Faculty of Education: PGCE Secondary Teacher training programme guidance 2020-21
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Faculty of Education:
PGCE Secondary
Teacher training
programme guidance
2020-21PGCE Secondary Teacher Training Programme Guidance 2020/21 __________________________________________________________________________________ Contents Welcome .......................................................................................................................................................... 2 Programme Overview ...................................................................................................................................... 2 Programme timetables .................................................................................................................................... 2 PGCE Secondary ........................................................................................................................................... 2 BSc Secondary Mathematics with QTS ........................................................................................................ 3 BSc with Opt-In QTS ..................................................................................................................................... 4 PGCE Music with Specialist Instrumental Teaching ..................................................................................... 4 Management of the Placement ....................................................................................................................... 5 Placement Mentors ..................................................................................................................................... 5 University tutors .......................................................................................................................................... 6 Partnership Coordinator and Partnership Tutor ......................................................................................... 8 RNCM University Tutor ................................................................................................................................ 9 University Schools Model ............................................................................................................................ 9 Selection and Registration of Student Teachers.......................................................................................... 9 Support Procedures for Student Teachers ................................................................................................10 Quality Assurance ......................................................................................................................................10 Safeguarding ..............................................................................................................................................10 Disclosure and Barring Service (DBS) .........................................................................................................11 Student Teachers on Placement ....................................................................................................................12 Health and Physical Capacity to Teach ......................................................................................................12 Student Teachers with Individual Needs ...................................................................................................12 Expectations of Student Teachers .............................................................................................................12 Absences and Concerns .............................................................................................................................13 Misconduct and Professionalism ...............................................................................................................13 Termination of placement .........................................................................................................................13 Equality and Diversity ................................................................................................................................15 Coordination of the Placement......................................................................................................................15 Partnership Strategic Development Group ...............................................................................................15 School Ofsted Grade ..................................................................................................................................16 Rationale for the Quality Development Process across the ITE Partnership ............................................17 The Alliance Quality Development Process ...............................................................................................18 Appendix ........................................................................................................................................................19 School of Teacher Education & Professional Development, Faculty of Education, Manchester Metropolitan University Page 1
PGCE Secondary Teacher Training Programme Guidance 2020/21
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Welcome
This guidance is intended to provide you with further information on the teacher training programmes
leading to an awarded degree of postgraduate certificate in education secondary (“Programme(s)”) from
Manchester Metropolitan University. It is intended to be an expression of the common understanding
reached by you and us in delivering the Programmes.
This guidance should be read in conjunction with the Letter of Agreement sent to you along with this
document. For the purposes of this guidance, “you” and “School” means the school working in
collaboration with Manchester Metropolitan University to deliver the Programme. “We”, “us” “our” and
“University” means Manchester Metropolitan University. ”Placement” means the school-based element
of a Programme.
Programme Overview
Schools working in collaboration with us in delivering the Programme, are expected to provide places and
opportunities for school-based work that fit an annual pattern serving the needs of one, two (undergrad
opt-in) and three-year programmes of Initial Teacher Education (“ITE”). The Programmes of secondary ITE
based at the University depend on a partnership between the University and individual Schools, which is
the subject of agreement exchanged between the University and each School.
The secondary partnership is a shared commitment to pursue quality in the secondary programmes and
to provide intending teachers with the best possible preparation for their chosen profession. The
secondary partnership acknowledges that the well-being and education of students takes priority over all
other considerations.
Common descriptions are used for all Programmes. These refer to the professional development of the
Student Teacher (“Student Teacher(s)”) towards demonstration of the teacher standards (“Teacher
Standards”) for the award of Qualified Teacher Status (“QTS”).
Teacher Standards can be accessed here
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665
520/Teachers__Standards.pdf)
Programme timetables
PGCE Secondary
PGCE Secondary Placements are delivered in the following stages:
1. At the start of the academic year, Student Teachers attend sessions at the University developing
knowledge and understanding of pedagogy and professionalism. During the year, Student Teachers
should plan, deliver and assess in primary and post-16 and develop an understanding of the pre
and post phase curriculum, this can form part of either placements or the Enrichment Phase of the
programme.
2. The Placement A will begin with an ‘Induction Phase’. The Placement will begin with an “Induction
Phase” of two weeks, where they will observe teachers in the classroom as a model of good
practice. Student Teachers will return to the University on selected Fridays and evaluate their
Induction Phase experiences. The Student Teacher will audit and examine their subject knowledge,
reconceptualising its content as material, tasks and learning for pupils in the classroom. Student
Teachers will be provided with an opportunity to construct curriculum knowledge.
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3. The “Development Phase” provides a gradual beginning to classroom management and teaching
encompassing the early stages of the MMU Curriculum. The mentor will guide these early steps
possibly through paired/team teaching arrangements as the Student Teacher progressively takes
more responsibility for constructing and implementing lessons, managing behaviour, learning in
the classroom, and reviewing the outcomes. During this phase, the Student Teacher will attend the
Placement on Monday to Thursday, and the University on selected Fridays on the Post Graduate
Certificate of Education (“PGCE”).
4. The “Progression Phase” begins in the University and allow the Student Teacher to revisit, review
and develop knowledge and understanding constructed in Placement A and to make progress
against the full range of the MMU Curriculum. It also encompasses the early part of Placement B
in February.
5. The Assessment Phase is towards the later part of placement B. The mentors will monitor and
support the Student Teacher’s developing practice as it progresses towards the award of QTS. The
Student Teacher will be expected to evaluate their own teaching in terms of the impact on pupil
progress. Mentors and tutors act as critical observers encouraging the Student Teacher to become
more autonomous in their practice and their evaluation of it.
6. An “Enrichment Period” follows. It will usually, but not necessarily, be spent in the same school as
the previous phase. This phase will allow mentors and tutors to arrange complementary
experiences for the Student Teacher to give the maximum opportunity to demonstrate the Teacher
Standards. There is also the opportunity for some Student Teachers to complete their Enrichment
Phase in schools overseas.
The School will, at the end of the phase, review the progress of each Student Teacher against the
MMU Curriculum and, if necessary, identify Student Teachers(s) for whom there has been
insufficient progress against that particular phase of the curriculum.
BSc Secondary Mathematics with QTS
For BSc Secondary Mathematics, the following applies:
1. This full-time degree course leads to QTS and provides a strong foundation in mathematics and
education.
2. Students will spend a minimum of 30 weeks on Placement in schools and educational settings
during the Programme. During Placement, Students are required to undertake significant time
exploring teaching and learning, developing appropriate levels of knowledge and understanding,
which will enable them to work effectively as a teacher.
3. In year one, Students spend one day a week on a variety of educational settings including primary,
specialist and secondary placements. These experiences aim to broaden and develop specific
elements of their knowledge and understanding.
4. Starting in the autumn term, year 2 students spend 9 weeks on school placement.
5. In the autumn term of year three, students study Conflict Teaching (CT) and realistic mathematics
education (RME). Alongside this, they spend a minimum of one day a week on Placement with the
view to planning a sequence of lessons that incorporate CT and RME techniques. Placements are
assessed using Teachers ` Standards.
6. Placements are assessed using the Teachers` Standards. Starting in the spring term, year 3 students
spend 13 weeks on school placement.
7. Students are encouraged to take part in self-audits against the criteria to support personal
professional development on a week by week basis.
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BSc with Opt-In QTS
This undergraduate course operates in shortage subjects (MFL and computing) and allows Student
Teachers, following a subject specific degree, to opt into a QTS route during their 2nd and 3rd year
(4th year as MFL Student Teachers spend a year abroad in year 3 of their degree). There are two
placements, as with other routes, but these take place in the summer terms after the core degree
examinations are completed. The training opportunities are similar to other routes, except that the
Student Teachers build experience over a much longer time period (2 or 4 years) and Schools are
encouraged to allow Student Teachers to participate in experiences outside subject when the
opportunities arise. Placements are in pairs and collaborative working is key to the model. On the
undergraduate opt-in model, the Student Teachers will work continuously in the School during the
summer terms involved.
PGCE Music with Specialist Instrumental Teaching
For the Music with Specialist Instrumental Teaching PGCE, the following applies:
8. During Term 1, Student Teachers will complete their Placement and be taught basic elements of
lesson planning, curriculum content at Key Stages 3 & 4 etc. Student Teachers attend the Royal
Northern College of Music (“RNCM”) on Wednesday afternoons and Thursdays to cover
instrumental pedagogy. During this term they will also make visits to a music service in the evening
or weekend to familiarise themselves with procedures and working practices. They will gain ideas
of subject knowledge they may need to develop or focus on for the next term’s teaching. They will
be involved with ensemble and wider opportunities of work.
9. During Term 2, Student Teachers start to develop their subject pedagogy. Student Teachers are
prepared for the forthcoming instrumental/classroom Placement (to take place in the second half
of Term 2). During the first part of this term, Student Teachers complete the Critical Studies unit.
Following this period of teaching, the Placement B will commence. The Placement B comprises of
two parts:
• An instrumental teaching Placement with an Instrumental Music Service (“IMS”);
• A Placement in a Secondary school.
10. The term’s placement then combines work between IMS (equivalent of 3 days) and two days’ work
at their Placement. During this experience, School and IMS mentors will monitor Student Teacher
progress, but and complete placement visits. During this final Placement, Student Teachers are
formally assessed against the MMU Curriculum. The MMU curriculum incorporates all elements of
the Core Curriculum Framework (CCF), which is the minimum entitlement for all initial teacher
education programmes.
11. Following successful completion of this Placement, Student Teachers undertake a short enrichment
phase. This normally takes the form of a centrally organised University and RNCM project delivered
in conjunction with a local authority and IMS.
12. All Student Teachers on Music SPIT provision will complete time in Post-16 and Primary at some
point across their programme.
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Management of the Placement
A School, which identifies a Professional Mentor, will be termed a “Partnership School”. Partnership
Schools are divided into 4 geographical areas (North, South, East and West). Each area has a dedicated
partnership tutor who will support PMs in their area and work to share good practice. The University and
the School understand that the following roles will be allocated in the management of the Placement:
Placement Mentors
The School will appoint mentors to support the delivery of the Placement. The School is expected to
allocate time and opportunity for the mentors to carry out their roles and responsibilities as outlined
and fully described in the relevant mentor handbooks.
The School should appoint mentors to the following roles:
1. A “Professional Mentor” to: oversee placements, to monitor the training process in different
subjects within the school, to moderate the assessment outcomes for all Student Teachers and to
quality assure the mentor support and training programme provided. The Professional Mentor is
responsible for attending training in advance of undertaking their role, and ensuring Subject
Mentors are appropriately trained.
1. The Professional Mentor will assume responsibility for all ITE matters in the School and for
liaison/communication with the Faculty of Education. They will also be responsible for keeping the
Senior Management Team of the School informed about the progress of the ITE programme.
Professional Mentors are invited to the University to engage in moderation of assessments at exam
boards. Where a Student Teacher has failed placement there is an expectation that the Professional
Mentor or delegate will attend the examination board to provide evidence and confirm decisions.
In respect of the team of Subject Mentors, the Professional Mentor will:
▪ On an annual basis identify for the Faculty of Education the subject departments in which
Placements will be offered in the next academic year;
▪ Identify and support Subject Mentors and their training needs, ensuring they are adequately
prepared before receiving Student Teachers;
▪ Monitor the training requirements of individual Subject Mentors and ensure they continue to
meet the training entitlement of all Student Teachers;
▪ Provide an effective communication link between the Faculty of Education and Subject
Mentors;
▪ Monitor adherence to School ITE policy and the consistency of provision for Student Teachers.
In respect of the Student Teacher’ entitlement, the Professional Mentor will:
▪ Provide a school-based Induction programme for all Student Teachers including safeguarding,
school policies, curriculum and introductions to key colleagues
▪ Provide a school-based programme of professional studies including scheduled meetings to
review their professional development (this should be shared on request with the Faculty of
Education)
▪ Ensure that policies, data and appropriate information (schemes of work/ lesson planning
documents) are available for the Student Teacher to carry out prescribed school-based
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training activities as part of their teaching experience programme and prepare for
assignments as part of the MMU curriculum;
▪ Monitor the progress of individual Student Teachers, carry out at least one observation of
classroom teaching for each Student Teacher, and provide oral and written feedback of that
observation.
▪ Review, quality assure and sign off written reports completed by subject mentors;
▪ Engage with evaluation documents from the Faculty of Education
▪ Complete and submit the Quality Development Document on behalf of the School.
2. A “Subject Mentor” to: assume responsibility for ITE matters within the age phase/class and for
liaison/communication with the Professional Mentor and the visiting University Tutor.
The Subject Mentor will:
▪ On an annual basis, agree with the Senior Management Team of the School, subject colleagues
and the Professional Mentor, the number of subject placements to be offered;
▪ Ensure that subject colleagues are adequately prepared to receive and nurture Student
Teachers and understand their training needs;
▪ Agree to undertake any necessary training in order to discharge their role effectively;
▪ Complete and submit the Subject Mentor evaluation.
In respect of the Student Teachers’ entitlement, the Subject Mentor will:
▪ Respect the rights of Student Teachers as fellow professionals and offer personal and
professional support.
▪ Provide a role model of good practice and opportunities for the Student Teacher to observe
good practice from expert colleagues within and beyond the subject department;
▪ Provide information on departmental policies and practice;
▪ Construct a timetable of teaching with a variety of pupils across different age phases and the
full ability range taking into account the Student Teachers’ individual needs;
▪ Provide weekly subject mentor meetings with written feedback and targets for improvement
▪ Monitor the Student Teachers’ Teaching Experience Files and provide feedback
▪ Carry out a weekly formal lesson observation with written feedback and targets for
improvements.
▪ Complete timely report documentation, identifying progress to date against the MMU
Curriculum and agree targets for improvement.
In respect of professional development, the Subject Mentor will:
▪ Be expected to engage in the Subject Mentor training and updates;
▪ Be expected to take advantage of partnership opportunities for professional development,
and to share and compare ITE practices with other mentors in ongoing training events such as
subject conferences and Subject Mentor meetings.
University tutors
The University will appoint a University Tutor, who will have the following duties:
▪ Be a professional ambassador for the University and role model for Student Teachers and
Schools;
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▪ Interview and select Student Teachers in conjunction with School colleagues;
▪ Attend Programme board and committee meetings to ensure the development and coherence of
the Programme;
▪ Engage in professional links and dialogue with Schools and Student Teachers (during Placements)
and provide support and guidance where appropriate;
▪ Devise, deliver and evaluate the academic requirements of the taught elements of the
Programme;
▪ Quality assure and monitor the assessment process of the Student Teacher;
▪ Promote equality of opportunity and avoid discrimination;
▪ Check the Teaching Experience File;
▪ Support the Student Teacher and School mentors with an intervention support plan for Student
Teachers where appropriate;
▪ Offer Student Teachers a broad view of teaching and learning across a variety of contexts and
provide a model of a variety of teaching and learning strategies;
▪ Monitor the Student Teachers’ progress across all elements of the MMU Curriculum through the
Progression and Development process
▪ Co-observe the Student Teacher teaching with the School mentor/s and observe the mentor’s
feedback and make appropriate contributions to support the training process;
▪ Counsel and supports Student Teachers on Programme and non-Programme related issues
(including recommending referral to other agencies inside or outside of the University);
▪ Engage in professional discussion with Student Teachers and help them develop the qualities of
reflection, to apply then to their own practice and to develop a personal, principled framework
for their teaching;
▪ Monitor Student Teacher engagement with school-based training activities, mark assignments
and offer feedback and support;
▪ When appropriate, to liaise with mentors and ensure recourse to the ISP procedure is made
promptly;
▪ Engage in the preparation, support and development of Subject Mentors, and to liaise with the
relevant Partnership Tutor regarding training needs of Subject Mentors;
▪ Monitor the quality of support and training across Schools, and to inform Partnership
Tutors/Partnership Coordinators of examples of good practice, or of concerns relating to the
Student Teachers’ Placements;
▪ Maintain an overview of current developments within and beyond the subject area regionally and
nationally;
▪ Support the requirements for confirmation of QTS;
▪ Attend and participate in the board of examiner’s meetings;
▪ Compile references.
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Partnership Coordinator and Partnership Tutor
The University will appoint a Partnership Coordinator, who has the responsibility for the placement
and will be the main point of contact for that placement. They will also provide the necessary support
and guidance on matters of partnership policy and practice, as more fully set out below.
Partnership Tutors will be responsible for training mentors, carrying out senior moderation visits,
carrying out quality assurance, risk assessments and CPD in schools, as well as making the appropriate
allocated number of visits to Schools during the year to discuss with the School mentors:
▪ Lead on the quality assurance of the school-based provision via the QD process
▪ future planning and development of school-based provision via the QD process
▪ Developing links between the University and School;
▪ Delivering the training of mentors;
The Partnership Coordinator and Partnership Tutor will also have the following roles:
▪ Develop and maintain communication systems across a group of schools within the Faculty of
Education;
▪ Liaise with Professional Mentors at conferences and other meetings to contribute to the
management and development of the partnership;
▪ Monitor quality and consistency of Student Teachers’ experience, and act in the role of senior
moderator to ensure fair and consistent application of Placement assessments across subjects and
across the range of Schools;
▪ To analyse the evaluations arising from placements;
▪ Help organise and attend continuous professional development events;
▪ Attend partnership meetings
▪ Encourage Schools to extend the partnership into areas of continuing professional development
and research/educational enquiry;
▪ Inform University Tutors of any changes to the training opportunities offered by Schools;
▪ Inform Head of ITE Partnership of any concerns raised by Mentors;
The Partnership Coordinator will in addition:
• Work collaboratively with the programme leader to which the unit contributes to ensure that the
unit assessment is academically coherent, that academic and practice credits (when appropriate)
are clearly devised and communicated and the unit learning outcomes are clear and appropriate
• Liaise with the programme leader and other practice unit leads to raise any concerns and ensure
resource requirements are in place to support the delivery of the placements, including
administration and tutor allocation.
• Support mentors in schools and other settings, as appropriate
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RNCM University Tutor
The RNCM University Tutor will have the following duties:
▪ Attend Programme board and committee meetings to ensure the development and coherence of
the Programme;
▪ Engage in professional links and dialogue with music services, Schools and Student Teachers (during
Placements);
▪ Devise, deliver and evaluate the academic requirements of the taught elements of the Programme
in conjunction with Faculty of Education tutors;
▪ Offer Student Teachers a broad view of instrumental teaching and learning across a variety of
contexts and provide a model of a variety of teaching and learning styles;
▪ Engage in professional discussion with Student Teachers and help them develop the qualities of
reflection, to apply then to their own practice and to develop a personal, principled framework for
their teaching;
▪ Offer feedback and support within the music service provision during monitoring and moderating
visits as outlined in the Student Teacher entitlement statement;
▪ Monitor Student Teacher engagement with tasks, mark assignments and offer feedback and
support;
▪ Moderate decisions about Student Teachers’ progression against the MMU Curriculum.
▪ When appropriate, to liaise with mentors and ensure the ISP procedure is made promptly.
▪ Engage in the support and development of Subject Mentors, and to mediate in the evaluation of
the Student Teachers’ entitlement;
▪ Monitor the quality of support and training across services;
▪ Maintain an overview of current developments within and beyond the subject area regionally and
nationally.
University Schools Model
This model involves University Tutors working in the School, with teams of Student Teachers (usually
6-12) in a more intensive way using feedback systems to promote mutual good practice and the ability
to broaden the teaching experience more quickly. In this way tutors, mentors and Student Teachers
work together to identify areas for development and can offer greater tutor input to the department.
University Tutors visit the placement department on a more regular basis but will also undertake
observations of students in other subject areas within the School as well as the USM.
Selection and Registration of Student Teachers
The selection of Student Teachers will be by interview conducted by University Tutors and
representative colleagues from partner Schools, at a venue or venues to be agreed. The interviews will
be conducted in accordance with procedures laid down by the Schools and the University to meet
requirements of the Secretary of State for entry to ITT programmes that are currently in operation and
adhere to University policy, which relates to recruitment and selection. The arrangements for interview
will be made by the Faculty of Education at the University, which will carry out the necessary
transactions with UCAS Teacher Training. Student Teachers will be registered in accordance with the
University procedures and requirements
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Support Procedures for Student Teachers
In the event a Student Teacher is not making progress against the MMU Curriculum and need extra
support to enable their development, a process called the Intervention Support Plan (“ISP”) is used.
The ISP will be initiated when:
▪ Student Teachers are failing to make enough progress against the relevant phase of the MMU
Curriculum
The ISP will outline the causes for concern and set detailed targets against the MMU curriculum and
dates to review progress, to assist the Student Teacher where possible to make progress. All
documentation should be sent in a timely manner, to the University’s placements office and the
Student Teacher’s Personal Tutor at the University.
The Subject Mentor will discuss the ISP with the Student Teacher, in consultation with the Professional
Mentor and the University. Targets set should be SMART and an agreed timescale (normally two
weeks) to review them should be set. Progression towards the targets and any extra support needed
to attain them should be discussed in the weekly mentor meetings.
If the Student Teacher, after a two-week review has been deemed by the School mentors and
University to have made sufficient progress toward their targets, normal training will resume. If
insufficient progress towards their targets has been made, Student Teachers will be visited by a Senior
Moderator from the University to verify their status and will be discussed at the examination board.
Quality Assurance
We will work together to ensure we are committed to the pursuit of excellence in the delivery of the
Programme. The University and School will work together to monitor and evaluate the quality of the
Student Teacher experience.
The Quality Development (“QD”) process aims to set the standards of performance and effectiveness
expected of the ITT agreement, and to promote rigour in the way Schools and the Faculty work together
to deliver high quality Placements. The details of this are more fully set out at Appendix One.
The University may take the decision not to work with a School, if the quality of the Placement is not
deemed to be meeting the ‘Partnership School’ level of quality assurance.
The QD procedures are carried out through the Partnership Liaisons, Internal and External Moderation,
Partnership Evaluation Survey and Student Teacher Evaluation Surveys and committees.
Safeguarding
The University recognises its duty to safeguard children and promote the welfare of children and
adheres to statutory guidance to promote the safety and wellbeing of children and expects all staff and
Student Teachers to share this commitment. This includes the publications ‘Working Together to
Safeguard Children 2018’ and ‘Keeping Children Safe in Education 2018’.
Safeguarding is the responsibility of everyone working with children and the University ensures that
Student Teachers can identify and act upon their safeguarding duties whilst on a Placement. Schools
are responsible for inducting each Student Teacher to their school setting and ensuring Student
Teachers are fully briefed on the School’s policies on safeguarding and the promotion of health and
welfare of the children in their care. The latter should also include policies on the use of internal
electronic communications, GDPR and appropriate use of social media.
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The School shall comply with applicable legislation and codes of practice, including, where applicable,
all legislation and statutory guidance relevant to the safeguarding and protection of children and
vulnerable adults. The Subject Mentor should not leave the Student Teacher ‘unsupervised’ with any
group of children. Legally, the class remains the class teacher’s responsibility. Loco Parentis cannot be
devolved as the Student Teacher’s responsibility. The type and extent of the supervision can be reduced
depending on topic/activity that is being taught in the later stages of training except in the case of high
risk activity (for example, sports, sciences and design technology), however a qualified teacher needs
to be available to be called upon.
Any safeguarding issues arising whilst a Student Teacher is on Placement, must be immediately dealt
with in line with the School’s own safeguarding policy and must then be notified to the University.
Disclosure and Barring Service (DBS)
All Student Teachers entering onto the Programmes are subject to satisfactory Enhanced Criminal
Records with a Barred List check through the Disclosure and Barring Service (“DBS”). A representative
of the University’s Faculty of Education Head of School or Associate Head of School will make a
judgement of a Student Teacher’s suitability to begin working with children in Schools, based on a
Student Teacher’s DBS enhanced disclosure certificate, self-declaration, checked against prohibited
teachers list using the government’s Teacher Services System and Childcare Disqualification declaration.
Any DBS Enhanced Disclosure certificates, which have a criminal conviction, reprimand or caution, is
scrutinised by a senior member of Academic staff from the University’s Faculty of Education, and if
deemed appropriate the Student Teacher will be invited in for an interview to discuss the disclosure. By
following the University’s DBS Policy, and in agreement with the Schools, the University will decide if
the Student Teacher is suitable to train as a teacher or, if appropriate, has the authority to suspend or
terminate the registration of any Student Teacher who would be barred from professional practice
under DBS and Keeping Children Safe guidelines.
Student Teachers who are late applicants will have their DBS application processed but will also be
checked against List 99, having completed a Self-Declaration at the admissions stage, and where
appropriate a Childcare Disqualification declaration, so that evidence of clearance is available for the
early Placements. List 99 Student Teachers will be identified to Schools, with guidance on appropriate
levels of supervision offered. In such circumstances, the School must ensure that the Student Teacher
is appropriately supervised in accordance with the guidance and should impose any additional
supervision requirements it considers necessary.
Where Student Teachers have a history of residence overseas, they are required, where possible, to
obtain a certificate of no criminal convictions from the relevant overseas authorities. This is in
combination with our admissions process and occupational health screening, ensuring that the
University complies with all requirements of the Department of Education’s “Keeping Children Safe in
Education 2018”.
In accordance with Ofsted requirements, Schools should not request access to DBS certificates.
However, the Professional Placements Team at the University will ensure all relevant checks and
requirements have been met. The Schools will receive, with the Student Teacher’s permission, the
Student Teacher’s name, level of check, DBS certificate number and issue date.
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Student Teachers on Placement
Health and Physical Capacity to Teach
Providers have a responsibility to ensure that Student Teachers have the health and physical capacity
to train to teach and will not put children and young people at risk of harm. The activities that a
teacher must be able to perform are set out in the Education (Health Standards) (England)
Regulations 2003. We, as the provider are responsible for ensuring that only Student Teachers who
have the capacity to teach remain on the programme.
People with disabilities or chronic illnesses may have the capacity to train to teach, just as those
without disabilities or medical conditions may be unsuitable to train to teach.
Successful applicants will be asked to complete a fitness questionnaire prior to commencing the
programme to ensure that a person is able to train to teach.
We ask the university occupational health service to assess your suitability for teaching. This is
provided by an external specialist provider, Healthworks. Admissions will share your contact details
with them so that they can ask you to complete an online questionnaire and assess the
results. Medical details will only be given to managers and others outside the OH service in so far as
it is necessary for them to ensure Student Teachers receive relevant advice, guidance, support and any
relevant adjustments are made both whilst studying at the university and in placement, in accordance
with the Data Protection Act and GDPR.
Student Teachers will receive confirmation that they are cleared. This approval may be given based on
the questionnaire alone, or may require a doctor’s report, a phone call or an assessment by the
University’s Occupational Health team. MMU`s occupational health provider will make any necessary
contact with applicants to seek further information, arrange appointments, or obtain consent to
contact the applicant’s own doctor(s).
Where an individual is not considered to have the capacity to teach, this will be confirmed directly
with them in writing. The final decision on an individual’s admission to a Programme will be made by
the Head of School at the University.
Any concerns regarding the health of a Student Teacher should be discussed with their University Tutor
immediately who can be contacted by the placements team.
Student Teachers with Individual Needs
The University is sensitive to its responsibility in providing training that meets the individual needs of
its Student Teachers. Some Student Teachers may declare their individual needs at the start of the
course and others are identified during training. These Student Teachers are provided with an
individual learning plan by the University support team, as appropriate.
The University will encourage such Student Teachers to make their individual needs known to the
School so support can be facilitated. However, it is the Student Teacher’s discretion if they wish to
share the information on their individual learning plan. The University and the School will work together
to ensure that individual needs are met during Placements as part of the equal opportunities policy.
Expectations of Student Teachers
Every Student Teacher is required to read and/or sign the University’s Student and Professional Code
of Conduct and the ‘Teachers Standards 2018’ prior to their Placement start date. They set the
standards for conduct Student Teachers are expected to undertake during their studies.
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We have a rigorous selection procedure for all candidates applying for our ITT programmes. Application
forms are scrutinised, and applicants’ details considered against the criteria for entry onto the
Programme. Each applicant must supply original certificates as evidence of achieving correct grades of
appropriate subjects. We ensure that each applicant is then issued with the University DBS and Health
Check information and guidance to support them in completing the required documentation. We work
with the DBS in refusing to accept onto the Programme any applicant deemed unsuitable to teach.
Interviews are carried out by tutors from within the partnership.
Assessment criteria is developed in line with the MMU Curriculum leading to the completion at the end
to the Teacher Standards. All assessments are moderated and externally examined. We provide
opportunities for colleagues across the partnership, to access various CPD opportunities, master’s
degrees and Educational Doctorates as part of professional development. Our Postgraduate
professional development programme has a diverse range of programmes that are accessible to
teachers. All Student Teachers are given clear guidance at the start of their Programme on access to
suitable and useful resources, including a fully informed tour of the library and learner services.
Absences and Concerns
If a Student Teacher is absent from Placement, they must inform their School prior to the start of the
school day to allow lessons to be covered. The Student Teacher is also required to email the
Professional Placements Team at placements.education@mmu.ac.uk . Please note that a Student
Teacher must notify both their Placement School and the University’s Professional Placements Team
everyday they are not attending Placement. If a Student Teacher has not informed you that they are
unable to attend their Placement or you have immediate concerns about a Student Teacher’s
wellbeing, please notify the University’s Professional Placements Team on 0161 247 2811 or
placements.education@mmu.ac.uk . All Student Teachers must complete sufficient time in schools
and University taught sessions to demonstrate completion of the MMU curriculum and to have met
the Teacher’s Standards in full by the end of the programme (this equates in a typical year to 120
days in a school setting).
Misconduct and Professionalism
Student Teachers will all have read and signed the code of professional conduct and had University
sessions on professionalism during their studies. It is expected that these sessions will be reiterated
by the School. Student Teachers are aware that any serious breach of the Code of Conduct could
potentially lead to expulsion from the University.
Termination of placement
A Student Teacher, who leaves a Placement of their own accord, is deemed to have failed the
Placement. Before leaving a Placement, a Student Teacher should explore every avenue to resolve the
issues that make them feel that their placement is no longer tenable. The Student Teacher must also
liaise with their personal tutor regarding their situation in order to seek their help in resolving their
issues. In the event that the Student Teacher is unwilling to accept the professional advice and counsel
of their University Tutor and/or a member of the School staff, the Placement will be terminated, and
the Student Teacher is deemed to have failed the Placement on the grounds of unprofessional
behaviour. A complaint subsequent to termination in these circumstances will be dealt with using the
University’s complaints procedure.
Following the termination of a Placement, a Student Teacher must attend a progress review meeting
with a senior or principal lecturer to discuss the reasons for withdrawal and to be advised that the
Placement has been failed. The review meeting will be an opportunity for the Student Teacher to state
any grievances, including complaints relating to the Placement School. Failure to attend the meeting
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or engage with any part of the process will preclude a Student Teacher from challenging the decision
to record the Placement as a fail later.
The only circumstances that a Placement can be terminated by a school without being failed are when
a School terminates a Placement for reasons outside the School’s control. In these circumstances, the
University will seek, where possible, an alternative Placement for the Student Teacher. Schools must
not terminate a Placement without discussion with the University and have valid documentation to
support their decision. Termination of Placements should be a last resort. If instructed to leave the
premises by the School’s head teacher/principal, the Student Teacher must do so immediately. The
Placement School should notify its intention to remove a Student Teacher from the Placement by
notifying the University via the placement Office.
A Programme Lead is the member of University staff who is responsible for the daily running of the
taught University programme. The Partnership Lead oversees students whilst on Placement in Schools.
The Programme Leader, and/or Partnership Lead will activate appropriate University procedures. In
cases where gross misconduct is suspected, the appropriate disciplinary procedures may be enacted.
The Student Teacher will be notified in writing of the procedures and of their right to representation
and appeal.
It is intended that the School will honour a Student Teacher’s Placement for the full Placement
period.
Where professional conduct is of a serious and persistent nature, a preliminary professional
misconduct panel may be convened by the Partnership or Programme lead. This may include an
investigation regarding fitness to practice. If a Student Teacher fails to follow the University’s Code of
Conduct or if their professional or personal conduct gives rise for concern, the head teacher or
delegated staff in the School will immediately contact the relevant University Faculty of Education Tutor
or the secondary programmes office who will in turn notify the relevant member of staff. The issues
will be investigated, and the Student Teacher will be required to attend a progress review where targets
will be set and recorded on the progress review form. A Student Teacher may also be given an informal
or formal warning.
In extreme cases, inappropriate behaviour may require the Student Teacher to be suspended from the
Placement. If this is the case, the School should immediately contact the relevant secondary
programmes office and the Student Teacher should report in person to the relevant secondary
programmes office. In turn, the relevant member of University staff will be notified. A progress review
will be conducted for the issues to be investigated.
In accordance with University regulations (notably the procedure for the expulsion and exclusion of
Student Teachers from Programmes on grounds of professional unsuitability), Student Teachers will be
required to sign a declaration in which they acknowledge the Code of Professional Conduct and accept
its procedures.
In the case of a serious breach of the Code of Professional Conduct, the MMU Head of School (ITE and
professional development), in consultation with other senior leaders involved in the case will invoke
the University’s regulations. In these cases, the Student Teacher will be considered by a professional
suitability panel.
The University shall be entitled to terminate a Placement with immediate effect and without penalty
in the event that (in its reasonable opinion) there is risk of harm to a Student Teacher and / or a change
in circumstances, which adversely affects the quality of the Placement the Student Teacher receives.
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Equality and Diversity
The University is proud of its diverse community of Student Teachers, staff and visitors and is
committed to creating a positive environment where everyone is treated with dignity and respect. The
University’s policy on equality and diversity provides fairness for Student Teachers who identify under
the protected characteristics prescribed in the Equality Act 2010. The University will not tolerate any
form of discrimination, harassment or bullying. These characteristics include:
▪ Age
▪ Disability
▪ Gender reassignment
▪ Marriage or civil partnership
▪ Pregnancy and maternity
▪ Race or ethnicity
▪ Religion or belief (including no religion / beliefs)
▪ Sex
▪ Sexual orientation
Student Teachers are expected to comply and will be protected under the University’s equality and
diversity policy, including when they are on Placement. The University will be proactive in all matters
relating to equality of opportunity and diversity and will not tolerate discrimination, victimisation,
bullying or harassment of any kind by any party. Any action found to be in breach of any of these would
be addressed in accordance with the University’s policies and procedures.
5 Coordination of the Placement
Partnership Strategic Development Group
The Partnership Strategic Development Group, (“PSDG”) drawn equally from partnership Schools and
the University’s Faculty of Education, will offer guidance on policy and organisational matters with
respect to ITE to those with day to day responsibility for managing its component programmes. There
are separate steering groups for primary and secondary ITE.
The strategic groups will also act as a steering group and as a forum to resolve differences between
partners, which cannot otherwise be resolved. They will also confirm the selection of Schools for (or
de-selection from) the partnership, in accordance with prescribed criteria. In addition they will also act:
▪ To facilitate effective communication and a shared commitment to pursue quality and consistency
in the partnership between Schools and the University;
▪ To offer guidance on, and regularly review the partnership developments;
▪ To be responsible for defining, monitoring and evaluating clear, generic quality assurance
arrangements in the partnership;
▪ To provide a forum for the exchange of views arising from the defined partnership arrangements;
▪ To promote awareness of opportunities for all partners’ continuing professional development and
offer accreditation of such activity within the University’s continuing professional development
programme.
The strategic groups will receive and consider feedback from Schools, along with such reports from the
Faculty’s Head of Education as the PSDG Committee requires. In response, the Committee will offer
from time to time advice on changes in partnership policy or practice.
The overall responsibility for the management and co-ordination of a coherent set of programmes will
lie with the University’s Head of School for ITE, with support from the Associate Head. They will be
responsible to the University’s Pro Vice-Chancellor of the Faculty of Education, take account of advice
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from the faculty PSDG, be advised by designated programme leaders (who will be responsible for the
day to day management of individual programmes), ensure an appropriate structure of programme
committees and sub-committees, as shall from time to time be agreed.
The University’s Head of ITE Partnerships will ensure the appropriate and proper representation of
partner schools and services in these committee and sub-committee structures and be responsible for
liaison and communication systems with partner Schools.
The overall responsibility for the Placement of Student Teachers in partner schools will lie with the
University’s Head of ITE Partnerships. (S)he will normally identify partnership coordinators (and/or
tutors) who, within the framework of Placements agreed by the partnership, will carry out negotiations
with Professional Mentors in partnership schools and seek to take up their offers of Placement across
all courses.
In Secondary, in respect of policy and advice on the content and methodologies applicable to individual
subjects, the University’s Faculty of Education will nominate a unit award leader for each subject in
each Programme whose responsibilities will include setting up and operating a consultative group of
Subject Mentors to develop and authenticate the training programmes in that subject.
The Partnership Coordinator and the Partnership Tutors (discussed above) will help to promote
effective communication between partners.
The Faculty of Education will specify University staff officers with responsibility across all programmes
to co-ordinate matters of academic management, partnership communication and support for Student
Teachers. These will include, inter alia;
▪ Head of School for ITE
▪ Associate Head of School for ITE
▪ Head of ITE Partnerships
▪ Head of Education
▪ Placements Team
▪ Co-ordination of Partnership Tutors
School Ofsted Grade
It is the responsibility of the School to inform the University immediately if Ofsted inspect and the
School is assessed as inadequate or placed in special measures. The University will additionally
undertake a monthly check on all Schools ’Ofsted grades. If the Ofsted report indicates there will be a
factor, which will adversely affect the quality of Student Teachers’ experience in the Placement, this
then leads to an immediate risk assessment by the University’s Head of ITE Partnerships.
The guidelines from the Ofsted indicate that the Placement can continue where the Head of ITE
Partnerships and head teacher at the School are in agreement that Student Teachers can receive
appropriate support during the Placement. When a School is in special measures, the Head of ITE
Partnerships will read the School’s Ofsted report and assess the risk factors involved in having Student
Teachers placed in the School. If the Head of ITE Partnerships has reason to believe the Student Teacher
can be supported, a Partnership Tutor will undertake a risk assessment visit. This will include
discussions with the School’s head, Professional Mentor and visiting particular departments and
Subject Mentors. The Head of ITE Partnership will check the report made by the Partnership Tutor and
confirm any recommendations cited in the risk assessment report. If the department is regarded as
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