INITIAL TEACHER EDUCATION PARTNERSHIP AGREEMENT (MAINSTREAM/CORE PROVISION)

2016 – 2019The partners detailed, agree to work together to enable the ‘Associate Teachers’ (formerly ‘trainees’) to fully meet the Teachers’ Standards to at least a ‘good’ level, to meet the National College for Teaching and Leadership (ITT) Criteria and to address the criteria within Ofsted’s Initial Teacher Education Inspection Framework.

In signing the Partnership Agreement, Headteachers and University Colleagues are acknowledging the extent of the Partnership set out in the pages 2-16 below, and that they agree with and are signatories to all aspects of the Partnership Agreement including Safeguarding, Health and Safety and Financial aspects.

This agreement is to be signed when a school/academy/setting enters into partnership arrangements with the University of Chester, and they become partners in Initial Teacher Education. This agreement is renewable when amendments are made or in the case of new partnerships, prior to an Associate Teacher's period of training. In the event of a new Headteacher being appointed to a school, it is requested that a new agreement be signed. Either party can withdraw from this agreement by giving notice in writing (usually not less than 4 weeks before the end of the school term for withdrawal from the start of the next term).

Where a school receives an Ofsted inspection result of Grade 3 or below further negotiation will be required to ensure the appropriate level of training is still available for the Associate Teacher or determine whether a temporary suspension of the agreement is more appropriate.

This Partnership Agreement contains this main breakdown of respective responsibilities with reference to the ITT Criteria and three annexes: Annex A which is a more detailed breakdown of key roles and responsibilities; Annex B outlining the financial arrangements for this year; and Annex C, a Health and Safety Check sheet. Please return a signed copy of this front page of the agreement and the completed Health and Safety Check sheet (Annex C). Thank you.

Signed: Signed: Signed:

Headteacher, on behalf of school colleagues and the Chair of Governors

Anna SuttonExecutive Dean of Education

Liz FleetDeputy Dean and Joint Chair of the Partnership QA&E sub-committee

For: For the University of Chester as the accredited Initial Teacher Training Provider(Name & Address of School / Academy)

Background

As of September 2012, Initial Teacher Education (ITE) Partnerships have needed to comply with the new regulations as set out in the national document “Initial Teacher Training (ITT) Criteria” (originally created by the Teaching Agency). This document has been updated several times and most recently in March 2016 by the National College for Teaching and Leadership (NCTL); it is this version that is referenced within this agreement. ITE Partnerships are also expected to comply with guidance issued by the Department for Education (DfE). The Teachers’ Standards introduced in 2012 continue to apply and the Ofsted inspection framework for Initial Teacher Education applies with due reference to the revised handbook dated September 2015.

This document outlines key aspects of the ITE Partnership building on the excellent practice already established by partner schools, colleges and academies working closely with the university, and also takes into account the national changes to documentation and policy.

PGCE (Early Years, Primary and Secondary), BA QTS (Early-Years-Primary and Primary) students ( referred to as ‘Associate Teachers’) meet strict programme entry requirements and partner school colleagues play a significant role in the whole cyclical process of selection, training, assessment and in many instances, future employment of these Associate Teachers.

The University, as the Accredited ITT Provider, the ‘School’ (term used within this agreement to cover Schools and Academies) and the Associate Teacher work together in partnership to provide a high quality personalised programme of Initial Teacher Education in either the Primary, Primary- Early Years or Secondary phase, the spirit of which goes beyond this simple contractual agreement. The University, the School and the Associate Teacher all have clearly defined roles based upon mutual trust and openness. The Partnership Agreement provides a framework and terms of reference, including roles and responsibilities, for those involved in the Partnership. The Partnership Agreement has been drawn up in negotiation with partner colleague representatives and QA Leads from the ITE Partnership.

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SCHOOL SETTING AND PROGRAMME MANAGEMENTThe School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy

Dean, with the support of the ITE Management Groups, will:

Strive for excellence within the ITE Partnership by selecting to be in partnership making a commitment to ensure that the Associate Teacher receives high quality training and learning experiences.

