ba (hons) early childhood studies placement handbook 2015-2016 (hons) early... · placement...
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BA (Hons) EARLY CHILDHOOD STUDIES
Placement Handbook 2015-2016
Important Information:
1. Expected hours of placement: 8.30am -
4.30pm.
2. Attendance must be signed daily.
3. Complete mid-point review with your
student in February
4. Complete placement report in March/April.
5. Sign placement tasks when appropriate.
6. Any queries please contact the
Partnerships Team on 0114 225 5990.
All the forms to complete are at the back of this handbook
It is expected that students come prepared each week with tasks to complete
and information on which modules they are studying. They can fail the year if
they do not get their placement attendance signed daily. If you feel as an
advisor that the student is not prepared each week then please contact the lead
tutor on placement by email: [email protected]
Students at Level 5 completing the optional module 'Practitioner Option' (Level 3 equivalent) will receive a visit from an assigned tutor. You will be contacted nearer the time by the individual tutor concerned so that timing of the visit is mutually convenient. Level 4 students will now be working towards EYE as part of the degree and Practitioner Option will no longer continue.
Thank you for agreeing to provide a placement for one of our Early Childhood Studies students. Placement in a variety of settings provides opportunities for students to gain experience in a specific context, begin to make connections between theory and practice, and begin to develop an understanding of the workplace. We request that students are not counted in ratios wherever possible as whilst some are qualified at Level 3, others are still new to working with young children. We hope that you have a very successful placement and find that our students behave professionally at all times.
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Contents
INTRODUCTION ....................................................................................................................... 2
What to do if there is a problem ............................................................................ 2
Placement Calendar ............................................................................................. 4
Course Design and Structure ................................................................................ 5
PLACEMENT AIMS ................................................................................................................... 7 ROLES AND RESPONSIBILITIES ............................................................................................ 8
Advisers ................................................................................................................ 8
Sheffield Hallam University ................................................................................... 9
Student ................................................................................................................. 9
Student Placement Portal ................................................................................................... 10 Forms to complete .............................................................................................. 11
Mid-point review and final placement report .................................................................... 11 Cause for Concern Procedure.......................................................................................... 11
STUDENT SECTION ............................................................................................................... 12
Student Preparation for the Placement ............................................................... 12
Code of Practice for Students on Placement ....................................................... 12
Child Protection Procedures on Placement ......................................................... 13
Ethical Issues for Students Completing Work-Based Assessment ...................... 15
APPENDICES .......................................................................................................................... 16 APPENDIX 1: ECS Placement Profile (Level 4) .................................................. 17
APPENDIX 2: Placement Target Sheet (Level 4) ................................................ 18
APPENDIX 3: Daily Attendance Sheet (Level 4, 5, 6) ......................................... 19
APPENDIX 4: Daily Attendance Sheet (Level 4, 5, 6) ......................................... 20
APPENDIX 5: Early Childhood Studies Mid-point Placement Review ................. 21
APPENDIX 6: Final Placement Report ................................................................ 22
APPENDIX 7: Cause for Concern Form .............................................................. 25
APPENDIX 8: Disclosure and Barring Process (DBS) ........................................ 26
APPENDIX 9: Placement Information Sheet ....................................................... 29
APPENDIX 10: Travel Policy .............................................................................. 30
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INTRODUCTION
Focus of the placement The 'placement tasks' booklet gives you details about the specific modules for each year group and the kinds of support that students may require in order to complete tasks. More specific details about individual module aims and assessments can be found in the Module Handbooks that students receive at the beginning of the module. Please ask students if you would like to see these. Advisor responsibilities (paperwork) You are requested to facilitate suitable practical tasks (with children) for the student to undertake.
Your student will carry an attendance record which you are asked to verify and sign daily. (Appendix 3, page 24)
At the start of the placement the students will ask you to sign their Placement Target sheet (Appendix 2, page 22). Suggested dates are at the top of each sheet.
You will be asked to complete a brief one page Mid-point Review (Appendix 5, page 25) and a final Placement Report (Appendix 6, page 26).
What to do if there is a problem
Cause for Concern (C4C) This form can be used to support a student's professional practice as well as to raise specific issues.
If at any point, you have any concerns regarding your students, then please complete a C4C Form e.g. poor attendance, issues with time keeping (Appendix 7, page 29) and send it immediately to the Employability and Partnerships Team. You will be contacted by the University to offer advice and support.
