A step-by-step guide to placements

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To enable you to meet the requirements for QTS, we have designed a programme of school placements that provide you with the opportunity to spend extended periods in at least two schools (phase placements), have wider experience of schools in a supported group context (holistic placements) and to develop some understanding of the key stages outside of which you are training to teach (higher and lower key stage placements.)

Before your placement starts

The Partnership Team will communicate with you about your placement as soon as possible.

Once you know where you will be placed, you should:

Contact your Placement School. This will normally be through the school office unless we have contact details for your school-based Mentor. Email your school-based Mentor to introduce yourself.
Take a look at the latest Ofsted report for your placement school. Bear in mind that this will not necessarily reflect your experience there, but it will give you some insights into the background to your placement.
Arrange to visit the school if time and distance allows; this should make the first days of your placement easier.
Make sure you understand when and where to attend on your first day.
Research the journey details so you are clear about how to get to your placement.
Contact your university Lead Mentor (you will be provided with their contact details).

During the placement

Everybody is nervous approaching their first placement; this is perfectly natural; your school-based Mentor should understand this. Building a professional working relationship with your school-based Mentor (and with other staff at the school) will be a priority for you. Try to get to know the children’s names as soon as possible and understand and participate as much as possible in the life of the school. On a first placement children will understand that you are not their ‘proper’ teacher, but the more you adopt a teacher presence, the more you will begin to feel like and be treated like a teacher.

Establish with your school-based Mentor when you will be arriving and leaving school each day, explain any personal circumstances that might be relevant to your attendance. This may include sharing your RAP should you have one.
Attend staff meetings and CPD where possible. These are an important part of your training in becoming a teacher and attending will help you to feel part of the team in your setting.
Discuss the use of PebblePad with your school-based Mentor and make sure they are connected to you on the system. You are responsible for making sure your PebblePad is complete and up to date, but your Professional/Associate Mentor needs to add their contributions on a regular basis.
Agree a regular time for a weekly meeting with your school-based Mentor. You are entitled to 90 minutes of dedicated meeting time with your school-based Mentor. It is up to you to work with your school-based Mentor to decide how and when this will happen. For example, this could be one 90-minite meeting per week, but you might prefer to have two or three shorter meetings per week. Start working with your school-based Mentor on a timetable for the placement; what you will be teaching and when, and what you will be doing when you are not teaching.
Review and refine your subject knowledge in collaboration with your school-based Mentor. Be proactive in developing this aspect of your teaching, it is important in building your confidence in the trust children have in you as a teacher. Always ask if you are unsure about the content you are teaching, it needs to be right first time.
Talk regularly with your school-based Mentor about the children in your class. Get to know them as individuals from assessment data and increasingly, from your own experience.
Understand about any children with SEND and EAL needs, talk about barriers to learning and how these may be overcome.

From the very first week, you must record your weekly meeting on PebblePad, and you should:

Review new implementation and progress.
Reflects on observations of others and observations of you.
Consider what to implement in the following week and set targets for the following week.
Have your Mentor add a comment.

Targets set in weekly meetings must be developed by student and school-based Mentor and should be:

Simple, small-step and where possible, SMART.
~3 Core Areas per week against the most relevant.
Based on the expected progress statements.
Reviewed the following week.

You will be formally observed by your school-based Mentor (or a colleague) once a week and this formal observation is recorded in PebblePad. You only need to upload one lesson plan and one lesson observation form to each weekly meeting. You should arrange to be observed in a variety of lessons at different times of the day. This will help you get a fuller picture of how you are doing and give you more ideas for your development.

Your university Lead Mentor will make an in-person visit (with the exception of Undergraduate phase 1, which is a virtual meeting) to discuss your Progress Review with you and your school-based Mentor. Your school-based Mentor and university Lead Mentor will briefly observe you teaching a lesson during this visit as well as discuss progress with you. This is intended to be a supportive process to help you make most of your placement.

In the final week of your placement your school-based Mentor will complete the Final Review in PebblePad which will record the progress you have made. Your university Lead Mentor will arrange a virtual meeting with your school-based Mentor and you to discuss this Final Review.

Timetables

Time period	Phase 1	Phase 2	Phase 3
Weeks 1-2	Meet virtually with your university Lead Mentor and arrange the Progress Review visit. Access key school policy documents: ensure you read the safeguarding policy and know who the Designated Safeguarding Lead is in school. Establish with your school-based Mentor when you are expected to arrive and leave school each day, explain any personal circumstances that might be relevant to your attendance. This may include sharing your RAP should you have one. Discuss the use of PebblePad with your school-based Mentor and make sure they are connected to you on the system. Discuss your action plan targets for this placement with your school-based Mentor. Get to know all the pupils in your class. Understand about any children with SEND and EAL needs, talk about barriers to learning for pupils in your class and the adaptive teaching approaches employed by your school-based Mentor. Familiarise yourself with the school environment; take the opportunity to observe other teachers and attend staff meetings and briefings and break duty along with your school-based Mentor.
	Start completing any directed tasks as detailed in the Phase 1 handbook supplement.	Start completing any directed tasks as detailed in the Phase 2 handbook supplement.	Start completing any directed tasks as detailed in the Phase 3 handbook supplement.
	Work under the direction of your school-based Mentor by supporting the learning of Individuals and small groups of pupils. Observe of a range of expert colleagues.	Teach up to 20% and co-teach and support your school-based Mentor in the other 60%. Observe of a range of expert colleagues.	Teach up to 40% and co-teach and support your school-based Mentor in the other 40%. Observe of a range of expert colleagues.
	20 % non-contact time to include the observation of a range of expert colleagues.
	Start having 90-minute weekly meetings with your school-based Mentor in which you discuss the Core Areas and set weekly developmental targets. Nb, this does not need to be in one 90-minute block i.e., it could be 3 x 30-minute meetings. These targets should be: Simple, small-step and where possible, SMART ~3 Core Areas per week against the most relevant Based on the expected progress statements Reviewed the following week Start working with your school-based Mentor on a timetable for the placement; what you will be teaching and when, and what you will be doing when you are not teaching. Start taking informal feedback. Research your subject knowledge for key areas of the curriculum that you will teach in weeks 3 and 4.
Weeks 3-4	Continue to observe your school-based Mentor and others teach and support the learning in the classroom.
	Plan and teach 30-40% of the timetable across the week and work under your teacher’s direction for the other 40%. Teach the curriculum of your host class. Plan and teach English in one week and Mathematics in the other week. Planning and teaching small groups counts as your teaching time. In EYFS, plan for all areas of learning including SSP and Mathematics. Gain experience of planning for child-initiated learning and plan for the learning environment under the guidance of your school-based Mentor.	Plan and teach up to 40% of the timetable across the week and co-teach and support your school-based Mentor in the other 40%. Teach the curriculum of your host class, focusing on the core subjects and one or two Foundation subjects per week	Plan and teach up to 80% of the timetable across the week. Teach the curriculum of your host class covering the full curriculum range. In EYFS and KS1, plan and teach sequences of SSP lessons.
	20 % non-contact time to include the observation of a range of expert colleagues.
	Continue to have 90-minute weekly meetings with your school-based Mentor in which you discuss your progress towards Expected Progress statements in the Core Areas and set weekly SMART developmental targets. Undergo one recorded observation of your practice per week and upload the lesson plan and observation form to the weekly meeting in PebblePad.
	Talk regularly with your school-based Mentor about the children in your class. Begin to develop your use of Assessment for Learning (AfL) through questioning, observation and the marking of work. With support, start preparing lessons using the LBU short term planning format.	Talk regularly with your school-based Mentor about the children in your class. Get to know them from assessment data and make regular use of AfL in your teaching. Develop your understanding of adaptive teaching approaches and the barriers to learning your pupils might encounter. When opportunity arises, engage with summative assessment. Plan your teaching using the LBU short term planning format.	Talk regularly with your school-based Mentor about the children in your class. Get to know them from assessment data and make regular use of AfL in your teaching. Develop your understanding of adaptive teaching approaches and the barriers to learning your pupils might encounter. Take the opportunity to engage with summative assessment and attend parents evening if possible. Plan more independently and where appropriate contribute to the planning of others. Use or adapt the school’s planning if desired and move to weekly planning if your school-based Mentor authorises this.
Roughly halfway through the placement	The Progress Review is the gateway to the second half of the placement. You, your school-based Mentor and the university Lead Mentor will review your progress towards expected progress for each phase. If there is any concern at the Progress Review that you will not have made the expected progress (Phase 1 or 2) or meet the Teachers’ Standards (just Phase 3) by the end of the placement, a support plan will be put in place. If by the Progress Review, you are not making expected progress in four or five Core Areas, the placement will be terminated at the Progress Review meeting as this is too many areas to be able to improve on in five normal working days. If your school-based Mentor indicates that you are not making expected progress in four or five Core Areas, your Lead Mentor will need a conversation with them before the meeting to determine if this is genuinely the case and why they have not been alerted to this earlier. This will be rare, and if this is the case, this should not come as a surprise to the you. By the Progress Review, if all the Core Areas are stated as ‘Made expected progress’ or ‘Making expected progress’ it is assumed that, as long as you stay on the expected trajectory, you will make the expected progress or meet the Teachers' Standards by the end of the placement.
Weeks 5-6 (Phase 1) and 5-8 (Phases 2 and 3)	Plan and teach up to 40-50% of the timetable across the week and work under your teacher’s direction for the other 30-40%	Plan and teach up to 60% of the timetable across the week and co-teach and support your school-based Mentor for the other 20%	Plan and teach 80% of the timetable across the week.
	Teach the curriculum of your host class. Plan and teach a short sequence of English in one week and Mathematics in the other week. Planning and teaching small groups also counts as your teaching time. Plan a discrete SSP lesson each day you are teaching. Teach or support one or two Foundation subjects per week. In EYFS, plan for all areas of learning including SSP and Mathematics. Gain experience of planning for child-initiated learning and plan for the learning environment under the guidance of your school-based Mentor.	Teach the curriculum of your host class. Continue to plan and teach a sequence of English and Mathematics lessons. In KS1, classes plan and teach sequences of SSP lessons. Focus on teaching Science and PE and any of the Foundation subjects you have not yet planned and taught where possible.	Teach the full curriculum of your host class, focusing on the Core and Foundation subjects and all EYFS areas of learning. In EYFS and KS1, plan and teach sequences of SSP lessons.
	20 % non-contact time to include the observation of a range of expert colleagues.
	Continue to have 90-minute weekly meetings with your school-based Mentor in which you discuss the Core Areas and set weekly SMART developmental targets. You should become increasingly proactive in setting and planning to achieve challenging targets. In phase 3, the weekly discussions should now be based around the Teachers’ Standards and set weekly SMART developmental targets should also relate to these. Undergo one recorded observation of your practice per week and upload the lesson plan and observation form to the weekly meeting in PebblePad.
Final Review	The Final Review provides a formative assessment of your achievement against the expected progress statements (phases 1 and 2) or a summative assessment against the Teachers’ Standards (phase 3).
After the placement is completed	Complete the student placement survey sent out by the placements team.

