«SchoolName» Working in Partnership with the University of Plymouth Faculty of Education. Partnership Agreement

«SchoolName» Working in Partnership with the University of Plymouth Faculty of Education Partnership Agreement Associate Partnership Schools 2010-2011 University of Plymouth Faculty of Education Drake Circus Plymouth PL4 8AA (01752) 585324 If required, a copy of this document in a larger format is available from the School Experience Office

Partnership Agreement Associate Partnership Schools This Partnership Agreement is between «SchoolName», «AddressLine1» «TownLine1» «TownLine2» «PostCode» (the Associate Partnership School) and the University of Plymouth and relates to the Bachelor of Education (BEd) Primary Programme and the Post Graduate Certificate in Education (PGCE) Primary Programme. This agreement and related documents have been devised in partnership with schools and have been endorsed by the Partnership Committee. The Agreement is intended to: outline the relationship between Associate Partnership Schools and the University in the initial training of primary teachers; ensure that the requirements of "Qualifying to Teach" (TDA, 2007) relating to training roles and responsibilities are met; set out the arrangements for preparing and supporting staff involved in teacher training; make clear how resources are divided and allocated between the partners. The Agreement will be updated and revised annually following consultations between training partners and in response to the requirements of DCSF, TDA or OFSTED. The document 'Working in Partnership with the University of Plymouth' provides more extensive details of responsibilities and working arrangements in training provision. Safeguarding Children, Young People, and Vulnerable Adults The University of Plymouth is committed to working with Associate Partnership Schools to ensure that children, young people, and vulnerable adults are appropriately safeguarded. The partnership will promote appropriate sharing of information to ensure that working practices support effective safeguarding and contribute to a reduced risk of abuse. This will be achieved by establishing a consistent approach to the identification, decision-making, recording, and management of safeguarding. This coupled with the continuous updating of both tutors and trainee teachers' knowledge of safeguarding practice and processes. Equal Opportunities The University is committed to the promotion of Equal Opportunities for all its students and staff. It intends to pursue policies and practices that do not discriminate against any groups or individuals, either directly or indirectly, on the grounds of gender, ethnicity, colour, disability, religion, age, occupation, marital status or sexual orientation. The Special Educational Needs and Disabilities Act 2001 (SENDA) The Faculty is subject to the University's policies and practices in respect of SENDA and its implications for our work. In particular, the Faculty embraces the inclusive principles informing the SENDA and so endeavour to do everything within their power to ensure that all trainees and staff receive access to our facilities for learning, teaching and research. Our Equal Opportunities Committee will monitor progress and advise Faculty Board on any steps to be taken, either within the Faculty or by the University, to ensure compliance with the legislation. Responsibilities Responsibilities of the University of Plymouth The University will involve partner schools in all aspects of initial teacher training (ITT) from recruitment to career entry, and provide: details of programme requirements and supporting documentation; appropriate preparation for trainee teachers, school-based and University tutors taking part in school-based training (Appendix 2); procedures for handling enhanced disclosures (CRB); an appropriate safeguarding policy for children, young people, and vulnerable adults; safer recruitment procedures and make sure that all appropriate checks are carried out on staff, volunteers, and trainee teachers who work with, children, young people, and vulnerable adults; details of criteria and procedures for assessing trainee teachers performance; details of the responsibilities of trainee teachers, school-based and University tutors; appropriate support, advice and guidance to partner schools; in line with the SENDA Code of Practice, advice and support for schools where a trainee teacher with a disability is placed; financial resources and/or opportunities for the professional development of partner schools relating to their involvement in ITT (Appendix 1); arrangements for all partners to participate in the evaluation of all aspects of school experience and in other quality assurance activities; clear criteria for the selection and de-selection of schools.

