Partnership Agreement2018-05-11T10:48:59+00:00

Partnership Agreement

Initial Teacher Training Partnership Agreement

Overview of the Partnership Agreement

We believe that the best model for producing high quality teachers is based on working in partnership with schools. Our partnership agreement relies on the involvement of school based professionals in recruitment, training, design and quality assurance of the provision. A balance of academic study and practical placement experience is delivered on the programmes at Postgraduate level. School and educational settings play a major part in our Initial Teacher Training programmes by providing a range of assessed and non-assessed placements which enhance the Provision offered to our trainees. This, in turn, enriches the life of the schools participating in the partnership.

The continuing improvement of pupil progress and the well-being of children are at the heart of this Partnership, and inform all aspects of the training.

The Partnership has a commitment to ensuring trainees are well prepared so that they evolve into good and outstanding teachers. This outcome is achieved through the distinctive roles and responsibilities across the partnership in both schools and the SCITT. The close working relationship between the SCITT, Christ Church Canterbury University and schools provides an ideal environment for the exchange of ideas that informs practice across the partnership.

Our Partnership Vision:

putting children first, training excellent teachers.

Responsibilities

Responsibilities of Participants in the Partnership

The Trainees will fully engage in the training process.  They must:

  • Work in partnership with colleagues in school, the SCITT and the University in a professional manner.
  • Take responsibility for their professional behaviour and learning; negotiate opportunities for professional development, use initiative, offer skills and expertise.
  • Actively work towards demonstrating progress across the requirements of the placement, including planning, delivery and evaluation of lessons, completion of tasks, maintenance of files and engagement in review processes.
  • To share with the school any additional learning or medical needs of which the University is already aware.
  • Seek, receive and act upon advice and feedback.
  • Behave professionally by, for example, respecting confidentiality; being reliable, punctual and responsible; being sensitive to the procedures and routines that are already established in the school; by dressing appropriately.
  • To act in accordance with school, SCITT and University procedures relating to Equal Opportunities and current legislation, particularly with respect to safeguarding and promoting children’s welfare.
  • Plan, carry out and evaluate activities that are related to the placements and required by the SCITT and the University.
  • Ensure that all relevant policies and procedures are read and understood. Seek out and have discussions with all necessary personnel relating to these within the school.
  • Participate as fully as possible in the daily life of the school, including assemblies, playground duty and involvement in after-school clubs, as appropriate to the stage of their training.
  • Critically appraise their practice and, in consultation with school (Mentors) and SCITT-based tutors, set targets for their professional development. Monitor the set targets on a weekly basis.
  • Develop professional competence in the current teacher standards
  • Establish, maintain, and regularly review an online placement folder; contents as outlined in SCITT Handbooks.

The SCITT will provide services to support the training and wellbeing of Trainees.  These include but are not limited to:

  • Provision of funding to schools in line with published amounts.
  • Provision of appropriate documentation to support School-based Training.
  • Provision of Programme regulations, assessment schemes, the system of recording achievement and statements of the Standards to be achieved with due regard to legislation DfE circulars.
  • Provision of  a strong framework of clear, well-written course documentation
  • Providing SCITT Tutors with responsibility for a designated cluster of schools. This involves monitoring of Quality Assurance processes and procedures surrounding trainee placements within the school; having oversight of training placements; having oversight of the school’s identified CPD in relation to ITT.
  • Provision of a clear set of procedures for trainees who are ‘cause for concern’ which will outline additional support available to individual Partnership schools.
  • Providing the school with relevant DBS information for each trainee on placement.
  • Conduct an annual evaluation of school-based training.
  • Respond to Quality Assurance issues raised by schools, trainees or SCITT tutors.
  • Provision of clear procedures for monitoring, supporting and evaluating the Partnership.
  • Provision of Initial Teacher Education and Training.
  • Provision of training for SCITT and school-based tutors.
  • Arrange placements intended to reflect the changing needs of trainees and schools taking into account the provision of diversity of trainee experience.  
  • Provide effective and high quality centre-based training that balances the in-school provision for teacher education.
  • Provide access to SCITT centre-based training for staff in schools where this is deemed to be appropriate by Headteachers of those schools and The Executive Director.  A training day schedule will be published for schools in September each year.
  • Market the SCITT in the local community, regionally and nationally.
  • Work with local appropriate bodies to deliver a high quality induction programme for NQTs.