If you are unsure if the situation requires a C4C, please contact the University and we will be happy to offer guidance. In many cases it is necessary to have the paperwork so that tutors can take action to support the setting and/or student. The Cause for Concern form can be found on the Placement Portal.
Student Attendance It is the responsibility of the student to ensure that they attend regularly and fulfil the hours of attendance required by each module. Expected hours are 8.30am-4.30pm. If you prefer to send your student home earlier then please could you verify this on their attendance sheet?
Should a student be unable to attend placement s/he is expected to:
a) contact the placement as soon as possible and b) contact the Employability and Partnership Team and c) SHU placement lead tutor (Philippa Thompson) by email
If you do not receive a telephone call or notice in some way of student absence please contact the Employability and Partnerships Team immediately.
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Key Contacts For queries regarding placements contact the Employability and Partnerships Team.
Employability and Partnerships Team
Tel: 0114 225 5990 Email: [email protected]
Sheffield Hallam University Institute of Education Department of Education, Childhood & Inclusion Charles Street Building, Room 12.1.05 Charles Street Sheffield S1 1WB
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Placement Calendar
Early Childhood Studies L4 / Y1
(Age 0-5)
Early Childhood Studies L5 / Y2
(Age 0-7)
Early Childhood Studies L6 / Y3
(Age 0-7)
w/c date
M T W T F M T W T F M T W T F w/c date
29-Aug 29-Aug
05-Sep 05-Sep
12-Sep 12-Sep
19-Sep 19-Sep
26-Sep 26-Sep
03-Oct 03-Oct
10-Oct 10-Oct
17-Oct 17-Oct
24-Oct Half Term Half Term Half Term 24-Oct
31-Oct 31-Oct
07-Nov 07-Nov
14-Nov 14-Nov
21-Nov 21-Nov
28-Nov 28-Nov
05-Dec 05-Dec
12-Dec 12-Dec
19-Dec Christmas Holiday Christmas Holiday Christmas Holiday
19-Dec
26-Dec 26-Dec
02-Jan 02-Jan
09-Jan 09-Jan
16-Jan 16-Jan
23-Jan 23-Jan
30-Jan 30-Jan
06-Feb 06-Feb
13-Feb 13-Feb
20-Feb 20-Feb
27-Feb 27-Feb
06-Mar 06-Mar
13-Mar 13-Mar
20-Mar 20-Mar
27-Mar 27-Mar
03-Apr Notts Notts Notts 03-Apr
10-Apr Easter Holiday (most areas)
Easter Holiday (most areas)
Easter Holiday (most areas)
10-Apr
17-Apr 17-Apr
24-Apr 24-Apr
01-May 01-May
08-May 08-May
15-May 15-May
22-May 22-May
29-May Half Term Half Term Half Term 29-May
05-Jun 05-Jun
12-Jun 12-Jun
19-Jun 19-Jun
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Course Design and Structure The proposed structure of the course is designed to ensure that all students gain knowledge and understanding of key aspects of multi-disciplinary approaches to working with children and families. Elective modules at every level enable students to follow a line of particular interest in relation to children and childhood. Work based placements are part of the course at each level and take place in settings appropriate to the degree. Placement experiences are assessed through modules to enhance understanding and make links between theory and practice. There is a high quality and structured approach to these aspects of learning. Credit value
20 20 20 20 20 20
Level 4
Mandatory Becoming an Enquiring Learner
Mandatory Children's
Development P
Mandatory The Family Context of Childhood
Mandatory Promoting Health and Protecting Children
Mandatory Early Childhood Education
P
Mandatory Education Policy and Practice 0-8
Level 5
Mandatory Safeguarding and Promoting Wellbeing
Mandatory Pedagogy of Play P
Elective Mandatory Children's Health
P
Mandatory Becoming a Critically Reflective Learner
Elective
Level 6
Mandatory Research project
P
Mandatory Leadership in Early years Contexts
P
Elective
Mandatory Research project
P
Mandatory Participation in the Early Years
Elective
Where P is included above, this means a placement is an integral part of the module and assessment strategy. Placements are 28 days at levels 4 and 5 and 22 days at Level 6 as detailed in the placement handbook. Where a module directly draws on the placement experience students will be required to make links and/or reflect on the theory-practice continuum. In addition, other modules will draw on placement experience as part of their delivery to support the development of reflective practice. At each level placement attendance is monitored as a course requirement with pass/fail. Students submit attendance records each year which also contribute to references when moving on to employment or post graduate courses
Electives Electives are an integral part of the student learning experience. For graduates with a child-related degree there are varied pathways that can be pursued. The elective modules are designed to develop student knowledge and understanding of relevant academic issues and allow students to experience and pursue areas of individual interest. The elective modules are designed to enable students to pursue strands of academic interest (e.g. education; social care; special educational needs and disability) that will assist them to develop relevant knowledge and employability skills that will support their transition from university.
