On this page, you will find the most up to date policies, guidance and forms relating to the Primary Partnership.

Forms for Placements/Schools (Word versions)

Mentor / Partnership Link Completion

Student Completion

Quality Assurance Recording

Effective Target Setting for ITE Trainees

Effective Target Setting for ITE Trainees

Central to our trainees’ progress and success is their achievement of developmental targets. It is important that targets specifically address improving the quality of the trainees’ teaching and pupils’ learning over time.

Effective Target Setting for ITE Document

Effective Target Setting Video

Policies and guidance

Placement and Travel Policy

Please visit our Placement and Travel Policy page for more information.

DBS and Safeguarding

Please also note that we will send you all DBS numbers via a secure email before the commencement of a student's placement. This can then be added to your Single Central Record.

Partnership Agreement

Read our Partnership Agreement for information on becoming one of our education partners.

Placement Handbook

This handbook serves as a reference document to support school placements for all QTS primary courses in the university. It contains generic guidance for placement activities and requirements. The handbook should be used in conjunction with the specific supplements for Beginning, Developing and Extending phases (which provide placement-specific information), and the Red Book, which provides placement assessment guidance and support.

Download the Handbook

SPAR - Student Progress Assessment Record

Students – this is your record.

This record comprises all of the documentation that is completed during the placement phase of initial teacher education. The record belongs to the student teacher and, for the duration of the placement, should be kept in the front of the student’s file for the student, associate tutor and partnership tutor to refer to and use as relevant. Original versions of all of the forms in the record should be returned to it so that the student retains a comprehensive record of their ‘assessed journey’ whilst on placement.

Download the Undergraduate student progress assessment record guidance.

Download the Postgraduate student progress assessment record guidance.

Please do not use this for submission of individual electronic forms- see Forms for placements/schools section below.

Student Progress Assessment Record forms

Download the SPAR - Student Progress Assessment Record Forms.


A summary of key expectations of each placement phase; Roles and responsibilities; Timing and submission of summative assessments; Week at a glance guide:

The Common Assessment Framework

Guidance for Pupil Profiling and Tracking

Lesson Planning

At the early stages of learning to be a teacher, students need a detailed understanding of that factors to be considered in planning a lesson. Therefore on Beginning placements we expect students to use the template that the university provides.

Download the primary lesson plan template
Download the early years lesson plan template

On Developing and Extending placements there are more lessons to be taught to more children; so written planning requirements can be more flexible. At this stage; The student (only with their associate tutor's agreement) may use a school planning template or design their own.

The University of Cumbria would not expect students to be working solely from MTP's (weekly plans) until Extending phase.

Individual lesson plans should be provided for all observed lessons.

Cause for Concern and Moving to Good or Better

Confidentiality Statement

Statement regarding the confidentiality of material and information gathered and/or used by Institute of Education students whilst engaged in placement learning.

For attention:

  • students following programmes with placement learning
  • placement providers for such programmes
  • tutors on such programmes

It is understandably and rightly the case that students engaged in professional placements as a part of Institute of Education programmes (eg. ITE and Teaching Assistant programmes) will need to collect material that might be categorised as specific to individuals or relating to the activities of identifiable organisations and workplaces.  Such organisations and workplaces might typically include early-years settings, schools, colleges and other educational settings.

For students in the Institute of Education it is expressly the case that materials such as class lists, case notes on pupils, pupil case study notes and similar information should not leave the school premises or be copied without the formal agreement of the professional managing the placement (in any case of uncertainty, the headteacher/ setting manager) – and only then if the student can guarantee security of the information and its ultimate return or destruction.

Work produced by learners in schools etc, may be incorporated in professional files and assignments only with the express permission of the placement setting and students must ensure the security of such material at all times.

Where a student needs to cite or refer to individuals or to the activities of organisations and workplaces in academic work, the student must anonymise references or seek the written permission of the relevant headteacher/ setting manager as appropriate.

By entering into partnership with the university, placement providers recognise the need for students to professionally engage with material that might be categorised as specific to individuals or relating to the activities of identifiable organisations and workplaces.  This is often essential to enable appropriate training and assessment to take place.  Placement providers have the right to expect that such material is kept secure and that only the student and those professionally engaged in the student’s training and assessment (eg. tutors and External Assessors / Examiners) will have sight of it.  At all occasions such material / information will be kept secure and will ultimately be returned to the placement setting or destroyed.

Termination of Placement

Mentor Training

There are three versions of our Mentor Training Provision:

  1. Initial Mentor Training - full day (or equivalent) for new mentors
  2. Update Mentor Training - for trained mentors with three or more years’ experience
  3. Online version of our Update Mentor Training for trained mentors with three or more years’ experience.

Details of all the university’s training, including online update, can be found in the Mentor Training Handbook.

Dates and a booking form for university-based sessions can be found in the Mentor Training Application.

If you would like to discuss local training, please contact your Professional Partnership Tutor (PPT) or Linda Muir (Primary Mentor Training Administrator) on 01524 385697 or linda.muir@cumbria.ac.uk.

University of Cumbria
Education Partnership Office
Bowerham Road