SCITT Personal Tutors:

  • Have regular quality assurance contact with each school; where necessary visit trainees in QA moderation or support role. Support the school-based training process.
  • Monitor the Quality Assurance processes and procedures concerning trainee placements within the school, including the role of the class teacher and mentor in the documented training and assessment processes.
  • Ensure the trainee’s online files and paper-based evidence bundles are reviewed to ensure planning, evaluation and assessments are appropriate for the trainee’s stage of development.
  • In consultation with the class teacher, ensure the trainee is assessed at the relevant / published time, using criteria published by the SCITT.
  • Ensure the trainee is provided with additional support where a trainee is a ‘cause for concern’ or in need of additional pastoral support.
  • Contribute to discussion of grading with the class teacher and school mentor, providing moderation as necessary and support schools to interpret evidence in relation to the Professional Standards for Qualified Teacher Status.
  • Attend relevant staff development sessions, placement-specific meetings.
  • Monitor the quality of trainee placements across the schools in the cluster on a regular basis.
  • Carry out capacity audits as necessary.
  • Monitor school-based training across the cluster to ensure trainees are fully supported in respect of Equal Opportunities.
  • Alert trainees to a range of theory and research related to generic professional issues and provide insights into how this theory can be used in the analysis of current practice
  • Attend  as necessary Examination Boards.
  • Contribute to an annual written evaluation of school-based training.
  • Provide a permanent point of contact for school-based tutors and trainees within a cluster of schools.
  • Liaise with schools to develop a strategic and responsive approach to a school’s CPD needs.
  • Support schools new to the Partnership to enable them to meet Partnership criteria.

Headteachers:

  • To ensure a School-based teaching placement is provided as outlined in the SCITT handbooks.
  • To use the SCITT criteria to identify school mentor and class mentors who will manage the trainee’s experience.
  • Ensure the school mentor has engaged with training sessions in order for them to discharge their responsibilities appropriately and effectively and enable the provision of additional on-site training by the SCITT when necessary.
  • Ensure trainees are placed with class teachers who have at least 2 years teaching experience, are consistently graded as good or better in their own practice and are appropriate role models.
  • Accept and welcome trainees as temporary colleagues, providing an appropriate induction programme.
  • Provide a supportive environment for the trainees and give them, as far as possible, the opportunity to enter into the full life of the school during their placement.
  • Support the class teacher and mentor in ensuring that the school’s Equal Opportunities policies apply equally to trainees.
  • Ensure any arrangements which have to be made as a consequence of identified needs are put into place, whether they relate to SEN, medical, cultural or religious requirements.
  • Ensure that trainees are provided with opportunities to meet and engage in discussions with subject co-ordinators, the assessment co-ordinator, the SENCO and other colleagues as appropriate.
  • Ensure that trainees are provided with a class setting/placement which is appropriate to their stage of development.
  • Liaise with class teacher, mentor and SCITT tutor.
  • Alert the named tutor immediately if any concerns have been raised regarding the trainee, with respect to safeguarding and promoting children’s welfare.
  • Inform the SCITT immediately of any changes to the school’s circumstances which might negatively impact on the quality of the training provided, ie categorised by OfSTED as Grade 4.
  • Ensure that the school keeps copies of the relevant paperwork as specified in the Headteacher’s Handbook.
  • Ensure that involvement in Initial Teacher Training is included annually in the school development plan/school policies.
  • Hold termly progress meetings with the Trainees.

Lead Schools Only:

  • Allow the SCITT to manage their data management and UCAS accounts on their behalf
  • Receive funds from the DfE for salaried trainees who may be employed in their own or other partnership schools
  • Ensure the prompt payment of funds received from the DfE for fees to the SCITT and salaried contributions to the employing schools
  • Submit the annual return accounting for this funding to their own auditors and then to the DfE in accordance with the guidance and published deadlines.

Schools Employing salaried trainees and apprentices:

  • Receive funds from the lead schools for DfE salary contributions for School Direct Salaried Trainees
  • Ensure that both salaried trainees and apprentices are paid on the correct unqualified teachers’ pay scale
  • In the case of apprentices, draw down the money from the Apprenticeship Levy and make prompt payments of fees to the SCITT
  • Ensure that they comply with all the requirements of the ESFA, DfE and the Institute for Apprenticeships
  • Supply the SCITT with employment contracts for the Trainees.