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Possible elective choices:
Level 5 – choose two
Level 6 – choose one
Children’s Insider Perspectives of Disability
International Perspectives
Theories of autism: understanding the learning and thinking styles associated with autism
Understanding Looked After Children
Perspectives on Children’s well-being
International Perspectives on Childhood
Forest schools
Children, Autism and Behaving Badly
Children and young people with medical needs
Therapeutic Approaches with Children and Young People
Listening to Children in Social and Legal Contexts
Outdoor Environments for Play and Learning
Childhood and Loss
Youth Justice
Comparative Childhoods
Being Creative
Working with Emotional Intelligence
Childhood and the Arts
Emotional Intelligence
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PLACEMENT AIMS
Early Childhood Studies
During their placement experience, students should have the opportunity: To observe and learn from effective models of practice
To gain practical competencies in working with children and families
To relate the theoretical aspects of their studies to practical work experience e.g.
gain an understanding of the role of play in early childhood development
To critically reflect on their placement experience
To develop knowledge and understanding of the range of services available to young children and their families
To develop the research skills required to undertake a small-scale research
project (Level 6 dissertation)
To gather the portfolio evidence required to achieve the Early Childhood Studies degree with Practitioner Option. If students are undertaking the Practitioner Option they will have additional information.
During the placement, students will be expected to complete tasks set by module tutors. These tasks are designed to enable students to link theory into practice and it is vital that they have the opportunity to complete them. The tasks are in a separate booklet that students are expected to bring each day and can ask their adviser to sign off when they feel this is appropriate.
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ROLES AND RESPONSIBILITIES
Advisers
The adviser will usually be a member of staff with substantial contact with and responsibility in relation to the children, their families and other adults within the setting. The placement adviser’s role is: To ensure the student’s preparation for the placement is sound and that
his/her initial targets are reasonable and achievable
To introduce the student to the placement and ensure that the student has been briefed about the work he/she is expected to undertake
Ensure that the student has access to policies, procedures, planning and
other documents he/she may need Ensure that the student has a high level of contact time with the children
and/or their families Meet regularly with the student to review student progress, discuss strengths
and weaknesses, and set new targets as appropriate Give the student encouragement and guidance but also alert them promptly
to any serious concerns Contact the Employability and Partnerships Team (Tel 0114 225 5990), for
access to support if there are concerns about the student’s progress or conduct
Complete a short placement report at a first review point half-way through the
placement in discussion with the student Complete a final placement report towards the end of the placement in
discussion with the student. One copy of the report is to be given to the student.
Verify evidence statements for the assessed portfolios of students working
towards Practitioner Option (a level 3 equivalent professional qualification).
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Sheffield Hallam University
The Placement Co-ordinator and the Employability and Partnerships Team have responsibility for:
Arranging or collaborating with students in the arrangement of placements in early years settings
Ensuring that placements have the documentation they need in order
to effectively support students Monitoring the quality of early years placements
Preparing students for their placements and supporting them in setting
appropriate placement targets
Monitoring each student’s progress towards targets and providing feedback through tutorials and assessment reports.
Offering support to students and placement advisers in response to
any issues arising from a placement Developing new and varied placements across a range of education,
health and social care settings
Student
In preparation for and during the placement the student will:
Plan individualised targets for the placement. Take responsibility for their own learning and development of workplace
competencies. Observe and acquaint herself/himself with the organisation and day to day
routines of the placement as well as its codes of practice.
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Develop sound professional relationships with the placement adviser and other staff.
Develop sound professional relationships with children and their families.