Strive for excellence within the ITE Partnership through selecting to partner with schools which share the commitment to engage in high quality Initial Teacher Education and are suitably equipped/resourced to do so.

Hold a positive report from the latest Ofsted inspection.

Where an Ofsted rating of 3 is held by the school, the school and university should hold additional discussions to ensure the quality of training is still at least good. In such cases, schools should place their ATs with teachers graded at least good and be amenable to ATs spending more time outside of the school for example, observing in other schools/settings identified as having outstanding practice within key areas. Schools should also be amenable to enhanced support and monitoring of provision by the ITE Partnership and additional training for Professional Mentors where this may be appropriate.

Check the school’s Ofsted report information.

Where an Ofsted rating of 3 is held by the school negotiate with the school the additional support/training that may be required for both the Associate Teacher and potentially the Professional Mentor.

Please note the University ITE and CPD teams are keen to support schools in this Ofsted category with their development needs where appropriate.

Inform the University immediately if placed in the ‘Requires Improvement (3)’ or ‘Inadequate (4)’ category.

Liaise with the school which is in receipt of Grade 3 or 4 to ascertain whether or not it is necessary to remove the Associate Teacher. It should be noted that the Associate Teacher may “exceptionally remain in place provided that:

There are no risks to the individual’s training;

There is liaison in regard to increased support, monitoring and revisions to the Weekly Activity Plan.”

Agree the criteria for the selection and de-selection of schools. Ensure criteria have been agreed for the selection and de-selection of schools.

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The School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy Dean, with the support of the ITE Management Groups, will:

Comply with all relevant NCTL ITT criteria. Provide a structure within which provision can be readily and regularly quality assured and compliance with all of the relevant ITT criteria monitored and checked.

Ensure provision complies with NCTL current accreditation criteria, and all current legislation relevant to ITT. (NCTL ITT Criteria: Management & Quality Assurance Criteria C3.3).

Adhere to DBS and Safeguarding legislation, processes and procedures.

Adhere to relevant DBS and Safeguarding legislation, processes and procedures in line with national requirements.

Provide schools with the DBS numbers of Associate Teachers undertaking periods of School-Based Learning within them.

Adhere to all Diversity and Equal Opportunities legislation to ensure an absence of discriminatory practice.

Adhere to all Diversity and Equal Opportunities legislation to ensure an absence of discriminatory practice.

Submit documentation (i.e. reports, claim forms and evaluations) in good time to support smooth operation of the QA and financial management aspects of the partnership.

Ensure the Partnership is financially viable; having detailed systems and procedures for financial management with clear lines of accountability which ensure that best value is secured in the expenditure of funding.

Be compliant with relevant financial reporting and governance requirements.

(NCTL ITT Criteria – Withdrawal of Accreditation Criteria points 1 & 2)

Have due regard to ensuring the privacy and dignity of all children and adults especially in relation to sensitive data about children, young people and colleagues. Facilitate appropriate levels of sharing of pupil information with Associate Teachers to enable them to plan effectively for pupil learning.

Ensure Associate Teachers are aware of their responsibilities under the Code of Conduct and the Faculty’s Ethical Code.

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The School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy Dean, with the support of the ITE Management Groups, will:

Contribute to a partnership agreement which sets out the roles and responsibilities of each partner.

Liaise/consult with school-based partners in drawing up a partnership agreement which sets out the roles and responsibilities of each partner.

Where appropriate, contribute to the production of programme documentation.

Utilise the roles and responsibilities framework which outlines the roles and responsibilities of key personnel including the Associate Teachers themselves.

Liaise with school-based partners to provide documentation which includes information and guidance essential to the smooth running of the programme, and a clear outline of the roles and responsibilities of key personnel.

Liaise with the University Partnership Tutor, QA Lead, Directors of Partnership and/or Programme Leader where necessary and especially in the case of any concerns.

Nominate a colleague from the school to act as a member of the relevant Management Group or agree for Head teacher or Professional Mentor representation on the Management Group to be undertaken by colleagues from other partner schools.

Engage with the Management Group and QA & E sub-committee through reading agendas, minutes and responding to related calls for information, completion of questionnaires, membership of working groups etc.

Contribute accurate and timely data on a regular basis towards the collation of cohort information, management of the partnership and creation of reports.

Liaise to ensure compliance against the ITT Criteria and that Associate Teachers receive their entitlement as trainees.

Liaise with the Professional Mentor, QA Lead and/or Headteacher as appropriate and especially in the case of any concerns.

Provide a Primary/Early Years and Secondary Management Group comprising representative membership including those from school, the University, Associate Teacher cohort and other stakeholders to support effective operation of the ITE programme and to consider improvements to it. (NCTL ITT Criteria : Management & Quality Assurance Criteria C3.1)

Liaise with national bodies with an ITT/ITE remit e.g. NCTL, OfSTED, UCET, DfE.

Collate statistical information about the programme (e.g. progress information and attainment, completion and employment rates etc.), produce reports and where appropriate, provide information to relevant bodies.

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The School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy Dean, with the support of the ITE Management Groups, will:

Ensure compliance with NCTL data requirements, including recording of recruitment position against allocation on at least a regular basis via the Allocations and Recruitment Portal (ARP) or as appropriate per programme.

Ensure accurate and timely reporting of data.

Take responsibility for keeping proper accounting records and the preparation of accounts consistent with NCTL requirements; submit independently audited accounts each year to the NCTL as part of the Audit Grant Reports (AGR).

Play a full part in monitoring Associate Teacher progression and in evaluating all aspects of provision as requested by ITE Administration on behalf of the QA&E sub-committee and the ITE Management Groups.

Ensure all aspects of provision are monitored and evaluated, demonstrating how these contribute to securing improvements in quality.

Liaise fully with the University in matters related to an Associate Teacher’s potential withdrawal from the ITE Programme on the grounds of Professional Suitability.

Ensure Professional Suitability Procedures are in place to consider the behaviour of the Associate Teacher and their possible withdrawal from the programme on the grounds of misconduct, other unprofessional behaviour, including a de facto withdrawal via unexplained absences. Where it is decided that significant misconduct has occurred, the Associate Teacher will be withdrawn from the programme, and the NCTL notified accordingly.

Where an Associate Teacher withdraws him/herself from the programme, through an official request for withdrawal, ensure that clear records are maintained and where appropriate, the NCTL is notified.

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STAFFING AND RESOURCINGThe School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy

Dean, with the support of the ITE Management Groups, will:

Work together with the University to contribute to the selection, training and assessment of Associate Teachers against the Teachers’ Standards ensuring there is no discrimination against applicants and Associate Teachers as set out in the relevant Equality documentation.

Work together with the school to contribute to the selection, training and assessment of Associate Teachers against the Teachers’ Standards ensuring there is no discrimination against applicants and Associate Teachers as set out in the relevant Equality documentation.

Provide appropriate resources and support within the agreed funding including the use of key documents and software.

Fulfil the agreed resourcing arrangements with schools.

In Secondary schools appoint and support an appropriately experienced member of staff as a Professional Mentor, together with a further colleague appointed as Subject Mentor in the subject department in which the Associate Teacher is placed.

Identify a University Tutor in the subject area in which the Associate Teacher is training (Secondary) and provide induction training and development sessions for University tutors where necessary.

In Primary schools appoint and support an appropriately experienced member of staff as Professional Mentor, together with a further colleague as Class Teacher Mentor – normally the teacher of the class where the Associate Teacher is based.

Provide the University with a completed ‘Mentor Profile’ document for each of the key staff involved in ITE.

Identify experienced University Tutors for Primary Associate Teachers and provide induction training and development sessions for University Tutors where necessary.

Collate a bank of information related to Mentor’s areas of experience and expertise and details of training undertaken.

Provide the opportunity for the Associate Teacher to work with a range of well qualified and experienced school staff members who have the necessary level of skill in classroom observation and in judgement of an Associate Teacher's performance against the Teachers’ Standards.

Provide nominated, well qualified and experienced University staff members who have the necessary level of subject expertise and skill in classroom observation and in judgement of an Associate Teacher's performance against the Teachers’ Standards.

