University of Sheffield ITE Partnership

University of Sheffield ITE Partnership Initial teacher education inspection report Inspection dates Stage 1: 23 April 2018 Stage 2: 1 October 2018

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This inspection was carried out by Her Majesty’s Inspectors (HMI) and Ofsted Inspectors (OI) in accordance with the ‘Initial teacher education inspection handbook’. This handbook sets out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2015.

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The inspection draws on evidence within the ITE partnership to make judgements against all parts of the evaluation schedule. Inspectors focused on the overall effectiveness of the ITE partnership in securing high-quality outcomes for trainees.

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Inspection judgements

Key to judgements: grade 1 is outstanding; grade 2 is good; grade 3 is requires improvement; grade 4 is inadequate

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Inspection judgements

Overall effectiveness How well does the partnership secure consistently high-quality outcomes for trainees? The outcomes for trainees 2 The quality of training across the partnership The quality of leadership and management across the partnership ITE inspection report: University of Sheffield October 2018

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Information about this ITE partnership

 The University of Sheffield offers secondary postgraduate training in partnership with over 40 schools. It also works in partnership with four local School Direct (SD) clusters in South Yorkshire. There are plans to add a fifth SD cluster from the East Midlands in 2019. Provider-led core and SD trainees all have the same school experience opportunities.  The partnership offers secondary postgraduate training in English, mathematics, biology, chemistry, physics, physics with mathematics, geography, history and modern foreign languages.  Trainees study for the postgraduate diploma in education (PGDE) and are prepared to teach across the 11 to 19 age range. Successful trainees are awarded a PGDE and qualified teacher status (QTS) through the provider-led, SD or SD salaried routes. The university also offers all trainees the opportunity to study for the Masters in Applied Professional Studies in Education (MA APSE).

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Information about this ITE partnership

Approximately a third of the trainees complete the masters course in their first two years of teaching and are awarded an MA.

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Information about the ITE inspection

 During stage 1 of the inspection, the inspection team visited eight schools and observed 22 trainees teach. The inspectors held discussions with the trainees observed and with other trainees in the schools. The trainees’ files were reviewed.  During stage 2, the inspection team visited six schools and observed 18 newly qualified teachers (NQTs) teach. The inspectors held discussions with the NQTs observed and with other NQTs working in the schools. Pupils’ work from the lessons observed was scrutinised.  During both stages of the inspection, the inspectors held discussions in schools with school-based tutors, known as associate university tutors (AUTs), and school-based mentors, known as associate university mentors (AUMs), induction tutors and senior leaders, including headteachers. The inspectors held meetings with representatives of the partnership and the ITE committee and subject tutors. At stage 1, an inspector met a group of trainees not visited in schools and a

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Information about the ITE inspection

group of AUTs and AUMs. At stage 2, an inspector met a group of NQTs not visited in schools. Telephone conversations were also held with two NQTs and one induction tutor. A meeting was held at each stage to discuss recruitment and retention of trainees.  The inspection team evaluated a wide range of documents, including the partnership’s self-evaluation documents and their improvement plans, recruitment and selection records, trainee assessment information and records of completion rates and employment of trainees. At stage 2, the inspectors reviewed the ITE inspection report: University of Sheffield October 2018 partnership’s response to the emerging areas for improvement identified at the end of stage 1 of the inspection.  The inspection team considered 72 responses to the trainee online questionnaire from the summer term 2018.  At both stages of the inspection, the inspection team checked that the

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Information about the ITE inspection

partnership met all the statutory criteria, including those for safeguarding, for initial teacher training.

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Inspection team

Helen Lane SHMI (lead inspector) Debbie Redshaw HMI (assistant lead inspector) Stephen McKenzie OI (team inspector), stage 1 Lynn Kenworthy OI (team inspector), stage 2

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Key strengths of the partnership

 University and school-based training contribute well to the development of trainees and NQTs as reflective, confident teachers who are committed to their own professional development.  The high-quality pastoral and academic support provided by mentors and subject tutors ensures that trainees are well prepared for the demands of teaching.  Trainees and NQTs have a thorough understanding of safeguarding, including the dangers of radicalisation and extremism, which ensures that they are vigilant in keeping pupils safe.  Trainees and NQTs promote a positive climate for learning as a result of their strong presence in the classroom and their effective implementation of schools’ behaviour policies.  The partnership’s collaboration with, and support for, schools working in challenging circumstances or where overall effectiveness has been judged to be inadequate is strong. This enables all schools to continue to contribute to initial

