(Disqualification by Association Childcare Act 2009) Have there been any instances where these processes have been tested? How has the partnership dealt with these? Have trainees been given a copy of Keeping children safe in education (part 1) (September 2016) (section 12 compliance)? the school child protection policy? the staff behaviour policy (sometimes called a code of conduct)? information about the role of the designated safeguarding lead? Is a Single Central Record kept? (Best practice guidance only.) Who checks this prior to the beginning of the course? C1.4 That all entrants beginning ITT on or after 1 How are QTS skills tests checked and August 2013 have passed the professional skills tests recorded? prior to entry. Training criteria C2.1 That the content, structure, delivery and Are all relevant elements of the programme fully assessment of programmes are designed to: compliant with all of the aspects listed in the ‘Initial teacher training criteria and supporting advice’? (pp16-17) Does the programme meet the guidance for A framework of core content for initial teacher training (ITT) (July 2016)? (see link below) enable trainee teachers to meet all the standards Is there a robust tracking system in place to for QTS across the age of training, and monitor trainees’ progress and ensure all Teachers’ Standards are achieved at, at least, a secure baseline standard? ensure that no trainee teacher is recommended for Is there a secure and robust moderation process to the award of QTS until they have met all of the ensure accuracy of judgements against the standards for QTS. Standards? Are there processes for trainees causing concern and their removal from the course? C2.2 That they prepare all trainee teachers to teach Are trainees clearly aware that they are enrolled on within one of the following age phases: 3-7, 5-11, 7-11, or 11-16, 11-18, 14-19 programmes? (See teacher training criteria ‘Initial Ages 3-11 (primary) and supporting advice’ p18)
(Disqualification by Association Childcare Act 2009) Have there been any instances where these processes have been tested? How has the partnership dealt with these? Have trainees been given a copy of Keeping children safe in education (part 1) (September 2016) (section 12 compliance)? the school child protection policy? the staff behaviour policy (sometimes called a code of conduct)? information about the role of the designated safeguarding lead? Is a Single Central Record kept? (Best practice guidance only.) Who checks this prior to the beginning of the course? C1.4 That all entrants beginning ITT on or after 1 August 2013 have passed the professional skills tests prior to entry. How are QTS skills tests checked and recorded? Training criteria C2.1 That the content, structure, delivery and assessment of programmes are designed to: Are all relevant elements of the programme fully compliant with all of the aspects listed in the ‘Initial teacher training criteria and supporting advice’? (pp16-17) Does the programme meet the guidance for A framework of core content for initial teacher training (ITT) (July 2016)? (see link below) enable trainee teachers to meet all the standards for QTS across the age of training, and ensure that no trainee teacher is recommended for the award of QTS until they have met all of the standards for QTS. Is there a robust tracking system in place to monitor trainees’ progress and ensure all Teachers’ Standards are achieved at, at least, a secure baseline standard? Is there a secure and robust moderation process to ensure accuracy of judgements against the Standards? Are there processes for trainees causing concern and their removal from the course? C2.2 That they prepare all trainee teachers to teach within one of the following age phases: Ages 3-11 (primary) Are trainees clearly aware that they are enrolled on 3-7, 5-11, 7-11, or 11-16, 11-18, 14-19 programmes? (See ‘Initial teacher training criteria and supporting advice’ p18)
ITT-Criteria-Compliance-Audit-2017.docx