Promote access to research expertise within the University.

Provide opportunities for the Associate Teacher to access the school’s resources to support their teaching and professional development activity.

Provide appropriate access to University learning resources, Associate Teacher support and Careers facilities as well as e-learning opportunities.

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Enable the Professional/Subject Mentor to participate in induction and mentor training offered within the Partnership.

Provide Link Tutor support in the first instance to ensure mentor roles are understood. Beyond this provide Mentor training sessions to cover areas such as coaching and mentoring and subject and phase specific mentoring. Provide opportunities for subject groups to meet and share and develop good practice.

Provide support for individual Associate Teachers from the University Tutor or where appropriate the Programme Leader.

Ensure the Associate Teacher gains sufficient breadth and variety of teaching experience with due regard to the age-phases (and those before and after) for which (s)he is training to teach.

Enable Associate Teachers to observe excellent practice across the school (for example in Behaviour, EAL, SEND and curriculum areas) and work with other agencies within and beyond the school where appropriate to support the Weekly Activity Plan.

Ensure that QA measures are in place to monitor provision.

Monitor training activity across the ITE programmes.

Host additional Associate Teachers, if requested and feasible. Monitor the Associate Teachers' training and learning experiences across placements.

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‘ASSOCIATE TEACHER’ RECRUITMENT AND INDUCTIONThe School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy

Dean, with the support of the ITE Management Groups, will:

Support recruitment of Associate Teachers who have:

1. Achieved a minimum grade C equivalent in English and mathematics, and for those teaching pupils 3-11, a Grade C equivalent in a science subject.

2. A first degree from a UK University (or equivalent)

3. Taken part in a rigorous selection process, designed to assess their suitability to teach.

4. Passed the professional skills tests prior to entry.

Ensure that Associate Teachers recruited by the partnership satisfy criteria in the left hand column.

(ITT Criteria: Entry Criteria C1.1, C1.2, C1.3 and C1.4)

Ensure that Associate Teachers are eligible to study/work in England.

Undertake additional checks as required for those with overseas qualifications.

Regulate the volume of Associate Teachers in accordance with the NCTL allocation of Associate Teacher numbers. (NCTL ITT Criteria: Withdrawal of Accreditation Criteria point 4)

Adhere to DBS and Safeguarding legislation, processes and procedures.

Adhere to relevant DBS and Safeguarding legislation, processes and procedures in line with national requirements.

Provide schools with the DBS numbers of Associate Teachers undertaking periods of School-Based Learning within them.

Ensure Associate Teachers are provided with a planned programme of induction, including Safeguarding/Child Protection, e-safety, Health and Safety.

Make clear to partner schools and ATs that within their first days within the school the ATs should be inducted into Safeguarding/Child Protection, e-safety, Health and Safety matters.

Allow and encourage access to early training specifically related to Safeguarding and related policy and practice.

Provide (Safeguarding) related training for Associate Teachers early in the programme.

Consider the initial professional and subject needs of the Associate Teacher through an early meeting during the induction period and link this to subsequent target setting, subject and curriculum audits and training plans.

Facilitate and monitor the initial needs assessment with the Professional Mentor and the Associate Teacher.

Liaise with the University Tutor and Programme Leader where necessary in relation to induction matters and the training programme.

Liaise with the Professional Mentor where appropriate in relation to induction matters and the training programme.

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The School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy Dean, with the support of the ITE Management Groups, will:

Contribute to recruitment and selection of prospective Associate Teachers.

Ensure members of Partnership schools are fully involved in the selection and recruitment of Associate Teachers.

ARRANGEMENTS FOR TRAININGThe School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy

Dean, with the support of the ITE Management Groups, will:

Provide a programme of training in school which will enable Associate Teachers to meet the Teachers’ Standards across the age-range of training.