Attend the placement on specified days and negotiate appropriate starting
and finishing times as well as appropriate time to complete set tasks with the placement adviser e.g. time to undertake observations.
Undertake placement tasks related to academic study.
Undertake any independent planning in consultation with the placement
advisor. At the end of each day, ensure familiarity with the planning for the following
day, so that all necessary resources are prepared and available wherever possible.
Seek clearance from the placement manager and/or adviser to be absent
from any part of the working day. Inform the placement and the University in plenty of time prior to the start of
the day in case of illness, unavoidable or unforeseen absence (Employability and Partnerships Team 0114 225 5990 and Placement Co-ordinator).
Discuss the mid-point and end of year placement reports with the placement
advisers and ensure that these reports are included in assessed portfolios and a Progress File (PDP) where appropriate.
Gather evidence of employability, practice and research skills as appropriate
by using the placement tasks booklet on a daily basis. This should be
discussed with the placement adviser as part of the work based learning
experience.
Student Placement Portal All students will receive login details for the Placement portal: https://placements-student.shu.ac.uk/login/ If you have problems accessing the Portal please email us at [email protected] letting us know your name, student number and course. The Placement Portal will give you details of your placement, your placement supervisor and access to electronic versions of all of the relevant documentation. It is important that you keep 'My Student Record' up-to-date as this information feeds directly into the portal.
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ADVISER SECTION
Forms to complete
Mid-point review and final placement report
Complete a Mid-point review (Appendix 5). The report records the discussion surrounding progress and targets for development. The report should be complete on or around the suggested dates below. The discussion with advisers is a particularly useful part of the placement for students. The Mid-point review can support students in planning for the development of professional skills during the second part of the placement. Complete a final placement report (Appendix 6) towards the end of the placement, again in discussion with the student. One copy of the report is to be given to the student who will submit the original and a copy in their assignment (in order for payment to be released). Please note that the report should be completed before the student leaves the placement.
Mid-point review dates
Level 4 (Year 1): week beginning 13 February 2017 Level 5 (Year 2): week beginning 13 February 2017 Level 6 (Year 3): research project update led by the student
Cause for Concern Procedure
A Cause for Concern form (Appendix 7) is to be used to advise both the student and the University if there are difficulties with the placement. It covers areas such as the professional behaviour of students, ability to complete tasks and communication. The form should be completed by the placement adviser (with the student) identifying the problem areas and proposed action to remedy the problems. The Cause for Concern form is not however only for serious problems. It can and should be used in a variety of contexts. For instance, if a placement advisor feels that an otherwise good student is experiencing difficulties in one area of his/her placement she can raise a Cause for Concern form. This ensures that students are made aware of a problem area and given an opportunity to put it right. Placement advisers should ensure that their comments on the Cause for Concern form reflect the severity of the difficulty. You should feel confident to contact the Employability and Partnerships Team on 0114 225 5990 if you wish to discuss this before completion. Upon receipt of the form, the relevant academic placement tutor will be advised and appropriate action will be taken.
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STUDENT SECTION
Student Preparation for the Placement
Students should make contact with the placement at least a week before the start of the placement. In some cases the placement adviser will request an initial visit by the student before the start of the placement. A small number of placements may interview students before making a placement offer. The student should be very clear about the opportunities for learning and growth presented by the placement and clear about what they intend to gain from the placement experience. They should be clear about the placement tasks that are a key part of the Early Childhood Studies Course. In preparing for the placement, it is useful for the student to ask themselves the following questions:
What initial targets do I want to set myself in order to establish firm foundations for the placement experience ahead?
In what ways can I contribute fully and enthusiastically to the
established team within the placement? How can I manage the tasks expected of me without imposing upon the
staff within the placement?
Students must complete the Placement Target Sheet (Appendix 2) before the start of the placement. A copy should be given to the placement adviser and a copy, signed by the placement supervisor, should be kept in the student's portfolio. Students are also expected to have their attendance sheet signed on a daily basis. The Placement Target Sheet (Appendix 2) and Daily Attendance (Appendix 3) Sheet are at the back of the Placement Handbook.
Code of Practice for Students on Placement
Whilst on placement, students are still members of the University and the Sheffield Hallam University Code of Conduct, Disciplinary Procedures and Equal Opportunities Policy of the University still apply (see Student Handbook). This code of practice has been written to help ECS students to act professionally during placements with an early years focus. There are certain points of conduct to observe and information for students to acquaint themselves with as soon as possible so that the placement runs smoothly and enjoyably. The student needs to find out about the legal requirements and placement procedures relating to such events as accidents and outdoor play. The student must endeavour to adhere very closely to the usual placement routines for discipline and management. A deviation from regular routines such as an unplanned rearrangement of furniture can unsettle the children and may be interpreted by staff as discourteous. It is important to follow routines closely and ensure that any changes are introduced slowly, and then only in consultation with placement staff.
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Child Protection Procedures on Placement It is very important that students ensure that they are prepared for the possibility of encountering suspected child abuse while on placement through attendance on relevant modules/induction events and by reading the Placement Handbook. Students need to take the following steps to prepare themselves for this eventuality:
make sure you have seen or obtained a copy of the setting child protection procedures during your placement induction
identify the Child Protection Officer in the setting
discuss what is expected of you in this situation with your supervisor during your placement induction
Child protections concerns may involve a student in a number of ways:
a child may disclose abuse to you
you may become concerned about a child's appearance or behaviour
you may become aware of injuries that may be consistent with abuse
another individual (child, parent, practitioner) may share concerns about a child with you
your are concerned about an adult's behaviour towards a child where you have witnessed one or more interactions between the adult and child
Students are not expected to investigate in respect of possible child abuse. If you become concerned about a child your most usual course of action will be to:
share your concerns with your placement supervisor
make a confidential record of your concerns
Your supervisor should then make contact with the setting Child Protection Officer and you should discuss your concerns with them and give them your written record. The Child Protection Officer should take steps to safeguard the child in line with the setting's child protection procedures. In some circumstances, it may be appropriate to share your concerns directly with the Child Protection Officer if your supervisor is not available or the incident involves an adult in the setting. It is very important that you do not share information about your concerns with others in the setting or outside the setting and that you maintain strict confidentiality at all times. However, in some circumstances students may feel unsure of their role or distressed by their contact with potential child abuse. In these circumstances you may wish to discuss issues with or seek advice from your Placement Coordinator or a member of the Partnership team. This discussion should take place confidentially. There are some situations which you may feel you cannot report to the placement supervisor or where this course of action is not successful such as:
where the behaviour of a member of staff in the setting is part of the cause for
concern and this member of staff is involved with the students' placement
where the placement supervisor does not accept that the concerns are valid
and does not pass these on to the Child Protection Officer in the setting
where the issue is about the quality and safety of setting procedures and
practices, which impact on a child's/children's wellbeing
In these cases or other similar cases, you should seek advice from the Placement Coordinator or a member of the Partnership team.
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Child Protection on Placement
Procedures
Student has
concerns about
a child
Student feels unable to raise
concern with placement
supervisor (see guidelines)
OR concern not dealt with
Raises
concern with
placement
supervision
Concern dealt
with through
setting
procedures
Discusses with placement co-
ordinator or Employability
and Partnerships Team
Student reports
concerns to
setting after
discussion (with
support)
Placement Co-ordinator/
Employability and
Partnerships Team seek
advice from Child
Protection adviser
CP Advisor
supports
discussion
with setting
CP advisor
discussed with
external child
protection
agencies
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Ethical Issues for Students Completing Work-Based Assessment During your placement you may be expected to complete placement tasks possibly relating to or involving children, practitioners, parents and other professionals. It is important to make sure that you complete these tasks with reference to any ethical issues which may arise. These include:
ensuring that you have appropriate, informed permission to gather and/or use
any information about any individual or group
ensuring that you keep confidential all identifying information in respect of
individuals, settings and communities by making any identifying features
anonymous
only sharing data with your tutor and placement adviser and any other
relevant individuals
ensuring that any activities to gather data do not distress or harm any
individual or group
sharing your outcomes as appropriate
In order to make sure you have addressed ethical issues you will need to:
read any ethical guidelines which accompany your assignment tasks
ask your tutor for advice on ethical issues relating to the task if you are
unsure
take advice from your placement adviser about how to organise any data-
gathering in a sensitive manner
make sure all relevant permissions have been given before tasks are
attempted
check all written work to make sure names and other identifying features have
been made anonymous
If you are unsure about any aspect of this, ask advice from your module tutor or placement adviser.
