Embed Size (px)
Citation preview
School of Education Inspiring learners, enriching communities.
Early Years Initial Teacher Training (EYITT)
Graduate Employment-Based Route
School-Based Training Handbook (SBT3)
2018-19
The University of Brighton Initial Teacher Education Partnership aspires for all trainees to become outstanding teachers. We educate the next generation of teachers to the highest standards so that they are:
Highly committed to their pupils’ learning and progress, and ambitious in what they want to help
them achieve;
Inquisitive, critically reflective and motivated to keep learning and improving their own practice;
Quick to adapt to different learning contexts and confident to challenge inequalities;
An asset to the profession, willing to share their knowledge and experience and to collaborate
with others;
Well prepared for the realities of teaching, with the confidence, resilience and skills to be
innovative, to take risks and be creative.
Early Years Initial Teacher Training (EYITT) Headlines from 2017/18:
100% of trainees achieved grade 1 overall, exceeding the target of 70% (Source: UoB
Partnership final setting-based training grades 2018);
100% of trainees completed the course with at least a grade 2 in every Teachers’ Standards
(Early Years) (Source: UoB Partnership final setting-based training grades 2018);
100% of trainees rated the overall quality of their training as good or very good (Source: EYITT
End of Course Survey 2018);
Early Years Initial Teacher Training (EYITT) Priorities for 2018/19
To enhance trainee progress and attainment in:
Teachers’ Standard (EY) 5: Adapt education and care to respond to the strengths and
needs of all children
Teachers’ Standard (EY) 6: Make accurate and productive use of assessment
Teachers’ Standard (EY) 8: Fulfil wider professional responsibilities.
To further refine mentor training and support in order to ensure high quality mentoring for
all trainees.
To embed and integrate the new postgraduate certificate to enhance trainees’ overall
outcomes.
So that trainees:
are equipped to improve outcomes for all learners with particular attention to diminishing difference
have appropriate skills and knowledge to be well prepared for a continuing career in teaching.
Contents
1. Early Years Initial Teacher Training Team ................................................................... 1
2. EYITT School-Based Training (SBT3): Trainee and Mentor Guidance ................ 2 2.1 Expectations of SBT3 ................................................................................. 2 2.2 Observation ................................................................................................ 2 2.3 Supporting Learning ................................................................................... 3 2.4 SBT3 Assessments .................................................................................... 3 2.5 SBT3 Tasks ................................................................................................ 3
3. School-Based Training (SBT3) Tasks Checklist for Trainees and Mentors .......... 5
4. EYITT School-Based Training (SBT3) – Reflective Task: Phonics ....................... 6
5. EYITT School-Based Training (SBT3) – Reflective Task: Maths.......................... 7
6. Observing Teaching – School-Based Training (SBT3) ......................................... 8
Appendices
Appendix 1: Pro formas ............................................................................................ 9
Appendix 2: The Teachers’ Standards (Early Years) .............................................. 17
Please note: This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct. The Partnership reserves the right to make changes as necessary.
1
1. Early Years Initial Teacher Training Team Deputy Head: Partnership and Engagement Sarah Fitzjohn-Scott [email protected] 01273 643374 Programme Leader: Early Years Initial Teacher Training: Eve Lumb [email protected] 01273 643377
Assistant Programme Leader: Early Years Initial Teacher Training: Erica Evans [email protected] 01273 643957 Programme Assistant: Early Years Initial Teacher Training: Helen Carter [email protected] 01273 641931 University Tutors: Early Years Initial Teacher Training
Name
Email Address
Jenny Leaver
Michaela Borland
2
2. EYITT School-Based Training (SBT3): Trainee and Mentor Guidance
Aims of SBT3:
To develop greater awareness of the continuum of expectations, curricula and teaching of the EYFS, Key Stage 1 and Key Stage 2 (to support TS(EY) 3.3).
To develop greater awareness of the teaching of phonics and maths in Key Stage 1 (to support TS(EY) 3.4 and 3.5).
2.1 Expectations of SBT3 The DfE have set a requirement that all EYITT trainees must complete a minimum of a two week school-based training period in Key Stage 1. Trainees must also meet the requirements of Standard 3, and specifically demonstrate their engagement with the continuum of expectations, curricula and teaching of the EYFS, Key Stage 1 and Key Stage 2. In order to meet these requirements, EYITT trainees will complete a school-based training period of 14 days. During this time, trainees must spend a minimum of ten days in a Key Stage 1 class. The remaining time should be used to enable the trainee to observe practice predominantly in Reception and with some opportunities to observe Key Stage 2. This will enable the trainee to develop a secure understanding of the educational continuum of expectations in a primary school setting. Trainees will complete a series of set tasks, including observing at least one phonics lesson and at least one mathematics lesson, and will use observation forms to record their reflections (see information on tasks below). SBT3 mentors will help to facilitate the school-based training period, providing support for the trainee to complete the SBT tasks and targets on their Professional Development Plan. During the first week of school-based training, mentors must ensure trainees are provided with guidance on the safeguarding policy and procedures within the school. Weekly meetings between the trainee and mentor will support the trainee to review targets and ensure the trainee is making the most of all school-based training experiences. Trainees must record mentor meetings using the EYH form and upload these to their e-Portolio (PebblePad). Dates of SBT:
1st Week 25 & 26 April: 2 days (allocated KS1 class) 2nd Week 29 April – 3 May: 5 days (allocated KS1 class) 3rd Week 7 -10 May: 3 days (allocated KS1 class), 1 day (Reception) 4th Week 13-15 May: 2 ½ days (Reception), ½ day (KS2)
2.2 Observation Trainees will spend a significant amount of time during the SBT3 observing teaching and learning. Observations will enable trainees to develop professional knowledge about teaching and learning in a school context. Through observing teachers, trainees will develop understanding of the curriculum and how teachers plan, support and assess learning. Trainees will gain an insight into the ways in which school experiences build on previous learning across the curriculum. For example, trainees will develop their understanding of approaches to phonics and how early phonological awareness can support later learning. Trainees should spend a minimum of 60% of their time on SBT observing the practice of experienced teachers. Trainees will reflect on these observations and will include observations and reflections in their e-Portfolio (PebblePad). Trainees should use the observation schedule (see section 6) to record these observations of teaching and learning. Trainees should upload a minimum of six observations across the school-based training period.
3
2.3 Supporting Learning To develop their understanding of how children approach learning in Key Stage 1, trainees should have opportunities to support small group activities. These activities should be planned by the class teacher. The EYITT trainee has no requirement to engage in lesson planning or assessment during the school-based training period. However, opportunities to work with small groups of children will enable the trainee to develop greater understanding of the curriculum and how this is supported in a school context. Trainees should aim to support a minimum of five small group activities during within Key Stage One and one activity within Reception. The majority of these small group activities should have a focus on phonics or mathematics. Trainees will record their reflections of supporting small group work and will upload these reflections to their reflective journal in their e-Portfolio (PebblePad). 2.4 SBT3 Assessments The expectations of the school-based training period are significantly different from the assessments undertaken in the host and placement settings. SBT3 is specifically designed to enable trainees to meet the requirements of Standard 3.3: “demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.” The focus of the formal observation (EYA) and the final Key Stage 1 assessment (EYKS1) should specifically address the trainee’s ability to meet this Standard and in particular to demonstrate their understanding of the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. The school mentor and university tutor will complete one joint formal observation of the trainee. During this observation the trainee should be supporting a small group activity in Key Stage One that has been planned by the class teacher. The focus of this activity should be phonics or maths. Standard 3 will be the focus for the observation; however the mentor and university tutor may also wish to comment on other relevant Standards, such as S1.1, S2.6, S4.4, and S6.3. The school mentor will complete the final assessment form (EYKS1) at the end of SBT3. This report will focus specifically on the trainee’s ability to meet Standard 3.3. For example, trainees should demonstrate that they have engaged in the process of focused observations of learning and teaching in Key Stage 1 and Key Stage 2. Trainees will upload evidence of their observations and reflections to their e-Portfolio (PebblePad). 2.5 SBT3 Tasks Trainees will complete two set tasks during the school-based training period, using the attached forms to record reflections and observations:
EYITT School-Based Training Task: Phonics (KS1)
EYITT School-Based Training Task: Maths (KS1) These are compulsory elements of SBT3. They will enable trainees to observe teachers supporting phonics and maths, thereby developing greater understanding of the teaching of phonics and maths in Key Stage 1. The SBT tasks should be completed and uploaded to the e-Portfolio (PebblePad) under ‘Reflective Tasks’. They may also be linked to S3 as evidence if appropriate.
4
Trainees must also continue to make use of the Professional Action Plan whilst engaging in the school-based training period. Trainees will identify targets and actions across the Standards (not limited to S3) to be completed during school-based training. For example, a trainee might identify Standard 5.4 as an area for development and may wish to find out more about how children are supported through the transitions from EYFS>KS1, or KS1>KS2. Or, a trainee might want to learn more about how assessment for learning strategies are used in Key Stage 1/Key Stage 2, thereby contributing to their understanding of S6.3. Each trainee will identify their own, unique set of targets and actions for the school-based training period.
5
3. School-Based Training (SBT3) Tasks Checklist for Trainees and Mentors
Task
Dates (s) completed
Prior to SBT
Reflection on Standards prior to school-based training (focus on S3)
Updated Professional Action Plan (PAP) prior to SBT, including targets and actions for the school-based training period
Week One (x 2 days)
Meet with school mentor for safeguarding induction. Read safeguarding policy.
Share PAP with school mentor and discuss opportunities for meeting targets in school. Agree dates for days in Reception Year and visit to KS2.
Become familiar with school routines
Observation of whole class teaching in KS1
Observation of small group work input in KS1
Week Two (x 5 days)
Observation of whole class teaching in KS1
Observation of small group work input in KS1
Opportunity to support small group work (phonics and/or maths where possible) planned by class teacher (KS1)
Additional opportunities to meet targets on PAP, as discussed and agreed with mentor
Task One: Phonics
Week Three (x 4 days)
Opportunity to support small group work (phonics and/or maths where possible) planned by class teacher (KS1)
Task Two: Maths
Formal observation by mentor and university tutor, supporting small group work planned by class teacher (KS1) (phonics or maths focus)
Additional opportunities to meet targets on PAP, as discussed and agreed with mentor
Observations of learning and teaching in Reception Year
Week Four (x 3 days)
Observations of learning and teaching in Reception Year
Support small group activity in Reception Year
Observation of learning and teaching in KS2
Additional opportunities to meet targets on PAP, as discussed and agreed with mentor
6
4. EYITT School-Based Training (SBT3) - Reflective Task: Phonics
Aims of the task:
To observe a KS1 phonics lesson
To develop subject awareness relating to synthetic phonics
To develop understanding of teaching strategies and resources used in the teaching of phonics
To develop awareness of the assessment of phonics
Upload your completed task to the Reflective Tasks area on your e-Portfolio (PebblePad).
Standards Links:
S3.3 and 3.4
Upload completed task to e-Portfolio (PebblePad) by 28/5/19
EYITT Trainee: Yr Group: School (SBT3): Date:
Context of the lesson (e.g. whole class, small group):
Subject Knowledge e.g. Observe and comment on the aspects of synthetic phonics that are the focus for this lesson. For example, phoneme grapheme correspondence; hearing, identifying, segmenting and blending sounds.
Teaching Strategies e.g. Comment on aspects of teaching. For example, how modelling is used, how children are supported to apply their phonic knowledge, interactive opportunities.
Use of motivating and appropriate resources e.g. Comment on texts used, resources to support the lesson, the print environment.
Assessment e.g. Comment on aspects of assessment. For example, how has the teacher tracked progress?
Reflection What role do you have, in your work with children in your own host setting, in preparing children for later phonetic understanding? What activities do you offer to lay the foundations for later learning?
7
5. EYITT School-Based Training (SBT3) – Reflective Task: Maths
Aims of the task:
To observe a KS1 maths lesson
To develop subject awareness relating to the teaching of early mathematics
To develop understanding of teaching strategies and resources used in the teaching of maths
To develop awareness of the assessment of maths
Upload your completed task to the Reflective Tasks area on your e-Portfolio (PebblePad).
Standards Links:
S3.3 and 3.5
Upload completed task to e-Portfolio (PebblePad) by 28/5/19
EYITT Trainee: Yr Group: School (SBT3): Date:
Context of the lesson (e.g. whole class, small group):
Subject Knowledge e.g. Observe and comment on aspects of maths. For example, what is the focus and learning intention(s) for the lesson (number and algebra; space, space and measures; data handling).
Teaching Strategies e.g. Comment on aspects of teaching. For example, how modelling is used, how children are supported to apply their mathematical knowledge, interactive opportunities.
Use of motivating and appropriate resources e.g. Comment on resources to support the lesson. How are children using apparatus to support and extend learning?
Assessment e.g. Comment on aspects of assessment. For example, how has the teacher tracked progress?
Reflection What role do you have, in your work with children in your own host setting, in preparing children for later mathematical understanding? What activities do you offer to lay the foundations for later learning?
8
6. Observing Teaching – School-Based Training (SBT3)
Trainees should use this observation schedule when observing a teacher leading a learning activity. Trainees should observe other adults teaching as often as possible.
Context of learning activity How are pupils organised? What is the role of the adult (teacher
and support staff)? What is the purpose of this task?
What is the learning intention? How is assessment used to inform
the activity? Does the activity allow for
differentiation? How are learners of differing abilities supported?
How does ‘play’ feature in the opportunities for learning?
How do children initiate their own activities?
Comment on aspects that promote collaborative learning.
How does the environment promote independent learning?
How was this session used? (e.g. to consolidate previous learning? To introduce new concepts?)
How was the learning assessed?
Evaluation How do you think the learning
intentions were achieved? How did the children respond to the
activity? What did you notice about what the
children had learned? What do you feel needs considering
for future planning (the next day/ next week)?
9
Appendix 1: Pro formas
Form Title Page
EYA Progress Report 10
EYD Need for Enhanced Support 11
EYF2 Record of Mentorship and Training SBT3 12
EYH Record of Mentor Meeting 13
EYI Certificate of Attendance 15
EYKS1 EYITT Key Stage 1 – SBT3 Report 16
10
EYA
Progress Report
Note: For the compulsory SBT3 (school), mentors and university tutors should focus on Standard 3 specifically, considering the extent to which the trainee has engaged with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
Trainee teacher: Date:
Setting/school: Age range/class: Joint review: Yes No
1. Progress Evidence of progress/improvements made in relation to meeting the Teachers’ Standards (Early Years), and trainee impact on children’s learning and progress. This may include responses to previous feedback, e-Portfolio (PebblePad), file and tasks.
2. Observation Feedback Reference should be made to relevant Standards, with attention to children’s progress.
Grade for trainee at this point taking into account 1 and 2 above (using the Teachers’ Standards (Early Years) descriptors)
Grade 1 Grade 2 Grade 3 Grade 4 (Need for Enhanced Support)
In discussion with the trainee teacher comment upon:
Code of Personal and Professional Conduct
With reference to the Partnership’s Code of Conduct, the personal and professional conduct demonstrated by the trainee:
Is consistently high Needs further development Needs Enhanced Support (Please complete form EYD)
In discussion with the trainee teacher, identify targets with actions:
I confirm that this report has been seen and discussed with the (please tick as appropriate):
Trainee teacher Mentor University tutor
Completed by: Role: Date Completed:
TRAINEE ACTION: (1) Upload to e-Portfolio (PebblePad) (2) Distribute to setting/school mentor and EYITT team
11
EYD
Need for Enhanced Support
If the trainee is at the stage where they are likely to fail please tick this box:
Review date/meeting (normally 5 working days):
I confirm that:
The above targets have been met to a satisfactory standard and the trainee no longer needs Enhanced
Support
The above targets have not been met and therefore a new EYD will be put in place
The trainee has failed the setting/school-based training (to be ratified by the Exam Board)
Trainee teacher:
Setting/school:
Age range/class:
Concerns raised by: Role:
NATURE OF CONCERN: Teaching Personal and professional conduct
Further Comments:
Targets, success criteria and support necessary (referenced to the Teachers’ Standards [Early Years]):
Trainee’s response:
Signed (trainee teacher): Date:
Signed (mentor): Date:
Signed (university tutor): Date:
ACTION: (1) Email to [email protected] (2) Upload to Trainee e-Portfolio (PebblePad)
12
EYF2
Record of Mentorship and Training SBT3
ACTION: (1) Upload to trainee e-Portfolio (PebblePad)
Trainee teacher: Date:
School: Class:
Week 1 Date
Meeting with mentor to develop and agree Professional Action Plan and review e-Portfolio (PebblePad). Link is sent to the SBT3 mentor.
Timetable agreed. Observation of outstanding teaching is organised.
Trainee co-ordinates joint observation (EYA) between SBT3 mentor and university tutor.
Trainee timetable and expectations are agreed with the school.
Trainee is familiarised with the school procedures regarding safeguarding.
School-Based Training
Formal observation takes place and oral/written feedback is provided (EYA form).
Date Date
Mentor observation Jointly with university tutor
Evidence checked by mentor
Additional observation(s) (if necessary)
Final evaluation takes place (EYKS1 form). Strengths and development needs are confirmed.
I confirm that this report has been seen and discussed with the (please tick as appropriate):
Trainee teacher Mentor University tutor
Completed by: Role: Date Completed:
13
EYH
Record of Mentor Meeting
Trainee teacher: Date:
Mentor: Setting/school:
Evaluation of trainee impact on children’s progress and previous targets:
Trainee to self-review progress and complete this section before the mentor meeting.
Key discussion points:
Targets (linked to the Early Years Teachers’ Standards): Identified targets should be used to update the action plan in the e-Portfolio, preferably during mentor meeting.
ACTION: (1) Upload to trainee e-Portfolio (PebblePad)
14
EYH
WEEKLY REVIEW CHECKLIST FOR MENTORS and TRAINEES USING THE E-PORTFOLIO (PEBBLEPAD) and
RECORDED on the EYH FORM
WHAT TO CHECK, CONSIDER, DISCUSS – these are suggestions
1. Is children’s progress being effectively tracked and monitored? What impact is being made on
children’s progress? How are the needs of disadvantaged learners being met?
2.
Inclusion: Are children’s needs being assessed, planned for and reviewed to support progress?
Is emotional development and well-being being considered? Is there effective communication
and collaboration with all staff and parents?
3. Planning for children’s progress: Have we discussed the planning for next week? Is planning
based on assessments of children’s progress, children’s needs and their interests? Is
trainee feedback informing future planning?
4. Trainee progress: Have we checked progress from last week's targets? Has the action plan
been updated?
5. Have we considered the use of reflections and how these are informing targets and actions on
your PAP?
6. Trainee feedback: Have we considered learning evaluations, EYA forms and informal and
formal feedback from other staff/tutors?
7. Have we looked at the evidence added against the Standards?
8. Have we discussed progress in completing the EYITT Standards tasks?
9. Developmental targets: Have we set targets? Have we discussed how these targets might be
met? Have we referred to the Standards and are these noted on the action plan?
10. With reference to the Partnership’s Code of Conduct, have we reviewed the trainee’s personal
and professional conduct?
15
EYI Certificate of Attendance
(Evidence of Completion of SBT2 and SBT3)
Please indicate attendance/absence as follows: P = present; A = absent; C = setting/school closed
I certify that the above is a true record of my attendance: ______________________________ (trainee teacher) I certify the above record is correct: ______________________________ (setting manager/headteacher/mentor)
Trainee teacher: Dates of SBT experience:
Setting/school: Programme: Early Years ITT
Age range:
Week commencing
M T W Th F Reason for absence Mentor’s initials
ACTION: (1) Trainee to upload onto e-Portfolio under related SBT
16
EYKS1
EYITT Key Stage 1 – SBT3 Report
The purpose of the EYITT Key Stage 1 SBT is to provide the EYITT trainee with a greater understanding of learning in school contexts, thus enabling them to meet Teachers’ Standard (Early Years) 3.3. SBT3 will specifically support trainees to understand how early education links to education beyond age 5 and into Key Stages 1 and 2 in school. In relation to the UoB (EY) grading descriptors for S3, please tick the appropriate box and comment on the trainee’s progress in meeting the expectations of this Standard (with a focus on S3.3).
TS (EY) 3.3: Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. Please tick: Grade 1 Grade 2 Grade 3 Grade 4: Fail Exemplification for grade awarded:
With reference to the Teachers’ Standards (Early Years), are there any other Standards that have been demonstrated during the duration of the SBT? Please specify which Standards. Exemplification:
Trainee: Date of SBT3: School: Class/Age: School Mentor: University Tutor:
I confirm that this report has been seen and discussed with the (please tick as appropriate):
Trainee teacher Mentor University tutor
Completed by: Role: Date completed:
TRAINEE ACTION: (1) Upload to e-Portfolio (PebblePad) (2) Share with trainee (3) Send to the EYITT team ([email protected])
17
Appendix 2: The Teachers’ Standards (Early Years)
1. Set high expectations which inspire, motivate and challenge all children. 1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. 1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. 1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children. 2. Promote good progress and outcomes by children. 2.1 Be accountable for children’s progress, attainment and outcomes. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. 2.3 Know and understand attachment theories, their significance and how effectively to promote
secure attachments. 2.4 Lead and model effective strategies to develop and extend children’s learning and thinking,
including sustained shared thinking. 2.5 Communicate effectively with children from birth to age five, listening and responding
sensitively. 2.6 Develop children’s confidence, social and communication skills through group learning. 2.7 Understand the important influence of parents and/or carers, working in partnership with them
to support the child's wellbeing, learning and development. 3. Demonstrate good knowledge of early learning and EYFS. 3.1 Have a secure knowledge of early childhood development and how that leads to successful
learning and development at school. 3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their
expectations. 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and
engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
4. Plan education and care taking account of the needs of all children. 4.1 Observe and assess children’s development and learning, using this to plan next steps. 4.2 Plan balanced and flexible activities and educational programmes that take into account the
stage of development, circumstances and interests of children. 4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with
parents and/or carers. 4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range
and ability of children. 4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the
continuous improvement of provision. 5. Adapt education and care to respond to the strengths and needs of all children. 5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and
development and how best to address these. 5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and
communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4 Support children through a range of transitions. 5.5 Know when a child is in need of additional support and how this can be accessed, working in
partnership with parents and/or carers and other professionals.
18
6. Make accurate and productive use of assessment. 6.1 Understand and lead assessment within the framework of the EYFS framework, including
statutory assessment requirements (see annex 1). 6.2 Engage effectively with parents and/or carers and other professionals in the ongoing
assessment and provision for each child. 6.3 Give regular feedback to children and parents and/or carers to help children progress towards
their goals. 7. Safeguard and promote the welfare of children, and provide a safe learning
environment. 7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding
and promoting the welfare of the child. 7.2 Establish and sustain a safe environment and employ practices that promote children’s health
and safety. 7.3 Know and understand child protection policies and procedures, recognise when a child is in
danger or at risk of abuse, and know how to act to protect them. 8. Fulfil wider professional responsibilities. 8.1 Promote equality of opportunity and anti-discriminatory practice. 8.2 Make a positive contribution to the wider life and ethos of the setting. 8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents
and/or carers and other professionals. 8.4 Model and implement effective education and care, and support and lead other practitioners
including Early Years Educators. 8.5 Take responsibility for leading practice through appropriate professional development for self
and colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working.
