Common use of Edge Hill University partners will Clause in Contracts

Edge Hill University partners will. Appoint a mentor or point of contact who will liaise with Edge Hill University to ensure that all training in the setting is of high quality, all trainees are receiving their entitlement and that the required reports and evaluations are returned on the prescribed dates (including, interim report forms, End of Placement report forms and evaluation forms). • Ensure an appropriate mentor is identified for each trainee and in the absence of the identified one, ensure a suitable replacement is sourced immediately. • Engage with the Edge Hill University placement management system (InPlace) to monitor the number of placements offers and ensure mentor assigned to each trainee is correct. • Ensure all mentors follow the assessment process and procedures outlined in the age phase specific Edge Hill University Placement Handbooks xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see each departmental section for the relevant Handbook) • Ensure all mentors working with trainees have a clear understanding of the most recent Teachers’ Standards, the ITT Core Content Framework/Early Careers Framework (as appropriate) and Edge Hill University assessment processes and procedures (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ • Ensure mentors engage in mentor training and are aware of, and familiar with, all required report forms and documentation that the mentor must complete for the trainee to complete the Placement and for the payment to be released. • Adhere to the Edge Hill University Training and Assessment Guidelines as noted in the Placement Handbook xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/and related to the Teachers’ Standards xxxxx://xxx.xxx.xx/government/publications/teachers-standards • Provide trainees with enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, for example: o SEND o EAL o Experience of transition from one age phase to another • Ensure all mentors are fully aware of their roles and responsibilities, including: o Establishing trusting relationships, modelling high standards of practice, and understanding how to support a trainee through initial teacher training, o Supporting trainees to develop their teaching practice in order to set high expectations of all pupils and meet their needs, o Setting high expectations and inducting the trainees to understand their roles and responsibilities as a teacher, o Continuing to develop their own professional knowledge, skills and understanding xxxxx://xxx.xxx.xx/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf • Engage in an ITE Ofsted inspection should the University be inspected. • Ensure all mentors can make an accurate identification and assessment of any trainee (strengths, areas for improvement and an appropriate grade or indicative grade), including the setting of appropriate, specific individual targets. • Ensure all mentors have an understanding of the needs of trainees as ‘teachers in training’ and can support, develop and respond to the individual trainee’s training needs by setting appropriate, specific individual targets.

Edge Hill University partners will. Appoint a mentor or point of contact who will liaise with Edge Hill University to ensure that all training in the setting is of high quality, all trainees are receiving their entitlement and that the required reports and evaluations are returned on the prescribed dates (including, interim report forms, End of Placement report forms and evaluation forms). • Ensure an appropriate mentor is identified for each trainee and in the absence of the identified one, ensure a suitable replacement is sourced immediately. • Engage with the Edge Hill University placement management system (InPlace) to monitor the number of placements offers and ensure mentor assigned to each trainee is correct. • Ensure all mentors follow the assessment process and procedures outlined in the age phase specific Edge Hill University Placement Handbooks xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see each departmental section for the relevant Handbook) • Ensure all mentors working with trainees have a clear understanding of the most recent Teachers’ Standards, the ITT Core Content Framework/Early Careers Framework (as appropriate) and Edge Hill University assessment processes and procedures (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ • Ensure mentors engage in mentor training and are aware of, and familiar with, all required report forms and documentation that the mentor must complete for the trainee to complete the Placement and for the payment to be released. • Adhere to the Edge Hill University Training and Assessment Guidelines as noted in the Placement Handbook xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/and related to the Teachers’ Standards xxxxx://xxx.xxx.xx/government/publications/teachers-standards • Provide trainees with enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, for example: o SEND o EAL o Experience of transition from one age phase to another • Ensure all mentors are fully aware of their roles and responsibilities, including: o Establishing trusting relationships, modelling high standards of practice, and understanding how to support a trainee through initial teacher training, o Supporting trainees to develop their teaching practice in order to set high expectations of all pupils and meet their needs, o Setting high expectations and inducting the trainees to understand their roles and responsibilities as a teacher, o Continuing to develop their own professional knowledge, skills and understanding xxxxx://xxx.xxx.xx/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf • Engage in an ITE Ofsted inspection should the University be inspected. • Ensure all mentors can make an accurate identification and assessment of any trainee (strengths, areas for improvement and an appropriate grade or indicative grade), including the setting of appropriate, specific individual targets. • Ensure all mentors have an understanding of the needs of trainees as ‘teachers in training’ and can support, develop and respond to the individual trainee’s training needs by setting appropriate, specific individual targets. Support the trainees to manage their workload and provide the relevant non- contact time.