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APPENDICES
APPENDIX 1: ECS Placement Profile (Level 4) APPENDIX 2: Placement Target Sheet (Level 4) APPENDIX 3: Daily Attendance Sheet (Level 4, 5, 6) APPENDIX 4: Daily Attendance Sheet (Level 4, 5, 6) APPENDIX 5: Early Childhood Studies Mid-point Placement Review APPENDIX 6: Final Placement Report APPENDIX 7: Cause for Concern Form APPENDIX 8: DBS Check Process (Disclosure and Barring Service) APPENDIX 9: Placement Information Sheet APPENDIX 10: Travel Policy
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APPENDIX 1: ECS Placement Profile (Level 4)
Name
Date of Birth
Address
Telephone home: mobile:
Qualifications (relevant to Early Childhood)
Work experience / previous placements
Interests and Hobbies
Placement targets
Seen by placement adviser: Signed..................................................................... Date......................
Partnership Team: Tel: 0114 225 5990
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APPENDIX 2: Placement Target Sheet (Level 4)
Discussed with placement adviser: Date……………………… Signed (adviser).…………………………………………………. Signed (student)……………………………………………………... Partnership Team: Tel: 0114 225 5990
Target
Actions to take By/with whom?
When for?
1.
2.
3.
4.
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APPENDIX 3: Daily Attendance Sheet (Level 4, 5, 6)
Early Childhood Studies Daily Attendance Sheet
SEMESTER ONE (This sheet must be signed on a daily basis to verify
attendance (for assessment purposes) and students must present it before leaving each day).
Name of Student:
Name of Setting:
Name of Adviser:
Date am (arrival) pm (departure) Adviser Signature
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APPENDIX 4: Daily Attendance Sheet (Level 4, 5, 6)
Early Childhood Studies Daily Attendance Sheet
SEMESTER TWO (This sheet must be signed on a daily basis to verify
attendance (for assessment purposes) and students must present it before leaving each day).
Name of Student:
Name of Setting:
Name of Adviser:
Date am (arrival) pm (departure) Adviser Signature
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APPENDIX 5: Early Childhood Studies Mid-point Placement Review To be completed by: Level 4 (Year 1): week beginning 13 February 2017 Level 5 (Year 2): week beginning 13 February 2017
Name of Student :
Name of Placement :
Name of Adviser:
A summary of student's strengths developed in the placement to date:
1.
2.
3.
Agreed areas for development over the remaining placement period:
1.
2.
3.
If there are issues you would like to discuss with a university tutor, please contact the Partnership Team on 0114 225 5990 in the first instance. Signed ………………………………. [Placement Adviser] ……………………………….. [Student] Date ………………………………... (One copy for Student’s Portfolio and one copy for your records).
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APPENDIX 6: Final Placement Report BA (Hons) Early Childhood Studies Level 4 (28 days) /Level 5 (28 days)/Level 6 (22 days) [Please circle as appropriate]
Student's name.......................................................................................... Name of Setting............................................................................. Adviser's name..................................................................................... Date............................. No. of days completed in placement............Signature (adviser)...........................
PLACEMENT REPORT
Please comment on the student’s attendance, punctuality and time management?
Please comment on the student’s ability to deal with routine tasks.
Please comment on the student’s ability to use their initiative and to work flexibly across a range of situations.
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The following comments are linked to EYFS/EYE principles:
Please comment on the student's ability to recognise each child as an individual and provide appropriately for their needs:
Please comment on the student's ability to develop positive relationships with children, families, staff and other professionals:
Please comment on the student's ability to recognise the role of the environment in supporting children's development and learning:
Please comment on the student's ability to recognise that children learn and develop in different ways and at different rates:
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Please comment on any other aspects of the student's progress and development over
their placement (you may wish to refer to their target sheet or mid-point review). You may also wish to consider their understanding of the importance of promoting diversity, equality and inclusion.
1 copy for placement adviser; 1 original copy for student; The student is responsible for submitting 2 copies (the original and a photocopy) of their report with their assessed coursework at Levels 4, 5 and 6. You will only be contacted if the report has not been submitted in this way. Thank you for taking the time to complete this report. Your time and support is much appreciated.
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APPENDIX 7: Cause for Concern Form
Name of student Date
Adviser Placement
Please identify which sections give case for concern, a brief summary of the issue and of proposed action, planned and agreed with the student.