(NCTL ITT Criteria, Training Criteria C2.1 (a))

Provide training within at least one age ranges selected from the following, in negotiation with the University:

3-11 Primary

Ages 3-5 (Foundation Stage) Ages 5-7 (School years 1-2) Ages 7-9 (School years 3-4) Ages 9-11 (School years 5-6)

11-19 Secondary

Ages 11-14 (School years 7-9) Ages 14-16 (School years 10-11) Ages 16-19 (School years 12-13)

Advise schools on the structure of programmes and the content of Weekly Activity Plans which will allow Associate Teachers to meet and where appropriate to exceed the Teachers’ Standards. (Please note Ofsted require ‘Outstanding’ and ‘Good’ providers to ensure all Associate Teachers exceed the Teachers’ Standards by the end of their ITE programmes, i.e. be graded at least ‘Good’).

(NCTL ITT Criteria, Training Criteria C2.1 (b) and Ofsted ITE Framework)

Liaise with Associate Teachers and schools regarding training in specific age ranges.

Provide centre-based training in a number of key areas.

Ensure that the programme of training provided by the University and its Partnership Schools will prepare Associate Teachers to teach across two or more consecutive age-ranges.

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The School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy Dean, with the support of the ITE Management Groups, will:

Engage Associate Teachers with the expectations, curricular, strategies and teaching arrangements in the age ranges immediately before and after the ones they are trained to teach.

(NCTL ITT Criteria, Training Criteria C2.2 and ITT Criteria Supporting Advice)

Engage Associate Teachers with the expectations, curricula, strategies and teaching arrangements of the age-ranges immediately before and after the ones they are trained to teach

Check age-phase requirements are met prior to recommendation for the award of QTS.

(NCTL ITT Criteria, Training Criteria C2.2 and ITT Criteria Supporting Advice)

Lead, with the support of the University tutor in the development and delivery of the personalised training and development for each Associate Teacher.

Ensure clear expectations are set for the Associate Teacher and clarify how the school will support development and training.

Ensure high quality subject training is provided for all ATs (e.g. at primary level this includes focused support and training across the curriculum and in regard to subject knowledge)

Support the development of individual’s personal development and monitor the use of the Personal Development Plan ensuring that the needs of each Associate Teacher are addressed.

Liaise with the school in cases where the Associate Teacher requires access to additional training where this cannot be provided by the school.

Provide focused support for the Associate Teacher and/or enable the AT to attend additional training sessions in the University where a need has been identified.

Provide additional support sessions to meet identified AT needs where it is not possible to meet these within the school context.

Provide access to and support Associate Teachers in the teaching and use of ICT in the classroom.

Identify areas for development within the Associate Teacher’s ICT capabilities where necessary and include full use of University facilities.

Share school ICT policy with Associate Teacher, including e-safety. Share University ICT policy with Associate Teacher, including e-safety.

Ensure Associate Teachers are involved in school-based in-service training, CPD and staff meetings.

Provide Bachelor or Masters’ level modules for Associate Teachers as appropriate. Professional, Subject and Class teacher Mentors are encouraged to pursue Masters’ level modules at the University.

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The School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy Dean, with the support of the ITE Management Groups, will:

Ensure that the allocated time period is spent in school, and that the timetable is appropriate for the stage of the programme as indicated in the handbook with sufficient time allowed for preparation and the pursuit of professional development activities as appropriate.

(NCTL ITT Criteria, Training Criteria, C2.3)

In the case of an overseas student, weekly confirmation of the Associate Teacher’s attendance is schools must be supplied to the University in order that the policy requirements on Tier 4 Monitoring are met.

Collate Associate Teacher attendance records from the school.

(NCTL ITT Criteria, Training Criteria, C2.3)

In the case of an overseas student, weekly confirmation of the Associate Teacher’s attendance is schools must be supplied to the University in order that the policy requirements on Tier 4 Monitoring are met.

Ensure that the AT’s timetable is designed to support progression and provide sufficient non-contact and study time alongside the training days. Ensure by the end of the Programme, the teaching timetable is no more than (usually) 80% of the teaching duties normally required of a full time teacher.

Provide guidance on the use of time for lesson preparation, self-study, non-contact time and training time.

Take account of teaching skills gained in other settings and build on these through the target setting process.

(NCTL ITT Criteria, Training Criteria, C2.4)

Ensure that all Associate Teachers teach in at least two schools.

(NCTL ITT Criteria, Training Criteria, C2.4)

Where appropriate, make arrangements with the Associate Teacher to spend time in the age stages immediately before and after the main training age stages.

Monitor, with the support of the Link Tutors and QA Leads, the age stage training experiences of the Associate Teachers.

Support training activity in its widest sense as is appropriate. This can include centre-based sessions, focused visits to other schools, focused observations within the school followed by discussion with teaching colleagues, meetings with Professional Mentors etc.

Offer and support a wide range of training activities for Associate Teachers.

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ASSESSMENT AND MONITORINGThe School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy

Dean, with the support of the ITE Management Groups, will:

Plan and hold regular (weekly) meetings with Associate Teachers to discuss professional matters, training areas and opportunities, and to undertake target setting and review. Complete the appropriate sections of the Weekly Review and ensure the Weekly Activity Plan is completed by the AT.

Monitor, via the Link Tutor or QA Lead as appropriate, the training and development opportunities provided for the Associate Teacher as documented within the Weekly Reviews, the Weekly Activity Plans and the subject audits making recommendations or offering guidance where appropriate.

Ensure regular (at least weekly) observations of the Associate Teacher's practical teaching are undertaken with verbal and written feedback provided using agreed criteria, identifying and noting priorities for development to support weekly target setting. Focus on providing high quality feedback which enables the AT to make good progress.

Undertake joint observations with the Professional Mentor, Subject Mentor and/or Class teacher as appropriate at intervals during the programme and using the agreed criteria. Focus on supporting mentors to provide high quality feedback which enables the AT to make good progress.

Review the Associate Teacher's logging and justification of his/her evidence base against the Teachers’ Standards at regular intervals to ensure tasks, activities and assignments are completed and progress against the Teachers’ Standards is good.

Review the Associate Teacher's logging and justification of his/her evidence base against the Teachers’ Standards at regular intervals to ensure tasks, activities and assignments are completed and progress against the Teachers’ Standards is good.

Ensure the Review Meetings are undertaken at the times agreed within the Partnership and complete the appropriate Review Form with the AT and in negotiation with the Link Tutor. Forward paperwork to the Office.

Support the process of assessment at the key Review Points through triangulation of views (Mentor, AT and Link Tutor).

Be aware that in the case of acceptable reasons being provided; an Associate Teacher might reasonably be allowed to defer their training in accordance with University regulations.

Follow the University regulations to support an Associate Teacher who has good reason to defer his/her placement/programme. Note that this is not appropriate where an Associate Teacher is simply not meeting the expected levels.

Inform the Programme Leader, QA Lead and Director of Partnerships (normally via the Administration Office) of any professional misconduct or offences committed during the period in school as soon as this occurs.

Consult the University Compliance Officer and/or Proctor who will advise as necessary on any issues that arise.

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The School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy Dean, with the support of the ITE Management Groups, will:

Fully liaise with the University when there are concerns regarding the continuance of an Associate Teacher on the Programme and ensure that the Cause for Concern procedures are followed.

Fully inform the school of any concern regarding the continuance of an Associate Teacher on the Programme.

Implement and monitor the Cause for Concern procedures.

Consult with the University when considering withdrawal of an Associate Teacher's placement (please note this is only usually done in extreme cases, and when other procedures have been followed).

In cases where an Associate Teacher’s place is likely to be withdrawn, provide both the Associate Teacher and the school with appropriate support and guidance.

Support internal and external moderation visits by colleagues scrutinising the Partnership.

Ensure rigorous internal and external moderation procedures are in place to assure the reliability, accuracy and consistency of assessments of Associate Teachers against the Teachers’ Standards; facilitate impartial scrutiny of the Partnership and of the Associate Teachers’ performance against the Teachers’ Standards.

Enable the Professional Mentor to visit another school for moderation purposes in relation to the assessment of Associate Teachers where this is requested.

Facilitate cross moderation during periods of school-based training/learning.

Support the completion of the Career Entry Profile and provide a reference for final placement Associate Teachers.