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Key strengths of the partnership

teacher training and aids recruitment in these schools.  Senior leaders are making rapid improvements across the partnership. ITE inspection report: University of Sheffield October 2018

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The partnership should:

 reduce the variability in completion rates between training routes and between male and female trainees  embed rigorous quality assurance processes and share good practice to ensure consistency between subject areas  further develop the training programme to ensure that trainees are more confident in using progress information to plan learning activities that meet the needs of pupils  build on the work to develop trainees’ ability to promote pupils’ high standards of literacy and numeracy in their teaching.

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Inspection judgements

1. The overall effectiveness of the partnership is good. Both partnership schools and NQTs are positive about the quality of training provided by the University of Sheffield. As a result of sensitive and quietly determined leadership by the director and deputy director, the partnership is improving rapidly. Other partnership staff work effectively as a team to support change. Appropriate action has been taken to address emerging areas for improvement identified at stage 1 of the inspection. Leaders demonstrate a strong capacity for further improvement.

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Inspection judgements

2. Partnership schools value the excellent communication and strong support provided by the university. The partnership is committed to supporting schools in challenging circumstances and those that require improvement or are inadequate. An audit of subjects in inadequate schools reassures link tutors that these departments have the capacity to support a trainee. Consequently, trainees are gaining experience in schools in a range of circumstances. These schools have opportunities to train and subsequently recruit trainees from the University of Sheffield. Tutors from the university support NQTs in schools that require improvement or are judged to be inadequate. As a result, NQTs have opportunities for additional personalised training. This work is strengthening the supply of teachers to schools where recruitment might be difficult.

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Inspection judgements

3. The ITE committee, a group of partnership leaders and school leaders, challenges and supports the strategic development of the partnership. Members are clear in their vision for the partnership to recruit and retain teachers in the locality. This group adds to the capacity for further improvement.

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Inspection judgements

4. Recruitment of trainees is rigorous and fully involves both partnership and school staff. Leaders have taken steps since stage 1 to ensure the consistency of recruitment activities between subjects and course routes. Tracking of, and support for, those potential recruits who are rejected has been strengthened. ITE inspection report: University of Sheffield October 2018 As a result, the partnership makes every effort to ensure that the highest number of suitable candidates enter teacher training in the region, not just on its own courses.

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Inspection judgements

5. Since stage 1, leaders have taken steps to clarify and improve quality assurance procedures, both within the partnership and in partner schools. Consequently, school and university staff know their roles in monitoring and evaluating the quality of provision. Steps have also been taken to improve consistency between subjects at the university. Much documentation, for example the AUM handbook, is now provided in one format for all subjects. Tutors are starting to monitor and evaluate each other’s subject sessions on a formal basis. As a result, quality assurance is becoming more rigorous.

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Inspection judgements

6. The partnership’s regular evaluation of trainees’ views is a strength of the quality assurance process. Leaders recognise the need to address trainees’ and NQTs’ concerns about the differences in the quality and expectations between subject areas. For example, the emphasis placed on language has been increased on the English course and the amount of drama reduced.

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Inspection judgements

7. Trainees’ and NQTs’ perceptions of the quality of their educational and professional studies (EPS) are not consistently positive. Leaders have acted to address any inconsistency in the delivery of EPS. A new EPS lead has been appointed and sessions are quality-assured. Early evaluation suggests that current trainees are benefiting from the changes to the organisation and better delivery of this component of the training programme.

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Inspection judgements

8. The vast majority of trainees and NQTs value the complementary school placements they have undertaken, and the support provided by AUTs and AUMs. Nearly all trainees and NQTs spoke highly of the way they have been developed by teachers in schools. However, in a very small minority of cases, this support and development have not been of high quality, because the AUT or AUM has not received sufficient training. Quality assurance procedures were not sufficiently embedded to identify these issues. In all cases, the university staff stepped in quickly to support trainees, who spoke very highly of the actions of university tutors. As part of the quality assurance processes, the deputy director now keeps a detailed record of the training for school tutors and mentors. Where necessary, university subject tutors provide AUT and AUM training in their schools.

