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Welcome to the Primary Mentor Information Hub for the academic year 2023/24

Thank you for your support of our students and for taking on the crucial role of mentor. This site is designed to support you in your role and provide professional development to further enhance the work you are doing.

As a mentor you will be expected to have undertaken specific training and to keep this updated each year.

Stage 1 mentor training: This is a virtual course which can be seen below. We ask that you sign the form at the end of the training to confirm you have completed it.

Stage 2 mentor training: This training is specific to the cohort you are supporting at your school. For example, if you are having BA year 2 students, you should attend the training for that cohort.

Schedule for stage 2 mentor training:

Year 1 BA mentor training is on Tuesday 31st October 4pm- 5pm with information about the day school placements or on Thursday 2nd November at 5pm

Year 2 BA mentor training is on Wednesday 27th September 4.30-5.30

Year 2 BA mentor training is on Thursday 4th January 4pm-5pm

PGCE ISE mentor training is on Wednesday 4th October at 4pm. PGCE FSE mentor training is on Wednesday 6th March at 4pm.

Mentor network meetings:

Mentor network meetings: We have additional support and training running throughout the year and invite you to attend these sessions. Please feel free to extend to a wider staff audience if appropriate. Our training takes place from 4.30-5.30 and the dates are:

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University of Greenwich School Experience 3 Guide 24-25

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University of Greenwich School Experience 3 Guide Summer 24-25

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For reference.

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ITE primary curriculum powerpoint for partnership

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Please use this document to help structure the initial tutorial between trainee and SE tutor.

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2024-25 Weekly Professional Development Cycle Pro Forma BA2 / BA3

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2024-25 Weekly Professional Development Cycle Pro Forma BA2 / BA3

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SE1 (Refer Defer) Autumn School Experience Guide 24 25

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SE1 (Year 1 Refer/Defer) Autumn School Experience Guide 24/25

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SE1 (Year 1 Refer/Defer) Autumn School Experience Guide 24/25

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Refer Defer Autum School Experience Guide 24 25

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Additional guidance for trainees in EYFS

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Additional guidance for trainees in EYFS

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Assessing Trainee Progress (all BA phases)

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Assessing Trainee Progress (all BA phases)

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2024-25 Weekly Professional Development Cycle - Example BA2 3

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2024-25 Weekly Professional Development Cycle - Example BA2 3

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2024-25 Weekly Professional Development Cycle - Example BA2 3

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Additional guidance for trainees in EYFS

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Additional guidance for trainees in EYFS

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Assessing Trainee Progress (all BA phases)

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Assessing Trainee Progress (all BA phases)

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Visit 1: Interim review, QA and progress visit

The visit should normally occur midpoint of the school experience and support the mentor when making their judgement of trainee's progress against ITE Curriculum. For SE1 trainees the visit will come early in the main block placement and may include a short observation.
Initial checks with the mentor should include:
· Where relevant has the mentor read the trainee's previous report and understood their targets for development
Check school's understanding of:
· Assessing and supporting trainees progress, in particular to ensure that they are aware of the taught ITE curriculum and how trainees are applying this in their practice

· Monitoring schedule requirements and need to draw upon a range of evidence

· Need to provide opportunities for trainees to undertake their school-based training

· Balance of trainees time (contact, non-contact & SBT)

Expectations for the review visit:

The importance of the joint monitoring activity is to moderate initial judgements in relation to the quality of a trainees teaching and to ensure that schools are aware of their responsibilities in regard to a trainee's entitlement on school experience.
Key principles:
· The visit should be a joint activity with the mentor / class teacher

· Where appropriate, it should include observing the trainee teaching in a whole class situation

· The observation should be no longer than 30 minutes in duration and does not need to be the start of a lesson

· It should provide an opportunity for the School Experience Tutor and mentor / class teacher to discuss and moderate judgements

· Verbal feedback to the trainee should be joint. The prompts regarding undertaking an effective debrief are available to support this process

· Joint written feedback should be provided to the trainee. The prompts for providing written feedback and high-quality targets are available to support this process

· Where possible, a three-way meeting (mentor/class teacher, trainee and School Experience Tutor) should occur. The Partnership visit form should be used to structure this meeting

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Visit 1: Interim review, QA and progress visit The visit should normally occur midpoint of the school experience and support the mentor when making their judgement of trainee's progress against ITE Curriculum. For SE1 trainees the visit will come early in the main block placement and may include a short observation.