Support and sign the completed Career Entry Profile and provide a reference.

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Partnership Monitoring and EnhancementThe School, with the support of the Link tutor and QA Lead, will: The Directors of Partnership, Programme teams and the Deputy

Dean, with the support of the ITE Management Groups, will:

Engage with partnership QA procedures, by contributing to the evaluation and subsequent revision/modification of the training process.

Monitor and evaluate the quality of the training programme and Quality Assurance procedures. . (NCTL ITT Criteria: Management & Quality Assurance C3.4)

Provide ample and timely opportunities for regular evaluation of aspects of the programme including also a mid-Programme Review and an end of programme exit survey.

Will recognise the significance of its own contribution to securing an Ofsted grade of ‘Outstanding’ for the ITE Partnership.

Continue to strive to be an Outstanding provider.

Receive and review recommendations from the ITE Management Group /Partnership QA&E sub-committee regarding Partnership improvements.

Consider how best to implement improvements within the context and provide feedback on this as requested.

Demonstrate how the QA measures in place contribute to securing improvements in the quality of training and the assessment of Associate Teachers. (NCTL ITT Criteria: Management & Quality Assurance C3.4)

Produce and circulate related information to all partners.

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CRITERIA FOR THE SELECTION OF SCHOOLS CRITERIA FOR THE DE-SELECTION OF A SCHOOL

Schools/settings identified as satisfying the required criteria for selection will be invited join the Partnership.

Indicators of a high quality training environment will include:

A positive, recent Ofsted report; Adherence to DBS and Safeguarding legislation, processes and

procedures; Adherence to all Diversity and Equal Opportunities legislation

(Equality Act 2010) to ensure an absence of discriminatory practice; Adherence to Ethical Codes of practice with regard to ensuring the

privacy and dignity of all children and adults; facilitating appropriate levels of sharing of pupil information with Associate Teachers to enable them to plan effectively for pupil learning;

Provision of a professional training/learning environment where Associate Teachers are accepted as professional colleagues;

A clear commitment to a partnership with the University of Chester in training teachers;

Clear internal Quality Assurance systems to manage the period of training and meet the requirements of the Partnership Programme;

Compliance with the assessment procedures for the period of training appropriate to the Associate Teacher’s stage of development and individual needs;

An experienced teacher in the Professional Mentor role to effectively manage the AT’s training entitlement in the school/setting;

An induction handbook and a planned programme of induction, to include Safeguarding/Child Protection, e-safety, Health and Safety;

Effective role models who are willing to share their expertise; A strategic approach across the year, to the capacity of the school to

provide effective training opportunities for Associate Teachers; A commitment to ensure staff attend appropriate Mentor training and

Partnership meetings/briefings

The Faculty Management Group in liaison with Headteacher representatives from the Partnership/QA&E sub-committee will make a formal notification to the school.

De-selection will occur in the event of a school/setting:

Receiving an unsatisfactory Ofsted report and failing to respond constructively with University colleagues to consider the training needs of the individual Associate Teachers;

Not adhering to practices/legislation, with respect to Safeguarding/Child Protection, Diversity and Equal Opportunities (Equality Act 2010);

Failing to provide Associate Teachers with opportunities to fulfil the requirements of the period of training and of NCTL ITT Criteria;

Being inhospitable to Associate Teachers or Partnership staff; Failing, despite additional support, to provide Associate Teachers with

an appropriately experienced teacher in the Professional Mentor role to effectively manage the AT’s training entitlement;

Failing to comply with the assessment procedures for the period of training.

PROCEDURES FOR A SCHOOL WISHING TO WITHDRAW FROM PARTNERSHIP

The Headteacher will complete the withdrawal proforma, identifying the reason for withdrawal and the proposed duration and forward a signed copy to the Director of Partnerships (via the Partnership Administrator) no less than four working weeks before the Associate Teachers are due to begin School-based Training;

The Director of Partnerships, on receipt of the proforma, will confirm the school’s request for withdrawal by telephone;

The Director of Partnerships will ensure that University records are updated, that the proforma is signed, a copy of the original is signed and a copy is sent back to the school.

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