Edge Hill University partners will. Appoint a mentor or point of contact who will liaise with Edge Hill University to ensure that all training in the setting is of high quality, all trainees are receiving their entitlement and that the required reports and evaluations are returned on the prescribed dates (including, interim Progress report forms, End of Placement report forms and evaluation forms). • Ensure an appropriate mentor is identified for each trainee and in the absence of the identified one, ensure a suitable replacement is sourced immediately. • Engage with the Edge Hill University placement management system (InPlace) to monitor the number of placements offers and ensure mentor assigned to each trainee is correct. • Ensure all mentors follow the assessment process and procedures outlined in the age phase specific Edge Hill University Placement Handbooks xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see each departmental section for the relevant Handbook) • Ensure all mentors working with trainees have a clear understanding of the most recent Teachers’ Standardsof, the ITT Core Content Framework/Early Careers Framework (as appropriate) and Edge Hill University assessment processes and procedures (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ • Ensure mentors engage in mentor training and are aware of, and familiar with, all required report forms and documentation that the mentor must complete for the trainee to complete the Placement and for the payment to be released. • Adhere to the Edge Hill University Training and Assessment Guidelines as noted in the Placement Handbook xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/and related to the Teachers’ Standards xxxxx://xxx.xxx.xx/government/publications/teachers-standards • Provide trainees with enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, for example: o SEND o EAL o Experience of transition from one age phase to another • Ensure all mentors are fully aware of their roles and responsibilities, including: o Establishing trusting relationships, modelling high standards of practice, and understanding how to support a trainee through initial teacher training, o Supporting trainees to develop their teaching practice in order to set high expectations of all pupils and meet their needs, o Setting high expectations and inducting the trainees to understand their roles and responsibilities as a teacher, o Continuing to develop their own professional knowledge, skills and understanding xxxxx://xxx.xxx.xx/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf • Engage in an ITE Ofsted inspection should the University be inspected. • Ensure all mentors can make an accurate identification and assessment of any trainee (strengths, areas for improvement and an appropriate grade or indicative grade), including the setting of appropriate, specific individual targets. • Ensure all mentors have an understanding of the needs of trainees as ‘teachers in training’ and can support, develop and respond to the individual trainee’s training needs by setting appropriate, specific individual targets. Support the trainees to manage their workload and provide the relevant non- contact time.

Edge Hill University partners will. Appoint a mentor or point of contact who will liaise with Edge Hill University to ensure that all training in the setting is of high quality, all trainees are receiving their entitlement and that the required reports and evaluations are returned on the prescribed dates (including, interim report forms, End of Placement report forms and evaluation forms). • Ensure an appropriate mentor is identified for each trainee and in the absence of the identified one, ensure a suitable replacement is sourced immediately. • Engage with the Edge Hill University placement management system (InPlace) to monitor the number of placements offers and ensure mentor assigned to each trainee is correct. • Ensure all mentors follow the assessment process and procedures outlined in the age phase specific Edge Hill University Placement Handbooks xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see each departmental section for the relevant Handbook) • Ensure all mentors working with trainees have a clear understanding of the most recent Teachers’ Standards, the ITT Core Content Framework/Early Careers Framework (as appropriate) and Edge Hill University assessment processes and procedures (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ • Ensure mentors engage in mentor training and are aware of, and familiar with, all required report forms and documentation that the mentor must complete for the trainee to complete the Placement and for the payment to be released. • Adhere to the Edge Hill University Training and Assessment Guidelines as noted in the Placement Handbook xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/and related to the Teachers’ Standards xxxxx://xxx.xxx.xx/government/publications/teachers-standards • Provide trainees with enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, for example: o SEND o EAL o Experience of transition from one age phase to another • Ensure all mentors are fully aware of their roles and responsibilities, including: o Establishing trusting relationships, modelling high standards of practice, and understanding how to support a trainee through initial teacher training, o Supporting trainees to develop their teaching practice in order to set high expectations of all pupils and meet their needs, o Setting high expectations and inducting the trainees to understand their roles and responsibilities as a teacher, o Continuing to develop their own professional knowledge, skills and understanding xxxxx://xxx.xxx.xx/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf • Engage in an ITE Ofsted inspection should the University be inspected. • Ensure all mentors can make an accurate identification and assessment of any trainee (strengths, areas for improvement and an appropriate grade or indicative grade), including the setting of appropriate, specific individual targets. • Ensure all mentors have an understanding of the needs of trainees as ‘teachers in training’ and can support, develop and respond to the individual trainee’s training needs by setting appropriate, specific individual targets.

