1. Background and Principles
We believe that the best model for producing high quality teachers is based on working in partnership with schools and Early Years settings. This partnership relies on the involvement of school based professionals in the selection and training of students. A balance of academic study and practical placement experience is delivered on a variety of teacher training programmes at both Undergraduate and 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 students. This, in turn, enriches the life of the schools participating in the partnership.
The continuing improvement of pupil attainment and the well-being of children are at the heart of this Partnership, and inform all aspects of the training of students to become qualified teachers.
The Partnership has a commitment to ensuring students are provided with the preparation which ensures that they evolve into good and outstanding professionals. This outcome is achieved through the distinctive roles and responsibilities across the partnership in both schools and the university. The close working relationship between University of Cumbria Professional Partnership Tutors (PPT’s) and teachers provides an environment for the exchange of ideas that informs practice across the partnership.
Our mission is to provide and promote excellent and accessible higher education which enhances the lives of individuals and fosters the development of the communities to which we belong. We achieve this by embracing four guiding themes: sustainability, creativity, employability and enterprise.
3. Management and Co-ordination of the Partnership
An appropriate partnership forum will be provided, drawn from Partnership schools and the University, will offer guidance on policy and organisational matters with respect to Initial Teacher Training.
The Institute of Education will nominate Professional Partnership Tutors for each school, with responsibility for promoting effective communication between Partners.
The assessment of students 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 University 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 University admissions system
- A University Committee will make a judgement of the student's suitability to begin work with children in Partnership Schools, based on student’s DBS disclosure certificate in consultation with a school based colleague
- When the University has a student teacher whose DBS check is not fully complete before a placement starts, the University 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. Students in this position will be notified to the school, so that the school can ensure that the student is appropriately supervised.
- There is no requirement for students to take their DBS certificates to school as the University of Cumbria is responsible for processing their DBS. Schools will be provided with students’ 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 student, the University 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 student. In accordance with current requirements and legislation a partner school must extend its cover to include a student if (s)he is engaged in visits or similar extra-curricular activities involving pupils.
4. Quality Assurance
The Partnership is committed to the pursuit of excellence and has developed appropriate structures and roles to monitor and evaluate the quality of the student experience, paying attention particularly to:
- Students’ entitlement to equivalent experiences in different schools.
- Opportunities for a student to gain experience in a range of schools and in the range of approaches and methods practised in individual subjects and age phases necessitating the consistent application of sets of assessment criteria and consistent judgements about students’ competences.
- Students, class teachers and University tutors will be involved in the evaluation process. Feedback from the evaluation process will be shared with all parties. The departmental quality committees will receive issues arising from the evaluation process on an annual basis.
- The University monitors the Ofsted grade of all of its Partnership schools on a weekly basis.
Termination of a school placement
In the event that a student fails to follow the University code of conduct or their performance on placement gives cause for concern, the Head Teacher or Mentor will contact the Partnership Tutor allocated to the school. Full guidance on the process to follow can be found in the booklet Formative and Summative Assessment, Guidance and Support section 3.
The Institute of Education is governed by the policies and procedures of the University of Cumbria. The following is a list of the policies and procedures that inform the way the Institute conducts its work. The list also provides a link to the University’s website where the policies can be read in full. These policies are subject to change.
Health and Safety
Student Placement Policy