Section Summary of weakness Summary of proposed action
Pro Pro Professional behaviour e.g.attendance, punctuality,
time management
Abili Ability to deal with routine tasks
Initiative and ability to work across a range of contexts
Ability to relate and
communicate with staff and other adults
Ability to relate and communicate with children
Signed: …………………………………………......................... (Adviser) Signed…………………………………….............................. (Student)
This form can be used at any time should you have any concerns about the developing competencies of the student. It should be completed with the student. Give one copy to the student and return a copy to the Partnership Team, Sheffield Hallam University, Faculty of Development & Society, Department of Education, Childhood and Inclusion, Sheffield, S1 1WB (You may also use email or fax if more convenient).
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APPENDIX 8: Disclosure and Barring Process (DBS) Statutory guidance, Keeping Children Safe in Education requires providers to ensure that entrants on all routes, including salaried schemes, have been subject to Disclosure and Barring Service (DBS) criminal records check including a check of the children's barred list. Trainees will not be placed in partner schools unless SHU are satisfied that the requirements under the DBS guidance have been adhered to. All applicants will submit suitability declarations to SHU during the application process. When an offer is made to applicants they will be invited to SHU to undertake a DBS check. The DBS will only issue DBS certificates to the applicant and no longer send a copy to the registered body (SHU). In all cases SHU will need to ensure that the contents of a trainee's DBS certificate are consistent with the suitability declaration and suitable for teacher training. It is a condition of enrolment that applicants present their original DBS certificate promptly to the University when requested to do so. Any discrepancies identified between the suitability declaration and the DBS check will be investigated by SHU. If necessary applicants will be referred to the University Suitability Panel to determine their suitability to continue on a teacher training course. SHU will confirm to partner schools that a non-salaried trainee's criminal record check, including a check of the children's barred list, has been completed and, on the basis of these checks, that the individual has been judged by the University to be suitable to work with children. Schools should keep evidence of this confirmation in their single central record. SHU is required by law to ensure that partners do not have access to copies of DBS certificates or to any information contained in a trainee's disclosure. It is an offence under the '1997 Police Act', and a breach of DBS code of practice, to share any disclosure information with any person who is not a member, officer or employee of the Registered Body; this includes revealing the existence of any information. Partners within an ITT partnership should not demand access to information to which they have no legal right or entitlement, nor should partners breach the DBS Code of Practice in order to comply with such a demand: either directly, by providing the information, or indirectly, by implicating trainees. Persons breaching the DBS Code of Practice are liable to deregistration, a fine and imprisonment, and ITT providers might face withdrawal of accreditation. SHU has no statutory duty to subject a trainee teacher to more than one criminal records check during the course of their training, even when these extend beyond three years. SHU will refuse requests for repeated disclosures unless a trainee gives cause for concern. Where SHU has obtained a DBS check, the trainee should not be subject to further DBS checks, such as by a partner school, a School Direct lead school or any other school involved in the delivery of training. It is Sheffield Hallam University's policy that any trainee for whom an Enhanced Disclosure is pending prior to starting any placement activity will not normally be allowed to start that placement until the disclosure certificate is received and approved. Exceptionally, in the event of a delay in the applicant receiving the correct certificate from the DBS, headteachers have the discretion to allow trainees to start working in a school with appropriate additional supervision and, where available, subject to a satisfactory check of the DBS Children's Barred List. In such cases, SHU will undertake the barred list check and confirm to the school that this has been done. SHU will keep headteachers fully informed of the progress of the checks as schools will need to ensure appropriate
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safeguards are in place, such as maintaining closer supervision, for trainees who have not yet received a criminal records check.
Disqualification Declaration Process Statutory guidance Disqualification under the Childcare Act 2006 sets out the responsibilities of Schools and Initial Teacher Training providers in ensuring that those who work in childcare or early years settings are asked to declare whether they (or as far as they are aware) members of their households are disqualified from working in a childcare setting. SHU will ensure that all trainees on applicable routes complete a Disqualification Declaration Form and schools can be confident that all trainees placed with them have been deemed by SHU (or OFSTED in the event that a waiver has been sought and granted) to be suitable. Trainees will be further reminded of their responsibilities under the legislation on an annual basis. They are also obligated to advise SHU immediately of a change in their circumstances.
SHU obligations to students on placement under the Equality Act
SHU has obligations under the Equality Act 2010 which means SHU cannot discriminate
against, harass or victimise you based on your protected characteristic. Protected
characteristics are: age, disability, gender reassignment, pregnancy and maternity, race,
religion or belief, sex, and sexual orientation.
Placement
SHU must ensure that it does not discriminate in any of the arrangements that it makes
with placement providers. When you are on placement if you feel that you have been
discriminated against because of your protected characteristic, and you have told SHU,
then SHU will need to work with the work placement provider to try and resolve the issue.
SHU may need to find an alternative placement to ensure you are not discriminated
against.
If you are a disabled student, your institution must also ensure that the placement provider is aware of the need to make reasonable adjustments for you where required and where you have agreed for this to take place.
Studying abroad in lieu of placement
SHU is responsible for ensuring that it does not discriminate against you in any of the arrangements it makes, and with your agreement, will liaise with the institution abroad where you will be studying about your particular needs to avoid them discriminating against you.
If SHU is made aware that you have been discriminated against whilst studying abroad, SHU will need to work with that institution to try and resolve the issue.
If necessary, SHU may need to arrange for you to study at an alternative institution.
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What to do if you think you have been unlawfully discriminated against, harassed
or victimised.
Where the action has occurred at your placement
1. In the first instance, (contact the placement co-ordinator for your course to
discuss what has occurred.
2. The placement coordinator will work with the work placement provider to try
and resolve the issue
3. SHU may need to find an alternative placement to ensure you are not
discriminated against.
4. If you are dissatisfied with any of these stages, you may still decide to make a
formal complaint.
5. Student support services will be able to provide advice prior to making a
complaint. The student's union usually will provide support/help in making a
complaint.
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APPENDIX 9: Placement Information Sheet
DATES / PAYMENT TYPE OF PLACEMENT SECTOR ASSESSMENT EC
S Le
vel 4
( Y
r 1
)
28 days in total £25 (per student) 24 - 28 Oct, 20 - 24 Feb - Student Reading Weeks
Students require opportunities to: Observe children's self chosen
play and practice written observation skills.
Build confidence when working with young children
Apply modern approaches to development
Birth-5yrs
Short mid point review Feb Signed daily attendance record Final report by 21/03/17
ECS
Leve
l 5 (
Yr
2 )
28 days in total £25 (per student) 24 - 28 Oct, 20 - 24 Feb - Student Reading Weeks
Students require opportunities to: Observe children in a range of
contexts Consider health and
safeguarding policies in theory and practice
Observe inclusion in practice Observe children's participation Observe a range of adult
strategies to engage learners
Birth-7yrs
Short mid point review Jan Signed daily attendance record Final report by 21/03/17
ECS
Lev
el 6
(Y
r 3
)
(22 days in total) £25 (per student) 24 - 28 Oct, 20 - 24 Feb - Student Reading Weeks
Students require opportunities to: Undertake research with an
early childhood focus Extend developing professional
skills with young children and where appropriate, families
Consider the varied approaches to leadership in theory and practice
Birth-7yrs
Signed daily attendance record Final report by 10/03/2017
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APPENDIX 10: Travel Policy
Travel to placements Sheffield Hallam University has a network of placement providers which we work with to enable you to fulfil the school based training requirements of your course. These providers are situated throughout South Yorkshire, North East Derbyshire, North Nottinghamshire and other neighbouring counties. It is expected that students will be required to travel to get to their placements. We aim, where possible, to ensure that this travel is within a reasonable distance and would not normally be further than a maximum of 2 hours one way.
Travel Policy You will be eligible to claim travel expenses if your total daily cost of travel to and from your placement is greater than the total daily cost of your journey to and from University irrespective of method of travel (public transport or own vehicle). You will be able to claim the difference in cost between these two journeys. The full policy and travel claim form can be found on the Placement Portal:
https://placements-student.shu.ac.uk/login/
Travel Policy: Click into the resources tab Travel claim form: My Placements tab - View full details - expenses tab.
It is important that you keep 'My Student Record' up-to-date as this information feeds directly into the portal, and these are the details which will be used for your travel expenses claims.
If you have any queries regarding this form, please call the Partnership Team on 0114 225 5990. Alternatively you can email the team at [email protected].
