1. Early Years Teacher Status SETTING MENTOR MEETING 4 TH NOVEMBER 2015

2. Why we need EYTs  Early years teachers make a lasting, positive impact on children’s well-being and development, opening young children’s minds to new concepts and ideas on a daily basis.  Research demonstrates that the quality of early education and childcare provision is higher when practice is led by specially trained early years graduate teachers. This makes it vital that high-calibre candidates train as early years teachers.  The early years are a critical stage. We know that: 94% of children who achieve a good level of development at age five go on to achieve the expected levels for reading at key stage 1, and they are five times more likely to achieve the highest level pupils who start off in the bottom 20% of attainment at age five are six times more likely to be in the bottom 20% at key stage 1 compared to their peers

3. What is EYTS?  Early Years Teacher Status  The “early years standards... operate in parallel with the current Teachers’ Standards, and have been designed specifically for early years teachers to ensure that training and assessment is appropriate for children from birth to age five.” (DfE 2015).  A practitioner with EYTS should be seen as a graduate with “early years specialist” knowledge and experience. They would be expected to provide high quality teaching, learning and care for children aged 0-5 and take particular responsibility for developing and extending children’s learning across the EYFS, ensuring they are in the best possible position to benefit from the educational opportunities of KS1.

4. According to the DfE: On completion of the EYTS programme:  participants will not be recognised as having QTS, however  they will be eligible to teach children aged 0-5 years in any private, voluntary or independent setting including free schools and academies  they will (AT THE DISCRETION OF THE HEAD TEACHER) also be able to teach in mainstream schools in nursery and reception classes, although the school reserves the right to ask for someone with QTS to fill these posts  there is no obligation for schools or settings to pay those with EYTS on the teacher pay-scales

5. EYTS at MMU Trainees have three fold support Outstanding EYT Setting mentor University assessor University

6. What is a mentor?  … guides a less experienced person by building trust and modelling positive behaviours What is an effective mentor?__________  … understands that his or her role is to be dependable, engaged, authentic, and tuned into the needs of the mentee

7. What information do mentors need?  Information  Skills and qualities

8. Information:  Standards  Handbook  Grading amplification  Forms  Other materials  Partnership website

9. Skills and qualities:  Has good communication and listening skills  Has a willingness to share skills, knowledge, and expertise  Demonstrates a positive attitude and acts as a positive role model  Takes a personal interest in the mentoring relationship  Exhibits enthusiasm in the field  Values ongoing learning / growth in the field and the opinions and initiatives of others  Provides guidance and constructive feedback  Is respected by colleagues and employees  Sets and meets ongoing personal and professional goals  Motivates the EYT trainee to make progress through the programme

10. Role of the EYT Setting Mentor  To act as first point of contact within the setting for trainee  To take joint responsibility for the trainees progress alongside the UA  To ensure the trainee has opportunities to fulfil requirements of the programme  To meet regularly with trainee (weekly)  To act as a critical friend: provide an opportunity for trainee to discuss progress, reflect on practice and explore new opportunities  To carry out the joint observations with university assessor (UA) and provide constructive feedback to trainee about their teaching and the impact on children’s learning  To complete relevant paperwork

11. Expectations for third placement General assisting of practitioners Implementation of activities planned by practitioners Supervision of continuous provision Development of an area of continuous provision Planning, implementing and evaluating of: ◦1:1 activities ◦enhancements of continuous provision ◦focussed activities for small groups of children ◦whole class registration, story time and circle time Working alongside support staff for children with SEN or have EAL Communicating with parents / carers on a day to day basis Overseeing break times / taking part in care routines as appropriate.

12. QA process  QA visits to support UAs and SMs  Process overseen by Michelle and Rebecca

13. Partnership group  Interested in becoming involved?  Terms of reference for partnership forum.  Date of next meeting: 12 th November 2015 (1 – 3pm)  Agenda item: Review of safeguarding regulations February 2015

14. Guest Speakers  14/01/16 Den Building  11/02/16  18/02/16  24/03/16  19/05/16 Employability. Using the EYTS (Rebecca McGrath)  EAL  Forest schools  Inclusion  EYFS in reception class  Alternative approaches

15. Useful contacts: Ruth Moore0161 247 2023ruth.moore@mmu.ac.uk Your trainee’s assessor Rebecca McGrath07722 156 120 r.mcgrath@mmu.ac.uk Michelle Britch07933 818 648m.britch@mmu.ac.uk Annette Hargreaves0161 247 2389a.hargreaves@mmu.ac.uk Alison McCarthy0161 247 2027a.mccarthy@mmu.ac.uk Elaine Spink0161 247 5078e.spink@mmu.ac.uk

16. Questions and answers: