7 Read procedures for fire, accident, injury and sickness, and if necessary clarify with appropriate member of staff Ensure that your conduct and personal presentation 1,8 provide a good role model for the pupils 8 Find out names and roles of staff (SENCo, site manager, Health & Safety Officer, Safeguarding Lead Person etc) 8 Find out roles and names of any other adults who may work alongside the setting based mentor and the setting based mentor’s role in relation to them 8, 7 Talk to the head teacher/manager/setting based mentor about the settings ethos, aims, policies, organisation and catchment area. Write a short précis for your file. 7 Clarify arrangements for routines, break times, use of cloakrooms, outdoor play, risk assessments Agree regular professional directed study time and 8 initial focus of this– use Trainee profile and L+T to decide which task/reflections trainee needs to complete – Guide: 3 days in setting = 3 hours study time Gather cohort data and assessments for each child in 6 the group in order to establish baseline and gain a sense of developmental ages and stages. Analyse and evaluate this information. Ensure these do not have children’s full names for data protection (only initials) 1, 5 Clarify established rules, routines and expectations of work and behaviour management in the setting Provide overview of cohort organisation and 5, 4 groupings including provision for particular children (e.g. vulnerable groups: SEND, LAC, EAL, Early Help) Discuss how learning is shared with parents 6 8 Establish an on-going timetable for involvement in routine duties 4, 1, 6 Undertake an audit of resources available in the room and stored elsewhere in the setting Identify and record policies and resources available 5 to the setting to support children with EAL 5 5 Request a copy of IEP or provision mapping for each child in the cohort with an identified specific learning 5 need 5 Discuss with the SENCO which children receive support from external agencies 4 Observe small group sessions to establish an understanding of how the teacher differentiates for children’s needs 4, 5, 6 Work with different children/small groups to gain a thorough understanding of all children’s interests and learning needs.
Read procedures for fire, accident, injury and sickness, and if necessary clarify with appropriate member of staff 7 Ensure that your conduct and personal presentation provide a good role model for the pupils 1,8 Find out names and roles of staff (SENCo, site manager, Health & Safety Officer, Safeguarding Lead Person etc) 8 Find out roles and names of any other adults who may work alongside the setting based mentor and the setting based mentor’s role in relation to them 8 Talk to the head teacher/manager/setting based mentor about the settings ethos, aims, policies, organisation and catchment area. Write a short précis for your file. 8, 7 Clarify arrangements for routines, break times, use of cloakrooms, outdoor play, risk assessments 7 Agree regular professional directed study time and initial focus of this– use Trainee profile and L+T to decide which task/reflections trainee needs to complete – Guide: 3 days in setting = 3 hours study time 8 Gather cohort data and assessments for each child in the group in order to establish baseline and gain a sense of developmental ages and stages. Analyse and evaluate this information. Ensure these do not have children’s full names for data protection (only initials) 6 Clarify established rules, routines and expectations of work and behaviour management in the setting 1, 5 Provide overview of cohort organisation and groupings including provision for particular children (e.g. vulnerable groups: SEND, LAC, EAL, Early Help) 5, 4 Discuss how learning is shared with parents 6 Establish an on-going timetable for involvement in routine duties 8 Undertake an audit of resources available in the room and stored elsewhere in the setting 4, 1, 6 Identify and record policies and resources available to the setting to support children with EAL 5 5 Request a copy of IEP or provision mapping for each child in the cohort with an identified specific learning need 5 5 Discuss with the SENCO which children receive support from external agencies 5 Observe small group sessions to establish an understanding of how the teacher differentiates for children’s needs 4 Work with different children/small groups to gain a thorough understanding of all children’s interests and learning needs. 4, 5, 6
8.%20PGCE%20Early%20Years%20EYTS%20Placement%201%20Autumn.docx