In addition, the University will hold a copy of the most recent Ofsted report for each of its partner schools. Responsibilities of Associate Partnership Schools Associate Partnership Schools agree to: provide a copy of the school s prospectus and school s ITT policy (to be in place after first year of associate partnership); identify associate tutors and class teachers to carry out the responsibilities defined in 'Working in Partnership with the University of Plymouth applicable to Associate School Partnership arrangements; facilitate the attendance of associate tutors/class teachers at briefing/moderation meetings and other activities arranged to support and develop ITT; induct trainee teachers into the school, arrange teaching responsibilities in accordance with programme requirements and provide appropriate training, support and guidance as detailed in the school based training programme; arrange for associate tutors to work with trainee teachers, observe classroom practice, complete assessments and meet with University link tutors; maintain good communication with the University Partnership team; provide reports on trainee teachers performance as required; engage in QA activities that ensure the quality of school based training; consider the impact of training teachers on pupil learning and school improvement; inform the University of any changes in circumstances which may affect the quality of school-based training; where possible, be involved in the selection of ITT trainee teachers; an appropriate safeguarding policy for children, young people, and vulnerable adults; safer recruitment procedures and make sure that all appropriate checks are carried out on staff, volunteers, and trainee teachers who work with, children, young people, and vulnerable adults; adhere to the SENDA Code of Practice; provide evidence of effective procedures for promoting equal opportunities including racial equality and meeting the requirements of the Race Relations Act by returning a copy of the school s policy along with the signed copy of this Agreement; ensure that trainee teachers are indemnified by the school s Employers Liability insurance. Roles Headteacher The headteacher s and governors commitment to ITT is essential in maintaining quality and the continuous development of the partnership. The headteacher has a responsibility to ensure that the school and its learning community (where appropriate) provides an appropriate setting for effective training and that trainee teachers have access to the professional support, appropriate models of good practice and necessary resources (including those made available through appropriate management of the partnership budget) to enable them to meet Q Standards. They also have overall responsibility for the QA of school based training and its impact on learning. ITT Co-ordinator (Associate Tutor) The associate tutor is an experienced member of the school team who has attended relevant and recent mentor training. He/she has particular responsibility for the training and assessment of trainee teachers placed in the school. He/she oversees the trainee teachers experience and learning opportunities during periods of school experience. School-Based Tutor (Class Teacher) The class teacher is an appropriately experienced practitioner who has extensive day to day contact with the trainee teacher. He/she will induct the trainee teacher into the procedures and routines of his/her particular classroom and provide appropriate support and guidance to ensure the trainee teacher has the opportunities to fulfil school experience requirements, including the school-based training programme. Members of the wider school workforce involved in training Other members of the whole school team demonstrate their commitment to collaborative and cooperative working by working with and alongside trainee teachers. (C6 from core Standards) University of Plymouth Link Tutor The link tutor is the representative of the University of Plymouth. He/she ensures the trainee teachers are prepared for a particular school experience. He/she will visit the partnership school at identified points during each experience to support the quality of school based training by working with school based tutors and trainee teachers as appropriate. He/she will also monitor school based training provision and assist in moderation and assessment of trainee teachers as appropriate. In addition they will attend moderation meetings for the final stages of the Programmes. Specific details for each of the above roles is outlined in Working in Partnership with the University of Plymouth

Procedure for Selection/De-selection of Schools Selection The partnership seeks a whole school commitment to ITT and the support of governors, senior managers and the wider school community in training provision. In this context, the school agrees to provide: experiences and learning opportunities across the school as detailed in placement handbooks, appropriate to the stage of the programme and the experience and competence of the trainee teacher; appropriate resources, including staff and ICT, to support trainee teachers; opportunities for school-based tutors and other members of the wider school work force to attend training, briefing, moderation and other meetings necessary to maintain and improve the qualify of training provision. Criteria for selection of schools Schools are invited to take part in the partnership on the basis of a combination of the following selection criteria: quality of teaching and learning (as evidenced, for example, through the school s most recent OfSTED report or SEF); a commitment to the delivery of high quality ITT; a clear understanding of the professional standards for teachers (in particular Q) and the requirements for ITT; provision of suitable models of professional practice for trainee teachers; a commitment to professional development that includes provision for on-going training for the whole school workforce; members of the whole school workforce who clearly demonstrate a commitment to the development of others through team work and collaboration; effective procedures policies for avoiding discrimination and promoting equal opportunities, including racial equality clear whole school policies on the management of behaviour an effective policy for special educational needs which meets the requirements of the Code of Practice Deselection Membership of the partnership is reviewed annually. Each partner school is asked to return a completed agreement before the start of the relevant academic year. Where there is evidence that a school does not meet partnership selection criteria adequately and, after careful consideration of relevant details, the Partnership Committee may decide to request that a school withdraws from the partnership. Deselection would be considered using the following criteria: concern about the quality of learning and teaching in the school; failure to provide satisfactory support and training during placements; failure to meet the requirements for formal assessment of trainee teachers, including meeting agreed dates for reports or reviews of progress; regular failure to take part in meetings, moderation and briefing sessions, limiting understanding of the partnership s requirements for supporting and assessing trainee teachers. Evaluations and feedback from members of the partnership are used to identify concerns and initiate deselection procedures. Procedures Concerns may be identified through normal school experience evaluation procedures or communicated directly to the Partnership Development Manager by tutors, trainee teachers or others involved in the training process. Contact will be made with the school concerned by the Partnership Development Manager and a meeting arranged to discuss concerns. As appropriate, support for the school will be negotiated. A suitable action plan and time frame for completion will be agreed. If problems continue, the Partnership Development Manager will convene a meeting of members of the Partnership Committee (selection group) to which the headteacher of the school in question will be invited. The selection group will consider the evidence provided. The group may: i) call for further investigation; ii) iii) reject the evidence; decide that the evidence is sufficient to justify a concern that trainee teachers have not had, and will not have, sufficient support to meet the Standards. In the case of (iii) above the group may: (a) require the school to address the issue and, together with the headteacher, create an action plan with a suitable time frame for improvement, taking into consideration the support available from the Partnership (b) de-select the school

The Partnership Development Manager will write to the headteacher of the school concerned confirming the action agreed. Allocation of Resources Resources for initial teacher training are divided and allocated between the University of Plymouth and partner schools. The University of Plymouth will provide: administrative services (advertising, admissions procedures, finance, accommodation, validation and accreditation procedures, external examiners, examination panels and boards, appeals procedures, partnership office staffing and resources); student services (including counselling, careers advice); staff and resources for taught provision (including staff development and research to underpin programme delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment); teaching, learning and assessment of trainee teachers standards (handbooks, teaching on University-based programmes, assessment of some programmes and joint assessment of others, profiling of trainee teachers for Career Entry & Development Profile, initial and on-going training for tutors); programme management, monitoring and evaluation (committees, quality assurance procedures, production of documentation for and liaison with DCSF TDA, GTC and Ofsted); University-based staff (responsibilities for liaising with school partners, undertaking individual and joint observations of trainee teachers: see Working in Partnership with the University of Plymouth for full details; financial and other support for partner schools as specified in Appendix 1.

Associate School Partnerships APPENDIX 1 Funding arrangements Payments Payments are calculated according to the length of the period of school experience and the number of trainee teachers working in school. The basis of payment is 45 per trainee teacher per week. Autumn Term Postgraduate Autumn School Experience (paired) 3 weeks 135/student BEd Year 1 School Based Work (paired) 3 weeks 135/student BEd Year 3 School Experience 8 weeks 360/student Spring Term PGCE First Extended School Experience 5 weeks 225/student BEd Year 4 School Experience 11 weeks 495/student Summer Term PGCE Final Extended School Experience 9 weeks 405/student BEd Year 2 School Experience 6 weeks 270/student BEd Year 1 School Experience (paired) 5 weeks 225/student The University of Plymouth will pay a contribution towards supply cover costs for any additional meetings called in school time. (For example, conferences associated with particular school experience placements and half-day moderation meetings for final stage trainee teachers). Where a trainee teacher withdraws from work in school after the commencement of school experience, the school will receive the total amount for the period covered. If the trainee teacher withdraws before the commencement of the period of school experience, the school will receive an appropriate proportion of the agreed amount (to be negotiated). If a school is unable to fulfil its offer of a training place, the University of Plymouth is not liable for any payment.

MENTOR TRAINING: 2010-2011 APPENDIX 2 The University of Plymouth has a responsibility for ensuring that all appropriate staff are fully prepared for their contribution to: Recruitment and selection of trainee teachers. The planning, facilitation, and evaluation of initial teacher training. Monitoring the progress and development of trainee teachers. Assessment and moderation of assessment of trainee teachers. There are two main stages in mentor training. STAGE 1 a) Whole school training an individually planned sequence of training sessions that relate to school needs. Typical patterns include: A minimum of three twilight sessions. Half day INSET followed by one or more twilight sessions. Whole day INSET. OR b) Attendance by individual teachers at initial mentor training. Both of these introductory routes will result in the school creating or revising a whole school policy for working with trainee teachers. After this initial stage, schools/tutors may begin to move towards Associate Partnership. University tutors or experienced Associate Tutors (ATs) have an important role in any transition. University tutors or experienced Associate Tutors undertake joint observation, profiling and report writing with new tutors. At this stage schools will still be funded as Teaching Partnership schools. STAGE 2 Follow-up mentor training a) A further series of individually planned training sessions. OR b) Attendance at follow-up mentor training by individual tutors. On completion of either (a) or (b) the schools will move into Associate (Full) Partnership. ONGOING MENTOR TRAINING Briefing and moderation meetings are arranged regularly to update all tutors. Briefing meetings are arranged to occur before periods of school experience. These briefing meetings provide an opportunity for tutors to familiarise themselves with any alterations derived from response to partnership evaluations and also any changes in the requirements of external agencies. Moderation meetings are a key part of tutor training and quality assurance procedures. They form part of the assessment procedures for both programmes and provide opportunities for agreeing and confirming judgements. PARTNER SCHOOLS INVOLVEMENT IN SCHOOL EXPERIENCE: PREPARATION AND ASSOCIATION Moderation meetings are successful in raising awareness and understanding of the QTS standards as well as establishing procedures for agreeing and confirming judgements on trainee teachers progress. This will continue to be funded (2010-11). An appropriate representative from each school is expected to attend the relevant meeting.

Similarly, an appropriate representative from each school is expected to attend relevant briefing meetings. For 2010-11 these will be arranged as half day (funded) sessions. Please contact the School Experience and Partnership Office if you would like to discuss opportunities for mentor training.

Associate Partnership School Partnership Agreement 2010-2011 «SchoolName», «AddressLine1» «TownLine1» «TownLine2» «PostCode» will be known as a University of Plymouth Associate Partnership School, (this is not an exclusive agreement). Signed (Headteacher) Date Signed (Chair of Governors) Date Signed Will McBurnie (Acting Dean of Education on behalf of the University of Plymouth) Date: 1 st September 2010 (a) Please retain this copy for your records