Edge Hill University partners will. Appoint Trainees will not be subject to any further DBS or safeguarding checks and that the letter confirming their suitability to train to teach is accepted as proof of their clearance to work with children and young people in line with the DBS Code of Practice and the “Initial Teacher Training Criteria” from DfE (see xxxxx://xxx.xxx.xx/government/organisations/disclosure-and-barring-service ). Ensure that, should the trainee be expected to work with machinery, equipment or substances hazardous to health, safety precautions will first have been taken, first aid facilities will be available and training, supervision and protective clothing will be provided. Will have in force Employers’ and /or Public Liability insurances and ensure that the trainee and/or accompanying teacher is deemed an employee for the purposes of these insurance policies. Ensure if insurance is not in place (eg exemption permissible under the Employers’ Liability (Compulsory Insurance) Act 1969), they have access to funds to pay for any liability dispute and compensation awarded and accept full responsibility in this regard. Provide a mentor health and safety induction for the trainee as you would to any member of staff working in your setting ensuring appropriate risk assessments have been carried out. As part of the trainee’s induction into the setting introduce the setting’s safeguarding policy and approach to The Prevent Duty, in order that the trainee is fully briefed about their responsibilities. Please refer to Counter-Terrorism and Security Act 2015 (the CTSA 2015). Bodies to which the duty applies must have regard to statutory guidance issued under section 29 of the CTSA 2015 (“the Prevent duty guidance”). The school/college/setting will ensure that all trainee teachers are provided with the following at the commencement of their training in each school: Safeguarding policy The Staff Behaviour policy (sometimes called a Code of Conduct) A copy of Keeping Children Safe in Education (or equivalent). for more information see here: xxxxx://xxx.xxx.xx/government/publications/keeping-children-safe-in-education--2 Equality and Diversity policy Health and Safety policy Special Educational Needs policy Will inform Edge Hill University should an issue arise under the Prevent Duty, which relates to a trainee. In respect of School Direct salaried trainees and Further Education and Training in-service trainees, the school, college/setting will ensure that all trainees have been subject to an Enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list and other relevant safeguarding checks, and keep records showing that trainees have obtained these. Ensure all trainees are aware of their first point of contact in the setting and who will liaise with to go to if there are any concerns or issues that arise. Allow Edge Hill University Visiting Tutors access to trainees and mentors to ensure that all training in the setting is accuracy of high quality, all trainees are receiving their entitlement assessment and that the required reports and evaluations are returned on the prescribed dates (including, interim report forms, End of Placement report forms and evaluation forms)trainee is receiving high quality training. • Ensure an appropriate mentor is identified for each trainee and in the absence of the identified one, ensure a suitable replacement is sourced immediately. • Engage with the Advise Edge Hill University placement management system (InPlace) to monitor the number of placements offers and ensure mentor assigned to each trainee is correct. • Ensure all mentors follow the assessment process and procedures outlined in the age phase specific Edge Hill University Placement Handbooks xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see each departmental section for the relevant Handbook) • Ensure all mentors working with trainees have a clear understanding of the most recent Teachers’ Standards, the ITT Core Content Framework/Early Careers Framework (as appropriate) and Edge Hill University assessment processes and procedures (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ • Ensure mentors engage in mentor training and are aware of, and familiar with, all required report forms and documentation that the mentor must complete for the trainee to complete the Placement and for the payment to be released. • Adhere to the Edge Hill University Training and Assessment Guidelines as noted in the Placement Handbook xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/and related to the Teachers’ Standards xxxxx://xxx.xxx.xx/government/publications/teachers-standards • Provide trainees with enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, for example: o SEND o EAL o Experience of transition from one age phase to another • Ensure all mentors are fully aware of their roles and responsibilities, including: o Establishing trusting relationships, modelling high standards of practice, and understanding how to support a trainee through initial teacher training, o Supporting trainees to develop their teaching practice in order to set high expectations of all pupils and meet their needs, o Setting high expectations and inducting the trainees to understand their roles and responsibilities as a teacher, o Continuing to develop their own professional knowledge, skills and understanding xxxxx://xxx.xxx.xx/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf • Engage in an ITE Ofsted inspection should the University be inspected. • Ensure all mentors can make an accurate identification and assessment immediately of any trainee (strengths, areas for improvement and an appropriate grade injury or indicative grade), including loss involving the setting of appropriate, specific individual targets. • Ensure all mentors have an understanding of the needs of trainees as ‘teachers in training’ and can support, develop and respond to the individual trainee’s training needs by setting appropriate, specific individual targets.

Edge Hill University partners will. Appoint a mentor or point of contact who will liaise with Edge Hill University to ensure that all training in the setting is of high quality, all trainees are receiving their entitlement and that the required reports and evaluations are returned on the prescribed dates (including, interim report forms, End of Placement report forms and evaluation forms). • Ensure an appropriate mentor is identified for each trainee and in the absence of the identified one, ensure a suitable replacement is sourced immediately. • Engage with the Edge Hill University placement management system (InPlace) to monitor the number of placements offers and ensure mentor assigned to each trainee is correct. • Ensure all mentors follow the assessment process and procedures outlined in the age phase specific Edge Hill University Placement Handbooks xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see each departmental section for the relevant Handbook) • Ensure all mentors working with trainees have a clear understanding of the most recent Teachers’ Standards, the ITT Core Content Framework/Early Careers Framework (as appropriate) and Edge Hill University assessment processes and procedures (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ • Ensure mentors engage in mentor training and are aware of, and familiar with, all required report forms and documentation that the mentor must complete for the trainee to complete the Placement and for the payment to be released. • Adhere to the Edge Hill University Training and Assessment Guidelines as noted in the Placement Handbook xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/and related to the Teachers’ Standards xxxxx://xxx.xxx.xx/government/publications/teachers-standards • Provide trainees with enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, for example: o SEND o EAL o Experience of transition from one age phase to another • Ensure all mentors are fully aware of their roles and responsibilities, including: o Establishing trusting relationships, modelling high standards of practice, and understanding how to support a trainee through initial teacher training, o Supporting trainees to develop their teaching practice in order to set high expectations of all pupils and meet their needs, o Setting high expectations and inducting the trainees to understand their roles and responsibilities as a teacher, o Continuing to develop their own professional knowledge, skills and understanding xxxxx://xxx.xxx.xx/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf • Engage in an ITE Ofsted inspection should the University be inspected. • Ensure all mentors can make an accurate identification and assessment of any trainee (strengths, areas for improvement and an appropriate grade or indicative grade), including the setting of appropriate, specific individual targets. • Ensure all mentors have an understanding of the needs of trainees as ‘teachers in training’ and can support, develop and respond to the individual trainee’s training needs by setting appropriate, specific individual targets. • Support the trainees to manage their workload and provide the relevant non- contact time.

Edge Hill University partners will. Appoint a mentor or point of contact who will liaise with Edge Hill University to ensure that all training in the setting is of high quality, all trainees are receiving their entitlement and that the required reports and evaluations are returned on the prescribed dates (including, interim Progress report forms, End of Placement report forms and evaluation forms). • Ensure an appropriate mentor is identified for each trainee and in the absence of the identified one, ensure a suitable replacement is sourced immediately. • Engage with the Edge Hill University placement management system (InPlace) to monitor the number of placements offers and ensure mentor assigned to each trainee is correct. • Ensure all mentors follow the assessment process and procedures outlined in the age phase specific Edge Hill University Placement Handbooks xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see each departmental section for the relevant Handbook) • Ensure all mentors working with trainees have a clear understanding of the most recent Teachers’ Standardsof, the ITT Core Content Framework/Early Careers Framework (as appropriate) and Edge Hill University assessment processes and procedures (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ • Ensure mentors engage in mentor training and are aware of, and familiar with, all required report forms and documentation that the mentor must complete for the trainee to complete the Placement and for the payment to be released. • Adhere to the Edge Hill University Training and Assessment Guidelines as noted in the Placement Handbook xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/and related to the Teachers’ Standards xxxxx://xxx.xxx.xx/government/publications/teachers-standards • Provide trainees with enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, for example: o SEND o EAL o Experience of transition from one age phase to another • Ensure all mentors are fully aware of their roles and responsibilities, including: o Establishing trusting relationships, modelling high standards of practice, and understanding how to support a trainee through initial teacher training, o Supporting trainees to develop their teaching practice in order to set high expectations of all pupils and meet their needs, o Setting high expectations and inducting the trainees to understand their roles and responsibilities as a teacher, o Continuing to develop their own professional knowledge, skills and understanding xxxxx://xxx.xxx.xx/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf • Engage in an ITE Ofsted inspection should the University be inspected. • Ensure all mentors can make an accurate identification and assessment of any trainee (strengths, areas for improvement and an appropriate grade or indicative grade), including the setting of appropriate, specific individual targets. • Ensure all mentors have an understanding of the needs of trainees as ‘teachers in training’ and can support, develop and respond to the individual trainee’s training needs by setting appropriate, specific individual targets. • Support the trainees to manage their workload and provide the relevant non- contact time.