The University of Sheffield

Initial Teacher Education inspection report

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Provider address Department of Educational Studies 388 Glossop Road Sheffield S10 2JA

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Inspection dates Lead inspector 31 January – 4 February 2011 Elaine Taylor HMI I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 2 of 10

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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telephone 08456 404045, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. www.ofsted.gov.uk Reference no. 080190 I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 3 of 10

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Introduction

1. This inspection was carried out by Her Majesty’s Inspectors supported by a team of specialist inspectors in accordance with the Framework for the Inspection of Initial Teacher Education (2008-11).

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Introduction

2. The inspection draws upon evidence from all aspects of the provision to make judgements against all parts of the inspection evaluation schedule in the framework. Inspectors focused on the overall effectiveness of the training in supporting high-quality outcomes for trainees and the capacity of the partnership to bring about further improvements. A summary of the grades awarded is included at the end of this report.

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Key to inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

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Explanation of terms used in this report

Attainment is defined as the standard reached by a trainee at the end of their training. Progress is judged in terms of how well a trainee has developed professionally from their starting point to the standard reached at the time of the inspection or at a suitable review point. Achievement is judged in terms of the progress made and the standard reached by a trainee at the time of the inspection or at a recent assessment review point.

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The provider

3. The University of Sheffield partnership is in its 19th year in its present format. The university works with approximately 38 partner schools to provide initial teacher education leading to qualified teacher status in the secondary phase, 11 to 18 age range, through a one-year Post Graduate Certificate in Education. The course covers the 11 to 18 age range. The schools are located chiefly in Sheffield, Rotherham, Barnsley, Doncaster, Chesterfield and Worksop. Schools agree to take trainees in specific subjects for the following three years. The subjects offered are English, geography, history, modern languages (including Japanese, Mandarin, Russian and Urdu), mathematics and science. The majority of schools are for students aged 11 to 18. Three of the schools in the partnership are training schools. At the time of the inspection there were 24 trainees in English, 19 in geography, 8 in history, 36

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The provider

in modern languages, 22 in mathematics and 32 in science. I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 4 of 10

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Key strengths

 the rigorous selection process which enables the provider to recruit trainees with exactly the right characteristics for the course and to tailor their training very accurately to their individual needs, so that they get off to a flying start

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Key strengths

 the innovative features of the training which contribute strongly to developing trainees who are reflective, self-critical and capable of working independently

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Key strengths

 the stable partnership and mutually beneficial working arrangements with a small group of schools that provide a safe and stimulating environment where trainees feel very well supported

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Key strengths

 the outstanding ability of course leaders to anticipate and plan for change so that trainees are well prepared for their future careers.

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Recommendations

5. In order to increase the progress trainees make, the partnership should:

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Recommendations

 improve the systems for tracking trainee progress in order to enable trainees to have a better understanding of what they need to do to excel.

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Recommendations

In order to strengthen the capacity to improve, the partnership should:

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Recommendations

 have a sharper focus on trainee outcomes in the priorities for improvement in development plans

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Recommendations

 ensure all members of the partnership are clear about the priorities for improvement and their role in implementing and monitoring the plans. I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 5 of 10

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Overall effectiveness Grade: 2

6. An increasing proportion of trainees are graded outstanding at the end of the course and almost 80% were graded good or better in 2010. All trainees who complete the course are successful in gaining qualified teacher status and few withdraw before the end. Trainees make good progress from the very start so that by the end of the first, relatively short, school experience they are performing well in the classroom. Trainees can use a range of resources, including information and communication technology, to plan lessons that meet the needs of their pupils and quickly learn to manage the classroom effectively. They use their good subject knowledge to engage and motivate their pupils and to build strong personal relationships. Trainees are self-critical and reflective and capable of working independently. The best trainees have high expectations of their pupils and a good understanding of the importance

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Overall effectiveness Grade: 2

of the effective planning of learning and the link to good behaviour. These trainees are prepared to take calculated risks in planning exciting and successful learning experiences.