The SCITT recognises the complexity of this role and provides training for all those involved. The following roles and responsibilities are in addition to those of class teacher:

  • Participate fully in mentor training sessions run by the SCITT.
  • Disseminate training provided by the SCITT to colleagues within the school.
  • Act as a moderator within the school.
  • Support the class teacher in the process of lesson observation and assessment of the trainee’s progress and target setting on a regular basis.
  • On a regular basis, support the class teacher in reaching decisions about whether a trainee is meeting (or failing to meet) current teacher standards at both the interim and final stages of the placement.
  • Liaise with subject co-ordinators, the SENCO, Assessment co-ordinator and involve them as appropriate in each placement.
  • Liaise with SCITT Personal Tutor, Class teacher and Head Teacher.
  • In consultation with the SCITT Personal Tutor,  complete termly online grading and ensure the documentation is shared with the Trainee.
  • Monitor the trainee’s progress, including targets set, through a weekly review.
  • Provide/share with the trainee, as appropriate to their stage in the training process, assessment data, e.g. the school RAISE online, the Ofsted summary, LA and school targets.
  • Adhere to all the details of the Mentor Agreement (drop down).
  • Ensure the trainee is fully supported with respect to Equal Opportunities and make sure any arrangements which need to be made as a consequence of identified needs are put into place, whether they relate to Special Educational Needs, medical, cultural or religious requirements.
  • Provide the trainee with opportunities to take part in activities which reflect the broader role of the teacher e.g. INSET, staff meetings, parents’ meetings, breakfast and after school clubs etc.
  • Discuss professional issues and co-ordinate activities which give trainees experience of the wider professional requirements of the Standards.
  • Observe the trainee in line with placement documentation. Provide regular, constructive and challenging feedback to the trainee and complete written Lesson Observation records. Set specific and focused targets for development.
  • Assess trainees at ‘key assessment points’ (KAP’s) during placements. In consultation with the SCITT Personal Tutor and school mentor, and in accordance with criteria published by the SCITT, reach a judgement as to whether a trainee is meeting or failing to meet the Standards.
  • Discuss with the SCITT Personal Tutor the trainee’s progress, including: classroom teaching, work towards meeting targets set, the standard of the trainee’s files and make weekly Records of Lesson Observation available to them during visits.

Class Mentors:

  • Provide trainees with an appropriate induction programme which includes information about the school and school policies appropriate to the placement.
  • Share  individual pupil data.
  • Induct trainees into school planning models and provide support for trainees’ planning to enable them to incorporate SCITT requirements for the individual placement with those of the school. Discuss issues of current legislation and national strategies as per the weekly agendas supplied by the SCITT
  • Provide the trainee with access to a range of resources, including ICT.
  • Discuss health and safety regulations, procedures for safeguarding and promoting the welfare of the child, dress code and expectations of professional conduct.
  • Ensure the trainee is fully supported with respect to Equal Opportunities and make sure any arrangements which need to be made as a consequence of identified needs are put into place, whether they relate to Special Educational Needs, medical, cultural or religious requirements.
  • Provide trainees with practical support and guidance in their medium and short term planning to enable the trainees to incorporate SCITT requirements for the individual placement with those of the school.
  • Discuss their own practice with the trainee and provide the opportunity for the trainee to observe different aspects of teaching and learning. In briefing and de-briefing make explicit the pedagogy which underpins the choice of teaching and learning styles, the organisation and delivery of particular lessons.
  • Monitor the trainee on a day-to-day basis, including scrutiny of the trainee’s file. Provide the trainee with feedback on lesson planning, lesson evaluation, assessment, monitoring and recording through verbal feedback, annotation and comments in the trainee’s file(s).
  • Observe the trainee in line with placement documentation. Provide regular, constructive and challenging feedback to the trainee and complete written Lesson Observation records. Set specific and focused targets for development.
  • Support the trainee in establishing themselves in their teaching role, discussing expectations, the curricular requirements for the pupils and the range of abilities and any specific needs in the class.
  • Assess trainees at ‘key assessment points’ (KAP’s) during placements. In consultation with the SCITT Personal Tutor and school mentor.
  • Discuss with the SCITT Personal Tutor the trainee’s progress, including: classroom teaching, work towards meeting targets set, the standard of the trainee’s files and make weekly Records of Lesson Observation available to them during visits.
  • Alert the trainee, school mentor, Headteacher and the SCITT Personal Tutor to any problems.

