00am -

5.00pm. In addition, I would be expected to attend parents evenings, staff Inset training, extra-

curricular activities and staff/department meetings.

Attendance at the university training days is compulsory and I will arrive punctually at 8.45 and stay

until 4pm. Days cannot be missed for going away on holiday.

If I have to be absent due to illness or crisis then I agree to notify the school at the earliest possible

time, and to also inform my tutors and the Programme Administrator. If the absence is 5 days or

longer, a doctor’s certificate (or other appropriate documents) will be required.

I agree to give my email address to the Programme Administrator so that I can be contacted regularly

before the start of the course.

I will inform the Programme Administrator of any change in my contact details or personal

circumstances which may affect my progress on the course.

I understand that School Direct places are limited. Therefore, if I am offered and accept

a place on the programme, I am indicating that I have read and understood these

commitments and agree to act accordingly.

Signed ………………………………………………….. Date ………………..

Name (please print) …………………………………

Email address …………………………………………………

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Appendix 5 Health and Safety Declaration

This Health and Safety declaration should be completed and sent to the Alliance Lead and University of Chichester (For University of Chichester fax to 01243 812127)

Please sign below to confirm the following: Name of school/college/nursery/organisation ……………………………………………………….

has a written Health and Safety policy covering its activities;

has a policy regarding health and safety training (including induction training) for people working in its undertaking;

will provide all necessary health and safety training and safety equipment for the trainee as appropriate to their role in the school/academy/college/nursery/organisation;

has Employer and Public Liability Insurance (please see * below);

carries out risk assessment of its practices to identify possible risks whether to employees or to others within its undertaking;

keeps risk assessments under regular review and implements results;

has a formal procedure for reporting and recording accidents and incidents in accordance with the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) and other legislation;

has emergency procedures to be followed in the event of serious and imminent danger to people at work in its undertaking;

will report to the University all recorded accidents involving SD trainees;

will report to the University any sickness involving SD trainees which may be attributable to the work.

The above statements are true to the best of my knowledge and belief.

Headteacher .............................................................……………. Date …………………….

Who is your nominated contact for compliance with the requirements of health and safety legislation?

Name and position.......................................................................... Tel...............................

* Employer and Public Liability Insurance

If this is held by a local authority please insert name of LA …………………………………………….. (The university has written confirmation from LAs of this insurance)

OR

If this is held by the school or another body please provide details of the insurer and expiry date or enclose a copy of the broker’s letter.

…………………………………………………………………………………………………………………………………………………

Please note that these insurances should cover any liability incurred by a trainee as a result of his/her duties as an employee.

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Appendix 6

School Direct (salaried) Partnership Agreement 2014-15:

[Please sign and keep a copy for your records]

School Direct Partnership Agreement 2014-15:

Please sign and return a copy of this statement to The University of Chichester (fax to 01243 812127)

We have read, understood and accept the above agreement including the School Charter and are

committed to delivering it in partnership

Name of lead school:

Signed:

Position:

Date:

On behalf of University of Chichester:

Signed:

Position:

Date: