Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Assessment whilst on placement
Assessment of progress
When considering your progress and the support you might need throughout the course, we take a holistic view of your development. In order to ensure that you are working at an optimum level, we use the indicators as shown in the diagram to enable you have all that you need to gain the most from your training. It is key that you are fully aware of each of these and what they entail. To develop your understanding of these indicators, you will find detailed information in your sessions, course documentation and through discussions with your personal tutor in relation to how you might work with us to ensure that you are getting the best outcome.
We have many different people to support you throughout the course and ensure that you gain the best outcome for you, these being your university Lead Mentor, Personal Tutor, Module Tutor, and school-based Mentor. The course team will keep a track of how you are doing in each of these areas and ensure that you are at the level you need to be to succeed. They will let you know when you are not on track and support you to develop.  However, a key element to your success is of course you.  So, look at each indicator and reflect on where your strengths and challenges lie. Work throughout your studies and in placement to ensure you have enhanced your progress in each of these areas. 
We assess using our Core Areas which we have developed around the Core Content Framework and the Teachers’ Standards. We assess our students against the Teachers’ Standards at the end of their final placement.
We will only recommend the award of QTS where we are confident that a student has met all the Teachers’ Standards. The accuracy and reliability of assessment in our Partnership rests on triangulation between the judgment of school-based Mentor, moderated by university Lead Mentors and complemented by student self-assessment.
You are continually assessed through your placement using our expected progress statements.
Assessment calendar whilst on placement
| Stage of placement | Professional / Associate mentor | Student | Lead Mentor |
|---|---|---|---|
| From start of placement to the Progress Review | Meet weekly to review new implementation and progress, reflects on observations consider what to implement in the following week and set targets for the following week. Targets should be informed by the expected progress statements. school-based Mentors should judge if the student is on course to meet expected progress statements by the end of the placement. Weekly meetings are recorded in PebblePad, including a Mentor comment. | Monitor PebblePad – are suitable targets being set, does the student seem on course? | |
| Assemble evidence of expected progress on PebblePad. | |||
| Progress Review | Complete Progress Review on PebblePad. | Contribute to the Progress Review on PebblePad and during the visit. | Complete an in-person visit (or for undergraduate phase one, a virtual visit) to the school to support and moderate. |
| Progress Review jointly agreed. If there is any doubt that a student will not make the expected progress in each Core Area or meet the Teachers’ Standards by the end of the placement a support plan must be put in place. The Progress Review is likely the last opportunity to do so. |
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| Between Progress Review and Final Review | Meet weekly to review new implementation and progress, reflects on observations consider what to implement in the following week and set targets for the following week. Targets should be informed by the expected progress statements or Teachers’ Standards. School-based Mentors should judge if the student is on course to meet expected progress statements by the end of the placement. Weekly meetings are recorded in PebblePad, including a Mentor comment. | Monitoring PebblePad – are suitable targets being set, is momentum from Progress Review being sustained? | |
| Assemble evidence of progress / Teachers’ Standards on PebblePad – needs to be complete by the end of placement. | |||
| Final Review | Complete Final Review on PebblePad. School-based Mentor confirms that student has met expected progress statements. | Contributes to the Final Review. Demonstrates evidence of having met expected progress statements in all five Core Areas. | Virtual meeting held to moderate judgements. School-based Mentor judgement moderated by university Lead Mentor. |
| Final placements | School-based Mentor judges whether student has met Teachers’ Standards and hence should be recommended for QTS. | Demonstrates evidence of having met Teachers’ Standards. | Moderated and Confirmed by Lead Mentor. |
Assessment and progression
For each phase of placement, the school-based Mentor will make a judgement on whether a student has made the progress described in the expected progress statements for that phase. The school-based Mentor should make this judgement based on a holistic appreciation of the performance of the student over the whole period of the placement, in different subject areas etc. This judgement will be moderated by the university Lead Mentor who will have followed the progress of the student over the placement and will have had the opportunity to observe the student teaching alongside the school-based Mentor and who will have supported the school-based Mentor in their Progress Review and Final Review. It is the responsibility of students to ensure that their PebblePad records are kept fully up to date. If there is a problem with the school-based Mentor completing the necessary sections, the Lead Mentor will provide support.
Students who have in these circumstances demonstrated expected progress will have shown that they are ready to progress to the next phase of their training or they will have shown that they have met all the Teachers’ Standards. The outcome of this assessment will be communicated clearly to the student through the Final Review.
Assessment of students’ performance should be a cumulative process where student and school-based Mentor are aware at each stage of progress against the relevant statements: these should underpin the dialogue in weekly meetings and form the basis for target setting. If a student is judged not on track by their school-based Mentor, there is a process for addressing this (see support plan) which should be followed. There should be no sudden surprises in the assessment of students: a student that is judged to be making expected progress at the Progress Review should pass the placement in all but exceptional circumstances. School-based Mentors should therefore be objective at all stages in their assessment of students, strongly consider the need for a support plan should a student not be making expected progress at the Progress Review and importantly let the university Lead Mentor know rapidly if there is any reason for concern that arises in the second half of the placement.
Termination of placement
Undergraduate students will have three assessed placements, postgraduate students will have two assessed placements. Each placement needs to be completed successfully to progress onto the next phase, i.e., to progress from a phase 1 placement to the next stage of training students need to have met and evidenced all the expected progress statements for that phase by the end of the placement. To pass a QTS course and to be recommended for QTS, students must meet all the Teachers’ Standards by the end of their final placement. These judgements are made by school-based Mentors, moderated by university Lead Mentors and standardised by internal and external moderation.
The following could result in a placement being terminated (this list is not exhaustive):
- Not making expected progress in line with the expected progress statements for the phase of placement will result in the Lead Mentor instigating a support plan (see below). If the student does not make sufficient progress in line with the support plan within a week, the university Lead Mentor will terminate the placement, and it will be deemed a failed placement. The University’s decision on the placement result is final.
- A student not evidencing progress on PebblePad by keeping all sections up to date. Again, the university Lead Mentor may instigate a support plan for this.
- A decision from a Placement Review Panel including Course Directors regarding misconduct or insubstantial progress.
- If a Placement School withdraws their support for a student during placement.
- Not meeting Part two of the Teachers’ Standards which requires your professional conduct and responsibilities and attendance.
- Student refusal to attend placement or withdrawing themself from a placement without due cause.
- Failure to meet all the Teachers’ Standards at the end of their final placement.
If a student does not make the expected progress during their placement:
- Undergraduate students will have one opportunity to repeat the placement in each academic year.
- Postgraduate students will have one opportunity to repeat only one of their two placements. For phase one, this will be in the same academic year, for phase two, this will be in following academic year.
We will ensure that students re-sitting their placement will do so fully supported and will have the best possible opportunity to complete the repeat placement successfully. The host school where the student is placed will be made aware that this is a re-sit, will be briefed as to the reason for the re-sit and will be supported by a university Lead Mentor working closely with the student.
The Partnership Team will find suitable re-sit placements for students who require them, and you will be informed as early as possible about the details and timing of your re-sit placement. The timing of re-sit placements is set out in the Carnegie School of Education Calendar.
Placement Readiness Engagement Planner (PREP)
Students will be given one opportunity to re-sit their placement. All students re-sitting will be required to pass a Placement Readiness Engagement Planner (PREP) before starting their re-sit placement. The purpose of the PREP is to ensure the student is ready for their re-sit placement following their previous placement being terminated, or them previously not being deemed placement ready. It will address the areas of concern from the previous unsuccessful placement. This is written by the student with their Personal Tutor on PebblePad, and Placements Team are informed. The Personal Tutor will review this two weeks before the placement is due to start, and if the student meets the terms of the PREP, they will begin their re-sit placement. If the terms of the PREP are not met, the student will not start their resit placement and will be discussed at the placement concerns panel.
What constitutes a failed placement?
The following could result in a failed placement:
- Not making expected progress in line with the expected progress statements for the phase of placement will result in the university Lead Mentor instigating the intervention procedure (see below). If the student does not make sufficient progress in line with the support plan within a week, the university Lead Mentor will terminate the placement, and it will be deemed a failed placement. The University’s decision on the placement result is final.
- If you do not evidence your progress on PebblePad by keeping all sections up to date.
- A decision from a Placement Review Panel including Course Directors regarding misconduct or insubstantial progress.
- If a Placement School withdraws their support for a student during placement.
- Not meeting Part 2 of the Teachers’ Standards which requires your professional conduct and responsibilities and attendance.
- Student refusal to attend placement or withdrawing themself from a placement without due cause.
- Failure to meet all of the Teachers' Standards at the end of their final placement.
The following table summarises the procedures for a placement being terminated:
| Placement terminated by | Termination of placement on PebblePad completed by | School informed of placement termination by | Who else needs informing |
|---|---|---|---|
| University Lead Mentor (for example, as a result of a failed Support Plan) | University Lead Mentor (but student needs to sign) | University Lead Mentor | Placements Team, Personal Tutor, Level Lead |
| School | School-based Mentor (but student needs to sign) | N/A | University Lead Mentor, Placements Team, Personal Tutor, Level Lead. |
| Student | Student and university Lead Mentor | University Lead Mentor | University Lead Mentor, Placements Team, Personal Tutor, Level Lead |
Pathways to achieving recommendation for QTS
- If a student makes the required progress in their placement they move on to the next phase or are recommended for QTS at the end of their final placement.
- If a student does not make the expected progress during their placement:
- Undergraduate students will have one opportunity to repeat the placement in each academic year.
- Postgraduate students will have one opportunity to repeat only one of their two placements. For phase one, this will be in the same academic year, for phase two, this will be in following academic year.
- If a student does not successfully pass a re-sit placement their options are:
- Undergraduate students may re-sit the academic year; a student will only be able to do this once.
- Transfer to a non-Primary Education QTS course (first year undergraduates only).
- Take the BA Primary Education Studies (non-QTS award) which gives credit for academic achievement (undergraduate students at level 5 or 6) or transfer to a different non-QTS course.
- Level 5 and 6 undergraduate students who take the BA in Primary Education Studies award (non-QTS will undertake a 6-week Professional Experience placement in a self-chosen educational setting with primary aged pupils. Their professional engagement is assessed by their Personal Tutor and their professional experience supervisor as detailed in the relevant placement specific handbook).
- Postgraduate students who are not eligible for QTS but complete all their other Master's Level studies successfully will receive a Postgraduate Certificate in Education Studies.