This Data sharing agreement defines the arrangements between the SCITT and placement settings providing placements for trainees.

Responsibilities for compliance with the agreement are as follows:

SCITT; Jo Palmer-Tweed, Executive Director

Placement Provider; Head teacher or Manager of setting

Purpose of data sharing

Trainee personal data is shared for the following purposes:

To comply with DfE requirements;

“Providers should have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. They should ensure that all trainees have been subject to Disclosure and Barring Service (DBS) criminal records checks including a check of the children’s barred list.”

“Providers should confirm in writing to schools that a non-salaried trainee’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged by the provider to be suitable to work with children. Providers are not required to provide any information to schools in addition to this confirmation. Schools may wish to record this confirmation in their single central record, but they are not required to do so.”

“Where a school allows an individual to start work in regulated activity before the DBS certificate is available, then they should ensure that the individual is appropriately supervised and that all other checks, including a separate barred list check, have been completed.”

“To share information on trainee progress and performance against teaching standards whilst on placement to inform the award of Qualified Teacher Status.”

“To share information regarding a trainees declared disability and any specialist support required.”

ITT Criteria, DfE 2018.

Information to be shared:

  • Trainee Name
  • SCITT email
  • Self-reported disability, learning difficulty, long term physical or mental health condition
  • Trainee support plans
  • Lesson Observations and trainee targets
  • End of placement grades

Data transfer and Security:

Both the SCITT and schools will ensure that all personal data shared under this agreement will be kept secure and protected against unauthorised access, use or disclosure.  If a school becomes aware of any potential data breach of security which involves data supplied by the SCITT, it must be raised with the SCITT DPO (sue@thamesprimaryscitt.co.uk ) immediately.

Restrictions on the use of information:

The trainee personal data provided by the SCITT to schools shall only be used for the purposes set out in this agreement. Trainee personal data shall not be passed to any third party by the provider or placement provider unless permitted by Data Protection Legislation (GDPR)

Both parties are responsible for complying with Data Protection Legislation (GDPR), including ensuring that all staff who have access to trainee personal data are fully aware of the Data Protection principles.

Trainee Data Protection rights:

The SCITT and school are responsible for complying with the rights of trainees under applicable Data Protection Legislation (GDPR).  This includes making a Privacy Notice available to trainees which sets out the legal basis on which their personal data is processed. Both parties must also have procedures in in place to respond to Subject Access Requests (requests by a trainee for a copy of information the SCITT or school holds on them).

Retention of Information:

Personal data must only be kept for the length of time necessary to perform the processing for which it was collected. This applies to both electronic and non-electronic personal data. The SCITT will ensure that retention policies are adopted to ensure that the trainee personal data specified in this agreement is destroyed once no longer needed.  All trainee data must be handed back to the SCITT with any copies destroyed as soon as the trainee is no longer in your school. This policy will be reviewed annually.

Lead Schools Only – Data Processing and UCAS

Applicants to our course apply in one of two ways; either to a ‘core’ SCITT place or via one of the lead schools.  When an application is made to a core place, the data controller is Essex & Thames Primary SCITT. When an application is made to a lead school, the data controller is the lead school.  The lead school provides access to Essex and Thames Primary SCITT to the UCAS system to enable the SCITT administration team to download, process and progress applications on behalf of the lead school. At this point, the SCITT is the data processor, processing data on behalf of the lead school.  Essex and Thames Primary SCITT adhere to the GDPR and will only process data for the purpose of reviewing, processing and progressing applications to the SCITT course and will not use this data for any other purpose; data is held securely in both physical (paper) format and on our G-Suite for Education system.  Access to files is strictly controlled with security in place. The Privacy statement for Essex and Thames Primary SCITT can be found here, this explains how data is used at each stage of the application process, retention periods and legal basis for processing.  Once an applicant accepts a place on the course, they are entered on to the DMS system, at this point the data controller becomes Essex and Thames Primary SCITT.

An appropriate partnership forum will be provided, drawn from Partnership schools and the SCITT, will offer guidance on policy and organisational matters with respect to Initial Teacher Training.

SCITT will nominate a Personal Tutor for each school and  Regional Manager, with responsibility for promoting effective communication between Partners.  The assessment of trainees and the recording and reporting of progress will employ the criteria and procedures, as described in the programme and school–based training handbooks.

Child Protection Regulations

The SCITT undertakes to apply the current arrangements involving monitoring and disclosure as specified in relevant ITT regulations as follows:

  • All applicants begin the DBS application process as soon as they enter the SCITT admissions system
  • The SCITT will make a judgement of the trainee’s suitability to begin work with children in Partnership Schools, based on trainee’s DBS disclosure certificate, in consultation with a school based colleagues as necessary.
  • When the SCITT has a trainee teacher whose DBS check is not fully complete before a placement starts, the SCITT will ensure that a check of the Department for Education list of those barred from teaching and the Disclosure & Barring Service Children’s Barred List takes place.  Trainees in this position will be notified to the school, so that the school can ensure that the trainee is appropriately supervised.
  • There is no requirement for trainees to take their DBS certificates to school as the SCITT is responsible for processing their DBS. Schools will be provided with trainees’ DBS numbers and the date the checks took place. Schools should not ask trainees to additionally provide sight of DBS disclosure forms as this does not fit within the statutory guidance.
  • For each trainee, the SCITT will undertake to provide insurance cover in respect of personal injury or loss (or injury to a third party) and will inform schools of the nature of that cover (which will normally extend to day-to-day classroom practice only).
  • A partner school may choose to extend its cover to include the trainee. In accordance with current requirements and legislation a partner school must extend its cover to include a trainee if (s)he is engaged in visits or similar extra-curricular activities involving pupils.

School / Setting Selection Criteria

The Partnership Agreement aspires to support trainees on a journey to Qualified Teacher Status (QTS).  Schools are selected on their willingness to work together with the SCITT for continuous improvement of the quality of training.

All schools should provide mentors who are willing to engage with SCITT mentor development training and quality assurance processes in line with National Mentor Standards (2016).  Selection of mentors is based on full QTS awarded status and experience of working collaboratively to improve professional development in teaching and learning. All trainee placements will ensure that Equality characteristics are upheld.

QTS ITT guidance criteria are utilised to ensure that appropriate age and phase requirements can be achieved with each group/class of children selected for trainees to work with.  Ongoing Quality Assurance processes monitor and encourage further professional development wherever possible

Deselection Criteria

It is rare that circumstances arise when a school or setting will be de-selected and de-selection will only take place when agreed by the majority of the members of The Headteachers’ Executive Committee.

Schools may be deselected from the partnership if the school has breached the agreed aims and values of the partnership (as detailed in its policies and vision documents) or the school has reneged on the agreement as detailed in this partnership document.  Included in this are expectations that schools will behave in a way which ethically befits the profession as a whole.

Should a school be deselected, the SCITT will continue to work with the school to assess how re-selection can be supported and provide appropriate guidance and training.

If, following an Ofsted inspection, a school or nursery is placed in Category 4, the school should contact the SCITT as soon as possible after they receive notification of the grading. A capacity assessment will be undertaken immediately and any trainees on school based training needing to be removed from the school will be assigned to an alternative placement.

If any quality assurance assessments provide clear evidence that school based training is inadequate, the SCITT will provide extra support. This may take the form of bespoke mentor training and detailed monitoring of the provision. However, if the SCITT cannot evidence that school based training is improving then the school will be deselected. 

QTS Only
SCITT
Training Route
PGCE
School Direct
Training Route
PGCE
SCITT
Training Route
PGCE
Salaried
Training Route
Graduate
Apprentice-
ships
PGCE SCITT
Training Route
with Maths
Assessment Only
for QTS (must have
been teaching 2yrs+)
Duration 10 Months √ √ √
Duration 12 Months
Monthly Salary √
Government bursary available
Discretionary school bursary available
Specialism in SEND available √ √
Specialism in EYFS available √ √ √
Specialism in maths available √ √
Specialism in leadership available √
QTS after 10 months √ √
End-Point assessment in September
Student finance available √
70 centre based course days √ √ √
Assessment period of 6-12 weeks

Would your school or MAT be interested in becoming an ITT partner?

Everything we do at Essex and Thames is focussed on providing the best training for new teachers and by putting children at the heart of what we do. If you think that your school or MAT would like to be part of  this vision, then we are always interested in having those conversations. In the first instance, please email our office administrator Saffron Lowrie making clear what your email is about, and that you would like your email to be forwarded to our Executive Director Jo Palmer-Tweed.

Saffron Lowrie: office@thamesprimaryscitt.co.uk

We look forward to hearing from you!

Teaching schools partnered with Essex and Thames Primary SCITT