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Overall effectiveness Grade: 2

7. The rigorous and highly-effective selection processes, in which schools are closely involved, ensure trainees are recruited with the appropriate experience and qualifications to be successful. The close matching of trainees to schools is able to start well before the course commences, because of the high numbers applying early in order to secure a place on this well-respected course. Trainees are very well matched to the academic rigour of the course and a large number go on to complete the credits for a qualification at masters level. Large numbers of trainees successfully gain teaching posts in a school where they have been on a placement. Trainees are very well regarded by local schools and the vast majority have already secured a job before the end of the course.

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Overall effectiveness Grade: 2

8. Trainees are extremely positive about their training. At all stages of the training, experiences are closely matched to their developing needs as critical and reflective practitioners. A particular strength of the provision is the use made of paired placements. These contribute significantly to the trainees’ development through the increased opportunities for peer and self-assessment this process provides. The professional studies and subject courses complement each other well. The experience of teaching and learning in Key Stage 2 is very well organised with detailed guidance materials to focus trainees, including the recent requirements regarding literacy. Good arrangements for sharing information ensure progress does not stall when trainees move from their first to their second school placements. Mentors from the two placements meet to ensure information is securely transferred on trainees’ progress.

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Overall effectiveness Grade: 2

9. The small, stable group of schools and the good communication between schools and the university ensure there is a high level of consistency in the training across the partnership. Many mentors and professional tutors in I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 6 of 10

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Overall effectiveness Grade: 2

schools have trained on this course and so are well-versed in the systems and procedures.

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Overall effectiveness Grade: 2

10. The inter-professional learning that takes place in collaboration with social work trainees at the university is particularly effective in developing the trainees’ understanding of Every Child Matters issues. This is addressing the issue raised by previous trainees about their knowledge of working with other professionals. It is also contributing to the understanding staff in partnership schools have of inter-agency working. The provider recognises and is acting upon the need to continue to support students to be able to teach effectively pupils who speak English as an additional language and those from minority- ethnic groups.

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Overall effectiveness Grade: 2

11. A particularly popular feature is the opportunity to undertake an enrichment experience towards the end of the course. This allows trainees to experience teaching in non-mainstream settings, for example, in special schools, hospital schools or theatre schools.

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Overall effectiveness Grade: 2

12. The tracking of progress towards the standards for qualified teacher status ensures trainees make good progress in meeting the standards by the end of the course. Trainees are assessed against the university’s own system of three grades: making satisfactory progress in meeting the standards, needing support or making insufficient progress. Good support is provided for those not judged to be making satisfactory progress. However, opportunities are missed to promote a shared understanding of the distinctive features of a trainee who has gone beyond the standards. Trainees lack detailed information to help them self-evaluate and track their progress towards excellence.

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Overall effectiveness Grade: 2

13. Information and communication technology is being used well to contribute to the efficient use of resources. Trainees and professional tutors have access to good library facilities. The use of technological systems to gather the views of users is efficient and used to model a technique trainees could take into their classroom practice. Expertise in schools is used well to contribute to the course.

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Overall effectiveness Grade: 2

14. Issues of equality and diversity are covered well in taught sessions. Highly- effective workshops on how to counter issues like homophobic bullying make a strong contribution to trainees’ understanding of, and ability to actively promote, balanced views among their pupils. Trainees feel exceptionally well supported because they work in a small group of close-knit schools. When help is sought it is provided very rapidly.

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Overall effectiveness Grade: 2

15. The provider takes a broad view of cultural diversity and good use is made of the experiences of trainees from other backgrounds and cultures to increase understanding. Strong support for trainees from minority-ethnic groups results in their successful completion of the course, and cultural and religious requirements are treated with great sensitivity. Despite this, trainees feel they would like even more support in preparing to teach in a diverse society. I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 7 of 10

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Grade: 2

16. The provider has demonstrated outstanding capacity to anticipate changes needed in the course, but the impact on trainee outcomes is lessened by the other aspects of capacity which are good rather than outstanding.

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Grade: 2

17. The strategic decision to work with a small number of schools and require a commitment to a three-year involvement strongly supports the quality assurance processes and easy communication. Expectations for the use of trainee time on placements and other requirements of the course are clearly set out in the partnership agreement, as are procedures for the selection and de-selection of schools. The wider benefits of involvement in the partnership include the contribution that joint working makes to professional development for teachers in the partnership schools.

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Grade: 2

18. The provider knows its strengths and areas for development well. A wide range of monitoring activities, which take good account of the views of users, ensures the evaluations are based upon a range of accurate and reliable evidence. Trainees’ evaluations of events and placements are analysed carefully and open and honest feedback provided for schools on the specific issues for their trainees. An area for further development is in the use of future career paths to evaluate the effectiveness of selection for both individuals and particular groups of trainees.

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Grade: 2

19. The programme, despite its small size, draws upon a wide range of expertise both at the university and in partnership schools. Subject leaders have strong links to national developments through their involvement in relevant national networks and firm links into research. Some innovative solutions have been found to problems, for example, the use of the interdisciplinary working to address trainees’ concern over their preparation for working with other professionals. A focus group has been established to look at issues arising from the recent education white paper and trainees have been well prepared for the current focus on behaviour management and support for pupils with special educational needs and/or disabilities.

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Grade: 2

20. Planning for improvement is good as indicated by the growing proportion of trainees who are graded as outstanding at the end of the course. Course development planning lacks rigour and clarity in the review of the progress made on the points for action. Not enough focus is placed on the outcomes for trainees when evaluating the effectiveness of actions taken. Subject plans are of variable quality and, in some, resource implications are too imprecise to support the accurate prioritisation of actions. In addition, improvement plans are not securely communicated across the partnership. Some schools are not fully aware of the priorities in the development plan, which limits their capacity to support the drive for improvements. I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 8 of 10

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Grade: 2

21. The provider has successfully acted on the points for consideration given at the last inspection. In the light of these, the criteria for assessing trainees were revised and systems for joint observations enhanced. External moderation confirms the accuracy of the provider’s assessments and feeds into the self-evaluation process. As a result outcomes for all groups of trainees are improving securely. I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 9 of 10

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Summary of inspection grades 1

Key to judgements: grade 1 is outstanding; grade 2 is good; grade 3 is satisfactory; grade 4 is inadequate.

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Overall effectiveness

How effective is the provision in securing high quality outcomes for trainees? Trainees’ attainment How well do trainees attain?

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Overall effectiveness

Factors contributing to trainees’ attainment To what extent do recruitment / selection arrangements support high quality outcomes? To what extent does the training and assessment ensure that all trainees progress to fulfil their potential given their ability and starting points? To what extent are available resources used effectively and efficiently? The quality of the provision To what extent is the provision across the partnership of consistently high quality? Promoting equalities and diversity To what extent does the provision promote equality of opportunity, value diversity and eliminate harassment and unlawful discrimination?

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QUALITY

To what extent do the leadership and management at all levels have the capacity to secure further improvements and/or to sustain high quality outcomes? How effectively does the management at all levels assess performance in order to improve or sustain high quality? How well does the leadership at all levels anticipate change, and prepare for and respond to national and local initiatives? How effectively does the provider plan and take action for improvement?

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QUALITY

1 The criteria for making these graded judgements are in the Grade criteria for the inspection of ITE 2008-11; Ofsted July 2008; Reference no: 080128. I nspection report: The University of Sheffield, 31 January - 4 February 2011 Page 10 of 10

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QUALITY

set out in the guidance ‘Complaints about school inspection’, which is available from Ofsted’s website: www.ofsted.gov.uk

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