Time period	Phase 1	Phase 2
Full time phase 1 weeks 1-3 Full time phase 2 weeks 1-2 Part time phase 1 weeks 1-3 Part time phase 2 weeks 1-3	Get to know and understand your school/setting including when you are expected to arrive and leave school each day, explain any personal circumstances that might be relevant to your attendance. This may include sharing RAP should you have one. Collate and read school policies such as Safeguarding, Behaviour, etc.
	Discuss the use of PebblePad with your school-based Mentor and make sure they are connected to you on the system.	Discuss the use of PebblePad with your school-based Mentor and make sure they are connected to you on the system. Show them your phase 1 action plan.
	Agree your teaching timetable with your school-based Mentor. Investigate demographics of your class, including any children with SEND and EAL needs, talk about barriers to learning and the adaptive teaching approaches employed by your school-based Mentor. Get involved in activities such as breaktime duty. Attend staff meetings/briefings.
	Introduce yourself to the class and start to support your school-based Mentor in the classroom and observe teaching. Start taking informal feedback.	Introduce yourself to the class and start to support your school-based Mentor in the classroom and observe teaching.  Depending on your readiness, start some small group teaching or whole class teaching. Start taking informal feedback.
	On PebblePad, start to complete the weekly meeting sections with developmental targets. These targets should be: Simple, small-step and where possible, SMART ~3 Core Areas per week against the most relevant Based on the expected progress statements Reviewed the following week Make contact with your university Lead Mentor and arrange the Progress Review visit. Assess your subject knowledge, discuss and jointly action plan for your development with your school-based Mentor.
Full time phase 1 weeks 4-7 Full time phase 2 weeks 3-9 Part time phase 1 weeks 4-10 Part time phase 2 weeks 4-12	Continue to support your school-based Mentor in the classroom and observe teaching.  Begin teaching small groups or team-teaching whole class starters/plenaries with guidance.
	Engage in wider school activities as part of the festive period preparations.	NA
	Meet with your school-based Mentor for 90 minutes per week (biweekly for part time students) to discuss the Core Areas, your teaching, progress and new professional objectives. Nb, this does not need to be in one 90-minute block i.e., it could be 3 x 30-minute meetings. Continue to set SMART developmental targets each week on PebblePad.
	Start building your timetable towards the target of 60% leading teaching (with 20% non-contact time). This is pro rata for part time students. Start planning using LBU full lesson plan proforma and prepare your own lessons/adapt from schemes where used.  Start teaching Core Subjects (you may also teach other subjects where you already have experience or confidence).  Review prior learning of the class/unpick class records.	Start building your timetable towards the target of 80% leading teaching (with 20% non-contact time). This is pro rata for part time students. Plan, using the LBU full lesson plan proforma. Plan more independently and where appropriate contribute to the planning of others. Start teaching Core Subjects (you may also teach other subjects where you already have experience or confidence).  Review prior learning of the class/unpick class records. Where appropriate, be regularly marking and giving feedback. When the opportunity arises, engage with summative assessment.
	Be formally observed at least once per week. Upload this lesson plan and observation form to each weekly meeting on PebblePad.
	Arrange to have time in a Lower Key Stage each week (EYFS for 5-11 and Nursery for 3-7).	Arrange to have time in a Higher Key Stage setting ideally through the school's transition day – High School for 5-11 students, a Key Stage 2 setting for 3-7 students.
FT- Roughly halfway through the placement	The Progress Review is the gateway to the second half of the placement. You, your school-based Mentor and the university Lead Mentor will review the your progress towards expected progress for each phase. If there is any concern at the Progress Review that you will not have made the expected progress or meet the Teachers’ Standards by the end of the placement, a support plan will be put in place. If by the Progress Review, you are not making expected progress in four or five Core Areas, the placement will be terminated at the Progress Review meeting as this is too many areas to be able to improve on in five normal working days. If your school-based Mentor indicates that you are not making expected progress in four or five Core Areas, your Lead Mentor will need a conversation with them before the meeting to determine if this is genuinely the case and why they have not been alerted to this earlier. This will be rare, and if this is the case, this should not come as a surprise to the you. By the Progress Review, if all of the Core Areas are stated as ‘Made expected progress’ or ‘Making expected progress’ it is assumed that, as long as you stay on the expected trajectory, you will make the expected progress or meet the Teachers’ Standards. Please note, for phase 1, the Core Area expected progress statements change after the progress review.
Full time phase 1 week 8 onwards Full time phase 2 week 10 onwards Part time phase 1 week 11 onwards Part time phase 2 week 13 onwards	Teach a 60% teaching timetable (with 20% non-contact time, mostly core but where possible including some foundation subjects). This is pro rata for part time students.	Teach an 80% teaching timetable (with 20% non-contact time, mostly core but where possible including some foundation subjects). This is pro rata for part time students.
	Continue to plan all your lessons using LBU full lesson plan proforma. Reflect upon children’s learning and plan appropriately.	Continue to plan all your lessons. Reflect upon children’s learning and plan appropriately. If planning and teaching is going well, and through a conversation with your school-based Mentor and university Lead Mentor, you may choose to use either: The simpler Leeds Beckett proforma (available on PebblePad) The school’s own pre-existing lesson plans, as long as you annotate/adapt them to make them your own. Students on all phases of placement are expected to produce a LBU full lesson plan for each lesson where you are formally observed (i.e., your one weekly observation and your observation during the Progress Review visit).
	Continue to have 90-minute weekly meetings (biweekly for part time students) with your school-based Mentor in which you discuss the Core Areas and set weekly SMART developmental targets. You should become increasingly proactive in setting and planning to achieve challenging targets.	Continue to have 90-minute weekly meetings (biweekly for part time students) with your school-based Mentor in which you now discuss the Teachers’ Standards and set weekly SMART developmental targets. You should become increasingly proactive in setting and planning to achieve challenging targets.
	Continue to be formally observed at least once per week. Upload this lesson plan and observation form to each weekly meeting on PebblePad.
	Continue to review and update the following PebblePad sections: Attendance Weekly meetings Core Areas	Continue to review and update the following PebblePad sections: Attendance Weekly meetings Teachers’ Standards
	Regularly update your university Lead Mentor with your progress.
	Work strategically on reviewing the Core Area expected progress statements and action planning following the Review Day in January.	Work strategically on meeting the Teachers’ Standards
	By end of placement, ensure all PebblePad for this Phase is completed and validated by your school-based Mentor.
Final Review	The Final Review provides a formative assessment of your achievement against the expected progress statements (phase 1) or a summative assessment against the Teachers’ Standards (phase 2).
After the placement is completed	Complete the student placement survey sent out by the placements team.

Time period	Phase 1	Phase 2
Full time phase 1 weeks 1-3 Full time phase 2 weeks 1-2 Part time phase 1 weeks 1-3 Part time phase 2 weeks 1-3	Get to know and understand your school/setting including when you are expected to arrive and leave school each day, explain any personal circumstances that might be relevant to your attendance. This may include sharing RAP should you have one. Collate and read school policies such as Safeguarding, Behaviour, etc.
	Discuss the use of PebblePad with your school-based Mentor and make sure they are connected to you on the system.	Discuss the use of PebblePad with your school-based Mentor and make sure they are connected to you on the system. Show them your phase 1 action plan.
	Investigate demographics of your class, including any children with SEND and EAL needs, talk about barriers to learning and the adaptive teaching approaches employed by your school-based Mentor. Get involved in activities such as breaktime duty. Attend staff meetings/briefings.
	Introduce yourself to the class and start to support your school-based Mentor in the classroom and observe teaching. Start taking informal feedback.	Introduce yourself to the class and start to support your school-based Mentor in the classroom and observe teaching.  Depending on your readiness, start some small group teaching or whole class teaching. Start taking informal feedback.
	On PebblePad, start to complete the weekly meeting sections with developmental targets. These targets should be: Simple, small-step and where possible, SMART ~3 Core Areas per week against the most relevant Based on the expected progress statements Reviewed the following week Make contact with your university Lead Mentor and arrange the Progress Review visit. Assess your subject knowledge, discuss and jointly action plan for your development with your school-based Mentor. Get to know your form teacher mentor if different from your school-based Mentor and spend time in that class. Discuss your teaching timetable with your school Mentor and any opportunities to observe the teaching of post-16 lessons.
Full time phase 1 weeks 4-7 Full time phase 2 weeks 3-10 Part time phase 1 weeks 4-11 Part time phase 2 weeks 4-12	Continue to support your school-based Mentor in the classroom and observe teaching.  Begin teaching small groups or team-teaching whole class starters/plenaries with guidance. Meet with your school-based Mentor for 90 minutes per week (biweekly for part time students) to discuss the Core Areas, your teaching, progress and new professional objectives. Nb, this does not need to be in one 90-minute block i.e., it could be 3 x 30-minute meetings. Continue to set SMART developmental targets each week on PebblePad.
	Start building your timetable towards the target of 60% leading teaching (with 20% non-contact time taken in line with school’s policy and in agreement with your school-based Mentor). This is pro rata for part time students. Start planning using LBU full lesson plan proforma and prepare your own lessons/adapt from schemes where used.  Start teaching Core Subjects (you may also teach other subjects where you already have experience or confidence).  Review prior learning of the class/unpick class records.	Start building your timetable towards the target of 80% leading teaching (with 20% non-contact time taken in line with school’s policy and in agreement with your school-based Mentor). This is pro rata for part time students. Plan, using the LBU full lesson plan proforma. Plan more independently and where appropriate contribute to the planning of others. Start teaching Core Subjects (you may also teach other subjects where you already have experience or confidence).  Review prior learning of the class/unpick class records. Where appropriate, be regularly marking and giving feedback. When the opportunity arises, engage with summative assessment.
	Take on board any informal feedback you may receive in a professional manner and respond positively to what is suggested. Share any planning with your school-based mentor as appropriate. Get to know the pupils in your form class and participate in some activities (for example, signing planners) Continue to liaise regularly with your university Lead Mentor.
FT- Roughly halfway through the placement	The Progress Review is the gateway to the second half of the placement. You, your school-based Mentor and the university Lead Mentor will review the your progress towards expected progress for each phase. If there is any concern at the Progress Review that you will not have made the expected progress or meet the Teachers’ Standards by the end of the placement, a support plan will be put in place. If by the Progress Review, you are not making expected progress in four or five Core Areas, the placement will be terminated at the Progress Review meeting as this is too many areas to be able to improve on in five normal working days. If your school-based Mentor indicates that you are not making expected progress in four or five Core Areas, your Lead Mentor will need a conversation with them before the meeting to determine if this is genuinely the case and why they have not been alerted to this earlier. This will be rare, and if this is the case, this should not come as a surprise to the you. By the Progress Review, if all of the Core Areas are stated as ‘Made expected progress’ or ‘Making expected progress’ it is assumed that, as long as you stay on the expected trajectory, you will make the expected progress or meet the Teachers’ Standards.
Full time phase 1 week 8 onwards Full time phase 2 week 11 onwards Part time phase 1 week 12 onwards Part time phase 2 week 13 onwards	Teach a 60% teaching timetable (with 20% non-contact time taken in line with school’s policy and in agreement with your school-based Mentor). This is pro rata for part time students.	Teach an 80% teaching timetable (with 20% non-contact time taken in line with school’s policy and in agreement with your school-based Mentor). This is pro rata for part time students.
	Continue to plan all your lessons using LBU full lesson plan proforma. Reflect upon children’s learning and plan appropriately.	Continue to plan all your lessons. Reflect upon children’s learning and plan appropriately. If planning and teaching is going well, and through a conversation with your school-based Mentor and university Lead Mentor, you may choose to use either: The simpler Leeds Beckett proforma (available on PebblePad) The school’s own pre-existing lesson plans, as long as you annotate/adapt them to make them your own. Students on all phases of placement are expected to produce a LBU full lesson plan for each lesson where you are formally observed (i.e., your one weekly observation and your observation during the Progress Review visit).
	Continue to have 90-minute weekly meetings (biweekly for part time students) with your school-based Mentor in which you discuss the Core Areas and set weekly SMART developmental targets. You should become increasingly proactive in setting and planning to achieve challenging targets.	Continue to have 90-minute weekly meetings (biweekly for part time students) with your school-based Mentor in which you now discuss the Teachers’ Standards and set weekly SMART developmental targets. You should become increasingly proactive in setting and planning to achieve challenging targets.
	Be formally observed at least once per week. Upload this lesson plan and observation form to each weekly meeting on PebblePad.
	Continue to review and update the following PebblePad sections: Attendance Weekly meetings Core Areas	Continue to review and update the following PebblePad sections: Attendance Weekly meetings Teachers’ Standards
	Regularly update your university Lead Mentor with your progress.
	Work strategically on reviewing the Core Area expected progress statements and action planning following the Review Day in January.	Work strategically on meeting the Teachers’ Standards
	By end of placement, ensure all PebblePad for this Phase is completed and validated by your school-based Mentor.
Final Review	The Final Review provides a formative assessment of your achievement against the expected progress statements (phase 1) or a summative assessment against the Teachers’ Standards (phase 2).
After the placement is completed	Complete the student placement survey sent out by the placements team.

The Progress Review is important as, should it be required, this will be the last opportunity for a support plan to be put in place for a you. For all but undergraduate phase 1 who have a virtual visit, this is an in-person visit and should follow this format:

Timeline		Activity
Before the visit	On PebblePad: In the Core Areas section ensure your school-based Mentor completes the tables within each Core Area Check attendance is complete and up to date In the Progress Review section, ensure your school-based Mentor completes the table, and the comments underneath.
During the visit	5 minutes	Your school-based Mentor will meet your university Lead Mentor at reception and take them to the classroom (not applicable for undergraduate phase 1)
	20 minutes	Your school-based Mentor and university Lead Mentor will observe you teaching (not applicable for undergraduate phase 1). This is not to make an assessment, but to provide a stimulus for conversations about your progress.
	15 minutes	Your university Lead Mentor will meet with your school-based Mentor to discuss your progress. If any of the Core Areas are marked as ‘Not making expected progress,’ a support plan will be put in place. If four or five Core Areas are marked as ‘not making expected progress’ your placement will be terminated.
	15 minutes	You will meet with your university Lead Mentor and school-based Mentor to discuss the lesson and your progress. If a support plan is necessary, your university Lead Mentor and your school-based Mentor will discuss this with you and set a date to review this. You will set a date for the Final Review meeting.
	5 minutes	You will escort your university Lead Mentor back to reception (not applicable for undergraduate phase 1)
After the visit		Your university Lead Mentor will add their comments to the Progress Review, and if you have not done so already, you will add your comments to the Progress Review page on PebblePad.

The Final Review meeting is an important quality assurance check and university Lead Mentors will have to be sure from what they see and hear that you have achieved the requirements to progress to the next phase or to meet the QTS Teachers’ Standards. This is a 30-minute meeting in which the main focus is Final Review which your school-based Mentor should have completed prior to the meeting (even though they might not necessarily have shared this with you before the meeting).

This is a Microsoft Teams meeting and should follow this format:

Timeline		Activity
Before the visit	On PebblePad:
Before the visit	For UG phases 1 and 2 or PG phase 1: Your attendance record is complete. All weekly meetings are up to date and complete. This includes there being a lesson plan and observation feedback form uploaded each week. In the Core Areas section, all expected progress statements are ticked ‘Made expected progress’ by your school-based Mentor. In the Final Review page, each of the Core Area boxes is ticked as Made expected progress by your school-based Mentor and comments are completed. The subject development table for this phase is completed by your school-based Mentor.	For UG phase 3 or PG phase 2: Your attendance record is complete. All weekly meetings are up to date and complete. This includes there being a lesson plan and observation feedback form uploaded each week. In the Core Areas section, all expected progress statements are ticked ‘Made expected progress’ by your school-based Mentor.  In the Meeting the Standards section for all Teachers’ Standards: They are ticked ‘Yes’ by your school-based Mentor your school-based Mentor has provided a statement of how you have met the Standard you have provided a statement of how each strand of the Standard has been met, including examples the part 2 section is ‘Met’, and the Mentor comments completed.  In the Final Review page, you have completed the attendance record, each of the Met boxes is ticked by your school-based Mentor and the Mentor comments are completed.  The subject development table for this phase is completed by your school-based Mentor.
During the meeting	5 minutes	You will discuss your placement, progress and contribution.
	20 minutes	Your school-based Mentor will run through: The Core Areas, indication how you have made expected progress. Or, a sample of the Teachers’ Standards, indicating how you have met each one. You will explain how: How your weekly meetings show you have made expected progress in each Core Area. Or, how your statements support that you have met the Teachers’ Standards.
	5 minutes	If appropriate, consider targets for next phase of your training/ECT transition. Your university Lead Mentor will detail anything that is still outstanding on PebblePad that requires completion.
After the meeting		Your university Lead Mentor will add their comments to the Progress Review, and if you have not done so already, you will add your comments to the Progress Review page on PebblePad.