Professional Partner

Placement Handbook 23/24

University of Wolverhampton

5ED004 Enhancing Professional Practice

through Placement
School of Education
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 University Of Wolverhampton
Walsall Campus
Gorway Road
WS13BD

Dear Professional Partner

We appreciate and are grateful that you are supporting our students to gain placement
experience within your setting. Students enrolled on the BA (Hons) Education Studies,
BA (Hons) Education, Childhood and Youth and BA (Hons) Special Educational
Needs, Disability and Inclusion Studies are expected to undertake practice-based
learning as part of a placement module, 5ED004 Enhancing Professional Practice on
Placement, in their second year of study. Our students should be prompted to fully
participate in the organisation’s daily routine and activities, to enable them to
experience the role and responsibilities of a practitioner working within the education
sector.
We acknowledge and are grateful for the level of support you shall provide for our
students. We prompt you to designate a member of staff to undertake the role of
‘Facilitator’ who will act as a mentor and guide whilst they are on placement in your
setting. It is anticipated that the facilitator will offer guidance and prompt skills,
development, and learning whilst they complete this practice-based experience. For
some of our students this will be their first experience in a setting, therefore Initial
guidance and a thorough induction to your organisation will enable them to become
an asset to your staff team. A key element of their placement is the development of an
action plan aligned to their personal and professional which relates specifically to
module study and assessment.
Yours sincerely,

Mark Dobson
Senior Lecturer in Education Studies
School of Education
University of Wolverhampton

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Our partnership between the University and your organisation relies on the
professionalism of all the staff that have responsibility for the training of our students.
We do not underestimate the major share of this responsibility taken by staff in our
partner organisations. The high standard which our students achieve as part of the
graduate-led workforce is largely due to the commitment and hard work of their
facilitators and other support within organisations.

School of Education Vision

Our vision is to inspire individuals to engage in education to maximise their full

potential and realise aspirations. Our staff are recognised for their active contribution
to the growth of professional capital, commitment to excellence and enabling
opportunities for all to participate and achieve. We engage in academic research and
scholarship to inform teaching and learning. We collaborate and promote innovative
approaches for the development of professional practice both within and beyond the
education sector. We want to make a positive difference in transforming people’s lives.

The purpose of this document is to act as a point of reference with regard to the
requirements of the University of Wolverhampton Partnership for the School of
Education and should be read in conjunction with the Partnership Agreement.

2022 All rights reserved. This document may not be copied, photocopied, reproduced,
translated or reduced to any electronic medium or machine-readable form in whole, or
in part, without prior written consent of The University of Wolverhampton.

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 Page
Contents

Letter to Professional Partner 1

School of Education Vision 2
Contents 3
5ED004 Assessment 4
Collaborative Working - Roles and Responsibilities 4
The Role of the Organisation 4
The Role of the Facilitator 5
Placement Support Team 6
5ED004 - The Module Leader 6
Academic/Personal Tutors 7
Aims of Practice-based Learning 8
The Skills for Practice booklet 9
Preparation for placement 9
Conduct and Professionalism 10
Risk Assessments for Placement Liability Insurance. 10
Adherence to Safeguarding Requirements 11
Ethical Considerations 12
Attendance and Commitment to Placement 13

Cause for concern Procedure and Form 14-16

Termination of placement and Termination of Placement Report 17-19

Contact Details 20
Safeguarding Declaration Form 21
Placement Attendance Sheet 22
Work-based Facilitator Assessment Form 24
Action Plan 26
Advice and Guidance 28
Building a Reflective Diary
29-32

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Insurance Liability 33
Health and Safety Checklist 34-35

Introduction to practice-based learning

The purpose of this handbook is to offer guidance to organisations that support our
students as they complete their voluntary placement. We anticipate you will support
our students whilst they attend a voluntary placement in your setting.

5ED004 Module Assessment

Students are required to write a report that reflects critically on three objectives they
have set out in an Action Plan and analyse their continuing professional development
as a result of their placement experiences.

Collaborative working – Roles and responsibilities

It is the student’s responsibility to share information regarding their course with you.
Students are expected to negotiate with you how they will complete their skills for
practice activities, and we encourage students to do so in a professional manner.

The Role of Organisation

The role of your organisation setting in supporting our student’s placement
experience is crucial, it is vital that the organisation:
• Provides an induction and familiarises the student with the organisation’s
policies in respect of health and safety, safeguarding, occupational health
requirements, including immunisation if relevant and whistleblowing policy and
procedures.
• Appoint a facilitator to work with the student.
• Provides the student with information about special requirements which may
apply, for example, legal, ethical or confidentiality issues.
• Understands the course structure and the student’s your placement
requirements to ensure they can complete their assessments.

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 • Provides effective feedback and agree targets on their action plan for their
future progress.
• Works collaboratively with the university module tutor. This may include
contributing to the assessment and recording of the student’s progress over
time.
• The organisation’s dress code

Students are expected to become fully involved in the everyday working practices;
however, they are in placement in a voluntary capacity only and should not be counted
within the ratio of staff to children, young people, or vulnerable adults. Please provide
the student with the opportunity to:
• Work as part of a team
• Communicate and interact with the services users of your organisation
• Participate in daily routines and undertake practice-based learning activities
• Make links between academic and practice-based learning
• To work towards professional competence in developing their action plan and
assessing children’s learning and development.

The Role of the Facilitator

The facilitator will be employed by the placement organisation and their role is to guide
the student for the whole of the period on placement. The facilitator does not assess
the student but should give advice and guidance, including reviewing the student’s
performance at regular periods and discussing how this relates to their action plan.
The facilitator should help orientate the student into the workplace and provide them
with all the necessary details of protocol such as Health and Safety policy,
Safeguarding, dress code and provide a tour of the organisation. As a facilitator we
ask you to offer a strength-based approach when offering feedback and guidance to
the student. We recognise that students’ prior experiences in settings will differ, some
students may require additional time to develop confidence and make progress in
placement, when working with the children, young people, adults, staff, and other
service users. We ask the facilitator to meet regularly with the student and
acknowledge both strengths and areas for development, this should be shared
verbally and through their action plan and assessment form.

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The facilitator will
• Agree to the student’s action plan and review their performance on a regular
basis.
• Complete the student’s attendance sheet.
• Assist the student in engaging in reflective practice and self-evaluation to
improve their professional and personal practice.
• Support the student to undertake practice-based learning activities.
• Complete Work-based Facilitator’s Assessment at the end of the placement

At the very end of the placement, we ask you to complete an assessment form on the
student’s performance. This does not count to their module grade and is not
mandatory but does help us write the student a reference. Can you either provide the
student with a copy of their form or you can post it to the module leader – Mark Dobson.
The student’s assessment form is confidential, but we will keep them on file for us to
use as information for any job reference the student asks us to provide after they have
left the University.

Our Placement Support team - ITEplacements@wlv.ac.uk will be the initial point of

contact as we prepare students to begin their placement and is responsible for liaising
with your organisation, the module leader, and other members of the module team.
Our placement support team will have a good understanding of who is the best person
to help you with the management of the students’ learning experience.

The Module Tutor – Mark Dobson, advises students on how best to approach
practice-based learning activities included in the module. They will advise students
how to process and apply evidence from placement to inform their learning. They will
also support students in understanding the relationship of practice-based learning
activities to the assessment requirements of the module. The module tutor will help
by:
• Providing teaching and workshops to support students in completing their
module assessments.
• Providing an induction process to prepare for their placement.
• Providing constructive feedback to develop their Action Plan.

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 • Discussing issues of personal and professional development in ways that
help the student get the most out of placement.
• Developing the students’ abilities to critically reflect on their work experience.
• Being a point of contact for the facilitator

Please note it is not the role of the module leader to undertake site visits to the
organisation unless there is an important issue that may need to be dealt with. The
module leader may telephone the facilitator to discuss a student’s progress and
attendance if needed.
Academic / Personal Tutors - students have a personal tutor who encourages and
supports their personal and professional development planning. We are happy to hear
from you at any time should you have any comments on the student’s progress or
performance.

Thank you for agreeing to support the professional development for our student, it is
hoped that the experience will prove mutually beneficial.

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Aims of Practice Based Learning
We anticipate that our students will develop knowledge and understanding whilst in
work placement. The placement module has been designed to help students to
develop a valuable workplace experience that will enhance their employability. It is
also in response to Government policies and the University’s employability strategy,
designed to enhance graduates’ career opportunities.
Practice Based Learning enables students to:
• Discuss and develop their professional practice and experience within a
workplace setting.
• Build upon their experience in a critical and systematic way.
• Explore ethical and other issues within the workplace.
• Help students to decide whether the placement organisation is a future career
option.
• Help students to apply their knowledge and academic studies within the context
of a professional environment.
• Develop their skills as a critical reflective practitioner.
Other benefits from the placement include:
• Building confidence within the workplace.
• Understanding the daily routine or life of a school or other organisation.
• Expands subject knowledge, enabling them to put theory into practice.
• Enhances communication, team working, problem-solving, and collaborative
skills by working with new people towards mutually agreed outcomes.
• Helps students to get involved with special projects if deemed appropriate by
their placement facilitator.
• The possibility of a reference from the facilitator.
• Completion of a placement will contribute to their CV and employability.

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The Skills for Practice booklet
The student will bring into the setting a ‘Skills for practice booklet’, this guidance
includes information about their action plan and reflective diary which is part of their
module assessment. We expect students to work closely with their facilitator to apply
their knowledge and understanding as well as demonstrate a range of skills.

Preparation for Placement

All students attend a placement module beginning 4th October 2023, where they are
supported to prepare and make progress as a developing professional in your setting.
Before commencing placement in your organisation students will meet University
requirements as detailed below.

✓ Have successfully applied and received a DBS – Meeting the University

enrolment and policy requirements
✓ Competed a risk assessment via university systems
✓ Completed a Level 1 Safeguarding Qualification
✓ They will then complete a safeguarding declaration with you and return this to
the University within 2 weeks of starting placement.
✓ Complete a health and safety form with you and return this to the university
within two weeks of starting placement.

You will have received this Professional Partner guide and organised a suitable date
for the student to attend an induction to your setting. If you have further questions, you
can contact the Placement Support Team ITEplacements@wlv.ac.uk

Attendance: A record of attendance must be kept by the student to evidence

completion of their time in placement. Students are aware they should Inform their
placement organisation of any absences following the procedures shared with them
at the Induction with your organisation. In addition to this they are also responsible for
informing the University of absences. A minimum of one day per week and a block of
at least 5 working days in January 2023 should be planned for, this should be decided
by collaborating with the student and your settings needs.
Action Plan: The facilitator must agree to the student’s action plan and review their
performance on a regular basis.

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End of Placement Work-based Facilitator’s Assessment: To be completed at the
end of the student’s time in practice. It is recommended that a professional
discussion takes place with the facilitator and student before completion.

Conduct and Professionalism

Students are required to complete a minimum of 60 hours over the duration of the
module duration between October to May to meet their placement module outcomes.
Dates and times can be negotiated with the student and should suit your organisation’s
needs. We expect that students will be professional, punctual, and reliable.
Attendance sheets should be completed regularly and are also reviewed by the
university at regular intervals.

Risk Assessments for Placement.

To assure our placement partners regarding maintaining the safety of service users
and staff within your organisation, it is mandatory that students complete a risk
assessment prior to commencing placement. The risk assessments are reviewed by
the placement support team and appropriate actions taken where applicable before
they can begin at placement. This includes communicating with organisations should
a student present any areas that are necessary to share because of their risk
assessment. Students understand, and are responsible for keeping, the University and
their placement organisation updated should their circumstances change. They also
understand that they may be requested to carry out an additional risk assessment at
their placement, at the discretion of the organisation.

Liability Insurance
All students in a work-based or placement learning situation must be covered by the
University’s liability insurance. We will provide the student with a Liability Insurance
letter to give to you. Please note that the letter refers to “duly authorised placements”
for students. Your organisation and the University must agree to Liability Insurance
All students in a work-based or placement learning situation must be covered by the
University’s liability insurance. A copy of the insurance cover is on page 33 of this
booklet. Please note that the insurance refers to “duly authorised placements” for

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students. Your Facilitator and the University must agree to the placement and if the
student does not confirm their placement to us the student is not covered.
Adherence to Safeguarding requirements
Our students are developing their knowledge of Safeguarding and Child Protection as
an imperative part of their studies. This will be facilitated further as they attend their
work placement and develop their knowledge and practice regarding Safeguarding
children, young people, and vulnerable adults. At level 4 students study the module
Safeguarding and Multi-agency perspectives, it is mandatory that all students pass
this module. In addition, students are required to confirm completion of a series of
tasks by signing the declaration on the– Preparation for placement form.
We require students to adhere to the policies and procedures of your organisation
surrounding Safeguarding. This may also include other policies that align with the
Safeguarding policy. We share the following expectations with students:
• Students’ time in placement requires them to work alongside other
professionals, therefore, students will not be counted within staff ratios.
• It is the student’s responsibility to work with their facilitator to familiarise
themselves with the organisation’s safeguarding and whistleblowing policy
during the placement induction
• Students must ensure be aware of who the designated safeguarding lead (DSL)
is in the organisation.
• Students must adhere to the settings safeguarding policies and procedures
should they have a concern regarding the safety and well-being of a child,
young person, or adult. Students will complete the Hays Level One
Safeguarding qualification as part of their placement induction.
• If a student has safeguarding concerns regarding a member of staff’s
professional conduct, then the settings ‘Whistle Blowing Policy’ must be
adhered to.
DEFINITION OF WHISTLEBLOWING taken from Department for
Education (Accessed 2023)
As a whistle blower you’re protected by law - you should not be treated
unfairly or lose your job because you ‘blow the whistle’. You can raise
your concern at any time about an incident that happened in the past, is
happening now, or you believe will happen in the near future.
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Adherence to Ethical Considerations
Students must observe all aspects of professional propriety, confidentiality and other
ethical issues when discussing their practice with their peers on the programme,
recording evidence of practice and when referring to practice in their assessed work.
Students are asked to be fully aware of ethical issues that relate to conduct and
procedures necessary during their placement experience. These include:
• Ensuring that you have seen their DBS.
• The need to preserve confidentiality at all times e.g., when making observation
notes or when using data in their assignment.
• Ensuring that students are always under the supervision of a qualified
employee of the organisation.
• Students being made fully aware of and comply with the rules/procedures of
your organisation.
Students will be advised to ask the following:
• Who to contact in the event that they are unable to attend.
• What the expected dress code is and start and finish times.
• The care procedures and routine of the organisation.
• Who the First Aiders are
• The management structure including the nominated Safeguarding Officer
• Security and procedures
• Location for and use of mobile telephone in the organisation
• Support/mentor structures including their named facilitator

Policies and Codes of Practice

• Equality of opportunity
• Safeguarding/child protection
• Confidentiality and reporting of incidents
• Health and safety issues
• Fire drill and procedures in the event of a fire

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Attendance and Commitment to placement
In the event of absence due to illness or any other unforeseen circumstance, students
are required to inform the identified person within your setting in accordance with your
policy and procedures. They are also aware they should contact the School of
Education placement support team.
As a placement provider, if you have concern regarding a student, we advise that you
report this to the module leader, Mark Dobson, who will work in partnership with both
you and the student to resolve any concerns. It is the student’s responsibility to ensure
they have a DBS enhanced disclosure. Students are also expected to notify their
placement and the university of any changes to their police record, health, and mental
health.
The Disability Discrimination Act (DDA, 1995 and 2005) and Special Education Needs
and Disability Act (SENDA, 2001) have been put into place to challenge discrimination
against people who are disabled. Students may choose whether to disclose a
disability. This can be a difficult decision and the student is not obliged to disclose;
however, the module team offer support to students to help them to consider the
advantages and disadvantages. It will depend upon the type of disability and the
nature of the work experience the student undertakes in your organisation.

If a student, acts inappropriately towards a child, young person, vulnerable adult,

parent, or colleague or fails to follow the Safeguarding policy of the setting, the
procedures and policy of the setting will be applied. This may include
suspension/informing other agencies and the university safeguarding team.
Where a student is demonstrating a persistent and limited ability to demonstrate
professional practice:
• The facilitator will notify the University module leader, Mark Dobson using a
cause for concern form.
• The module leader will speak with the student and the faciliator regarding their
practice. Where it is agreed that some action needs to be taken the university
module leader will agree a plan with the student and the facilitator, setting a
time scale and how this will be monitored and evaluated.
• If appropriate, an alternative placement may be found.

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 • If the student changes their behaviour to the satisfaction of the organisation and
the module leader, there is no need for further intervention.

If the student does not change the behaviour, the student will be given advice
regarding withdrawing from the course and deciding upon other career/qualification
pathways because they are unable to meet the requirements of the programme.

Cause for concern Procedure

If you are concerned about a student’s conduct and professionalism during their time
in placement, we would prompt you to communicate this with the student in the first
instance. You should refer to your settings policy and procedures surrounding
expectations of students in placement. In addition to this, it is important that you
contact the module leader, Mark Dobson, to inform him of concerns and actions taken.
Early responses are imperative where there are concerns so that we can create an
action plan and work in partnership with the student and the organisation to resolve
any causes for concern.

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 Cause for Concern

Student Name: Setting: Date:

Area(s) of Concern Specific Targets(s) Timescale Review of progress
Facilitator / Module leader to comment Actions to be taken regarding the area for concern Comment on progress and development at the date of review
To be discussed and agreed by both the Date for review:
facilitator/module leader and student.
Facilitator/Module leader comment:

Student Comment:

Facilitator/Module leader comment:

Student Comment:

Facilitator/Module leader comment:

Student Comment:

Facilitator/Module leader comment:

Student Comment:

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Your signature below confirms that all information provided in this document is accurate and that the actions are reasonable and will be acknowledged and implemented in this
setting.
Facilitator/Module Leader Signature: Student Signature:

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Termination of Placement
Termination of a placement without a completed ‘Cause for Concern’ form should
only occur in exceptional circumstances and is normally a last resort if informal
measures to resolve problems have failed, or if a student’s conduct is either
sufficiently unsafe or so unsatisfactory as to warrant immediate removal from the
placement whilst an investigation is carried out. Students are advised to seek
impartial help, advice, and guidance from the Student Union during such an
investigation. Terminated placements may be referred to the university’s cause for
concern panel aligned to the University Support for Study Policy and Procedure -
Support to Study Policy and Procedure - University of Wolverhampton (wlv.ac.uk)

Students are not allowed to terminate their own placement without a professional
discussion with the placement module leader. Students terminating their own
placement without prior approval will compromise progress on their degree course.

In the exceptional circumstance that you choose to terminate a student’s placement

we would ask that you complete the following Termination of Placement Report
document and return this to both the module leader, Mark Dobson, and the head of
department Dr Jenny Worsley – J.Worsley@wlv.ac.uk . The module leader will then
contact you directly to discuss the information contained in this report before the
placement is suspended. The student must be notified in writing if a placement is
suspended or terminated stating the reasons why. This will normally be done by the
University. In cases where a placement provider exceptionally suspends a
placement without consultation with the University, the placement provider is
responsible for notifying the student.

The safety of the service user is paramount, and in exceptional circumstances, for
example if University staff are not available, or a delay in contacting them would
compromise safety, a placement can immediately be suspended by the placement
provider. In such circumstances the relevant University staff must be notified at the
earliest opportunity.

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 Termination of Placement Report

Name of Student:
Name of Setting:
Name of person completing this termination
report:
Position of person completing this termination
report
Email of person completing this termination
report:
University Staff member
discussed/communicated with:
Date of placement Termination:
Was the ‘Cause for Concern’ form used?
If not, please state why the ‘Cause for
Concern’ paperwork was not put in place:

Criteria for the termination of placements:

Please highlight from the choice below the reason for the termination of this
placement
1. Serious breach of code/s of professional practice/placement policies and
procedures, to include safeguarding
2. The work of the student has fallen well below the standard expected with serious
or repeated mistakes.
3. The conduct of the student is subject to criminal charges or alleged offences
which may affect the student’s performance or calls into question their suitability to
practise into question
4. It is considered that the practice of the student is bringing or has brought the
placement provider or profession into disrepute
5. The Student is deemed to be at risk to themselves or from others, for example:
a. The student is experiencing an immediate health problem

b. A serious breach of health and safety requirements by the

placement provider puts the student at risk.

6. It is considered that the practice learning opportunities/placement are

inadequate.

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7. Behaviour/conduct in personal life that poses a risk to service users, for
example
c. behaved towards a child, young person or adult in a way that
indicates s/he is unsuitable to work with children, young
people, or vulnerable adults.

d. behaved towards others in a way that indicates s/he is

unsuitable to work with children, young people, or vulnerable
adults.

Signature of placement staff

member:

Signature of University staff:

Signature of Student:

Further Details/Notes/Comments:

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 Placement Evaluation

Your feedback supports us to continue to develop effective ways of partnership

working with placement organisations. We will communicate with you throughout
the student’s time on placement with you and welcome you contacting us using the
following contact Information.
Contact Details

Contact Details Responsible for Phone E Mail / Address

number
Placement All queries relating
Enquiries and to placements 01902 518630 ITEplacements@wlv.ac.uk
Partnership Placement Administrator
Office External Partnerships Office
Faculty of Education Health & Wellbeing
University of Wolverhampton (WN303a)
Walsall Campus
Gorway Road
Walsall WS1 3BD

Katherine Blower Finding a

Chris Jones placement 01902 322246 ITEplacements@wlv.ac.uk
Placement Support
Administrator Placement support
Placement
information
Reporting absence
Documentation

Mark Dobson Module teaching

5ED004 Module Academic 01902 322939 M.Dobson4@wlv.ac.uk
Leader
enquiries.
Placement liaison

Aarron Module Teaching 01902 323028 A.Armstrong-Craddock2@wlv.ac.uk

Armstrong- Academic
Craddock 01902 3281 S.Wilkes2@wlv.ac.uk
Star Wilkes enquiries.
Module Tutors
Dr Jenny Worsley Head of 01902 323374 J.Worsley@wlv.ac.uk
Department

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Safeguarding Children Declaration

Student name
ID number
DBS Details
DBS Number:
DBS date of issue:

NB: it is responsibility of the student to inform the Head of Department and the
placement provider if there is any change to your criminal record.
Designated safeguarding lead in setting is:
I have read and confirm I am aware of the school/settings safeguarding and
whistleblowing policy
Signature of student…………………………………………. Date……………….
Emergency procedures
I am aware of the organisation’s emergency procedures and know the escape
route from my classroom/room and the location of the assembly point.
Signature of student……………………………………………Date…………
Social Networking and Electronic Media
I have read and understood the organisation’s school/ setting policy on E-safety. I
understand that I should not publish any details and/or comments about my
placement, including images on social networking sites e.g., Twitter, Facebook, and
other forms of electronic communications. I understand the breach of this agreement
may result in failure of both the placement and the course.
Signature of student…………………………………………… Date……………...
Signature of setting…………………………………………… Date………………
A copy of this form MUST be uploaded to the Canvas Assignment Portal
once completed

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 ATTENDANCE SHEET (5ED004 Placement)
Placement organisation:
Student name:
Name of placement facilitator:
Placement
facilitator signature*
Hours (* This can be Date
Day Date Print Name
attended signed by another Signed
authorised member
of staff).
1

10

11

12

13

14

22
15

16

17

18

19

20

TOTAL
HOURS
=

Official
Stamp

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 Enhancing Professional Practice on Placement Module: 5ED004
Work-based Facilitator’s Assessment

This assessment will NOT form part of the student’s final grade for this
module. It may be used for future job references after students complete their
degree. It is NOT mandatory for students to complete this form.
Student
Name…………………………………………………………………………………
Facilitator
Name………………………………………………………………………………
Placement
setting……………………………………………………………………………
Please circle A-F as appropriate
*Where appropriate
Is well-organised A B C D E F Not Demonstrates poor
Applicable organisation
Is well-prepared A B C D E F Lacks preparation
Manages time well A B C D E F Lacks time management
Demonstrates co- A B C D E F Is unco-operative with
operative colleagues
working with colleagues and wider professionals
and wider professionals
Works in a way to A B C D E F Lacks awareness of
promote health and
(*children’s) health and safety issues
safety
Communicates effectively A B C D E F Shows poor
(with *children), listening communication skills
and responding
sensitively
Encourages and supports A B C D E F Lacks awareness of, and
(*children’s) learning in enthusiasm
ways for, ways of working that
that are appropriate to are appropriate to
their children’s development
development
Is able to identify and A B C D E F Lacks understanding of
respond children’s
to (*children’s) individual individual needs
needs
Demonstrates positive A B C D E F Fails to demonstrate
values, attitudes and positive values, attitudes

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 behaviours (expected and behaviours
from expected from children
*children)
Works to promote equality A B C D E F Works in a way which
of does not respect
opportunity (by respecting children’s rights
*children’s rights)
Demonstrates the ability A B C D E F Lacks awareness of
to adapt to relevant relevant curricular issues
(*curricular) issues
Seeks to use reflection to A B C D E F Does not evidence
develop own practice reflection as a means of
developing own practice

Additional comments:

Signature of work-based Facilitator ______________________________

Date _________________

Please complete this form and give to the student practitioner during her/his last
session with you.
Alternatively, you may post it directly to:
Placements Team, External Partnerships. Faculty of Education, Health and Well-
being, University of Wolverhampton, Walsall Campus, Gorway Road, Walsall.
Note to students: This form can be handed in as a hard copy to your module
tutor.

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 Action Plan
This action plan will ensure you get the most out of your placement and successfully complete the
assignment. If you do not submit an Action Plan on time you may fail the module.

State your placement venue* here:…………………………………………………………………….

(*Not secured a placement yet, then state what type of placement you wish to undertake).

What is your general aim? (Max 50 words). Give a brief description of what you would like to
achieve by the end of your placement.

Objectives 1 and 2 (Maximum 500 words)

Objective 1
State an aspect of your personal/professional development that needs strengthening. This will be
a skill or quality. A typical Objective 1 might be “I wish to develop my communication skills”; but
be more specific. Here are some examples:
“I want to develop ways of communicating to engage young children when working in small
groups/ large groups”.
“I would like to develop greater confidence when talking with adults / pupils”.
“Develop my ability to use questioning to engage children/young people in teaching/learning”.
“I would like to develop my ability to talk and listen to young people.

Strategy
Explain how you intend to go about meeting Objective 1

Constraints
Suggest what might limit your progress in achieving Objective 1 and how you might overcome any
constraints

Key Performance Indicators

State how you will know if you have been successful in meeting Objective 1

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Objective 2
Draw on your workplace experience and from reading published literature. Choose one theme that
either:
• Interests you, based on your studies in other modules so far.
• Is (likely to be) relevant to your placement setting.
• You would like to understand more about.

Themes might include disability, early years, pedagogy, inclusion, labelling, bullying, the
curriculum, behaviour management, differentiation, literacy teaching, interventions for pupils with
SEND.

IMPORTANT: The aim is not to collect data as part of a research project. You should just develop
your experience and understanding of your chosen topic.
Objective 2 might begin like this:
"I'd like to extend my knowledge of… / I intend to explore in more depth...."

Strategy
Explain how you intend to go about meeting Objective 2

Constraints
Suggest what might limit your progress in achieving Objective 2 and how you might overcome them

Key Performance Indicators

State how you will know if you have been successful in meeting Objective 2

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Advice & Guidance
For both objectives 1 and 2 you need to be realistic and keep your objectives short and
clear and regularly record your performance in meeting your objectives. To help you to
reflect on your performance you can keep a critical reflective diary; this will be important
when discussing your objectives in the assignment. Once you have developed and agreed
your Action Plan with us you need to:
• Review progress on your action plan on a regular basis and at the end of the
placement.
• Consider the feedback your placement facilitator gives you on your action plan AP
and how this helps you develop your action plan and your professional and
personal skills.
• During the placement, think of any examples or experiences that prove particularly
interesting and made you think about your objectives in the action plan.

Objective 3
In your assignment you will need to write about one of the following:
Either:
• An ethical context within your placement, or
• The development of your Emotional Intelligence (EI), or
• How you underwent a Transformative Learning (TL) experience.

Tutors will explain these themes during lectures in Semester 1, therefore it is important you
attend. You will be given timelines of when you hand your work for your objectives over
semester 1 and 2. For example, once you have attended the lectures on ethics, emotional
intelligence, and transformative learning you can then start to think about which one to write
about, based upon your placement experience.

You do not have to undergo a major transformation or face a significant ethical dilemma.
But the more you accumulate experience and reflect on it there will be opportunities to
consider your role in relation to ethics, EI or TL and then bring in recommended reading to
support your discussions. Remember to discuss objectives 1 and 2 with your placement
facilitator as they need to understand what it is you are aiming to achieve and comment if it
is feasible or practical. If they express any concerns at all, contact your module tutor for this
module to discuss the issues. Make sure you proofread your action plan, so your work is
presented in a professional way.

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 Building a Reflective Diary
Keeping a critical reflective diary will is essential in managing your placement, allowing you
to develop and modify your action plan, and completing the assignment for the module. A
reflective diary, sometimes called a “learning log” or “field notes”, will help you reflect on
your work experience on a regular basis and in a structured way. By building a learning log
that includes regular entries (after every visit to your placement organisation) it will provide
you with a critical overview of your experiences and performance. This then feeds into the
assignment; a report that assesses your progress measured against your Action Plan.
Sometimes, you may wish to write about what happened during your visit in a general way,
but you may also experience “critical incidents”. These are where you experience something
that makes you stop and think more deeply about what happened and what you might do
differently next time. In these instances, you are likely to think more deeply, to want to
analyse what went on, and to critique how you performed or what you might do differently
next time.
What should you write about?
The following guidelines are very helpful in aiding your thinking process when writing up
your diary:
• Make time for your writing – regularly set aside time to think, and then write down
your thoughts. Try to focus on using the Learning Log to help you to communicate
• What you think about issues raised on your course/ placement etc.
• Any flashes of inspiration you have had.
• What you understand so far.
• What you find puzzling, difficult or contradictory.
• How you can reach a better understanding of the above.
• What do you need to know more about, and how can you go about finding out more?
• What resources have helped you to understand and/or been interesting to use?
• How do you feel about the way you have approached the issue/topic so far?
• What new knowledge, skills or understanding have you gained during the process of
writing your reflective diary?

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Learning Log
The following template does not represent all you need to know about how to structure a
learning log, it is just a guide; there are many alternative designs that might suit you better.
The template is on CANVAS, you can download it and print out a paper copy to hand write
or use it to make electronic diary entries as well. Whichever system you use, the key is to
make regular entries into your log as often as you can and immediately after your
work experience or critical incident.

LEARNING LOG DIARY ENTRY (Example)

NAME DATE
i. WHAT HAPPENED? (Briefly describe)

What were the main

challenges you faced…
problems… difficulties?

How did you react?

How did you feel?

Who else was involved

and what was their
reaction?

What was their view

following the incident?

What surprised you?

What were you familiar

with?

Have your beliefs and

expectations changed
or been challenged.

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ii. CRITIQUING YOUR EXPERIENCE

How well did you think

you managed the
situation?

Has this experience

change your mind or
opinions in any way?

Were you given any

feedback (formal or
informal)?
Can you seek further
advice from anyone in
order to give you
another perspective?

Is there any other

reading or research you
could follow up
regarding the subject
matter?

What skills do you need

to develop to address
this incident more
effectively in the future?

What conclusions have

your drawn?

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iii. WHAT NEXT?

Given the same event;

would you do anything
different next time?

What are the key

lessons learned for
future use?

Can you develop your

learning or skills? If so,
in what ways?

How might your

learning modify your
Action Plan?

How might your

learning feed into your
report for second
assignment?

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33
 Health & Safety Placement Checklist

Thank you for agreeing to accommodate our student on placement. Please read the
following information carefully and respond accordingly. It is important that
aspects such as DBS checks and Health and Safety advice and guidance are clearly
understood by both the student and the Facilitator.

Name of Placement Setting:

…………………………………………………………………………………………………………………………

DBS
It is important that the student has an up-to-date DBS check that meets with your
organisation’s requirements. Please tick one of the following:

I have seen the student’s University DBS check and happy for the student to
start.

The student will not require DBS clearance with this organisation.

Health & Safety

Please tick the following:

The student has been given my organisation’s health and safety policy.

The student will receive health and safety awareness during an induction.

No health and safety documentation has been issued*

*If the latter is the case please state what you aim to do to rectify this
……………………………………………………………………………………………………………………………………………………………
……………………
……………………………………………………………………………………………………………………………………………………………
……………………

Does your organisation have a current risk assessment plan? Yes / No

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I can confirm that the student can / cannot* start their placement (* delete as
appropriate). The estimated start date is
…………………………………………………………………………………………………………………………..

PRINT NAME …………………………………………………………………………………………………………….

SIGN……………………………………………………………………. DATE:………………………………….

Please return your completed and signed checklist to ITEPlacements@wlv.ac.uk

35