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Inspection judgements

9. Nearly all AUTs and AUMs are well trained. They are skilled in identifying the strengths and weaknesses in the quality of trainees’ teaching and provide helpful feedback. Improved processes to monitor and evaluate trainees’ progress and set targets against the teachers’ standards, using the ‘Teachers’ Standards: Progress and Assessment’ (TSPA) document, have supported improvement in the quality of trainees’ teaching. Subject tutors use the TSPA documents to analyse those teachers’ standards which need more work. Time is ITE inspection report: University of Sheffield October 2018 built into the programme for tutors to intervene and provide extra input on a standard, where necessary. This contributes to high attainment over time.

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Inspection judgements

10. As result of high-quality training in schools and at the university, standards of attainment have been strong over the last three years, with approximately two thirds of trainees being judged to be outstanding at the end of their course. In 2017/18, a very small minority of trainees met the minimum level of practice expected of teachers but, despite intensive support, did not demonstrate consistently good teaching.

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Inspection judgements

11. Good-quality training develops trainees and NQTs into reflective and confident teachers who are committed to their own professional development. The high- quality pastoral and academic support provided by mentors and subject tutors enables trainees to develop the resilience needed to meet the demands of teaching. Despite this support, each year a small number of trainees leave the course either for personal reasons or because they decide that teaching is not for them. As a result, completion rates can vary year on year. In 2017 and 2018, the completion rates were in line with the most recent national average for core trainees, but they were below the national average for SD trainees.

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Inspection judgements

12. Completion rates vary by subject and by gender. In recent years completion rates have been high and above the national average in mathematics, geography, biology and chemistry. Completion rates have been below the national average over the last three years in English and variable in languages and history. Leaders assiduously evaluate the reasons why trainees have left the course and recognise that, although completion rates for female trainees have been above the national average over time, the completion rates for male trainees have been broadly in line with national average. A planned pilot is starting to investigate the reasons for this gap. It is too soon to see the impact of this work. Work to provide additional support for trainees who are parents is also at an early stage.

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Inspection judgements

13. The university has been proactive in supporting its trainees to apply for teaching posts. As a result, employment rates have risen in 2018. The employment rate for core trainees is above the most recent national average and for SD trainees it is in line with the most recent national average. In the previous two years, the employment rates for SD trainees have been broadly in line with national average and the employment rates for core trainees just below national average. Both employing schools and NQTs value the development plans provided by the university. Induction tutors use the appropriate targets to support NQTs’ transition and develop their teaching in the first term.

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Inspection judgements

14. Thorough training has a positive impact on trainees’ and NQTs’ understanding of safeguarding, including how to keep pupils safe from radicalisation and extremism. NQTs can give examples of how they have used their training ITE inspection report: University of Sheffield October 2018 appropriately to make referrals to the designated safeguarding lead in their schools. Trainees and NQTs are vigilant in keeping pupils safe.

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Inspection judgements

15. As a result of effective training on the theory of behaviour management and the opportunities to develop their skills during their placements, trainees and NQTs have a strong presence in the classroom. They establish good relationships with pupils. The vast majority of trainees and NQTs manage behaviour well in a positive learning environment.

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Inspection judgements

16. Trainees and NQTs willingly contribute to the wider life of the school. They make a positive contribution as form tutors and volunteer for a wide variety of extra-curricular activities. They consistently demonstrate high standards of personal and professional conduct in all areas of school life.

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Inspection judgements

17. Training effectively develops trainees’ subject and curriculum knowledge, which they use successfully to design well-structured learning activities. These engage pupils and support them to make good progress. However, trainees do not use pupils’ progress information consistently to adapt their teaching to meet the needs of all pupils, especially the most able and the least able pupils. As a result, learning is sometimes too easy or too hard for these pupils. The impact of training on trainees’ and NQTs’ planning to meet the needs of pupils with special educational needs and/or disabilities and pupils who speak English as an additional language (EAL) is variable.

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Inspection judgements

18. The new curriculum lead has recently audited the curriculum for each subject and the EPS course to ensure that all teaching standards are thoroughly covered and there is consistency between subjects. It is too soon to see the impact of this work. Training has included opportunities to understand how to promote literacy and mathematics across the curriculum. However, observations of teaching, evaluations of pupils’ work and discussions with NQTs demonstrate that their understanding of how to do this in practice is variable.

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Inspection judgements

19. Trainees value the opportunities for enrichment. The partnership is rigorous in ensuring that trainees undertake enrichment that fills any gaps in their training, for example in experiencing sixth-form teaching or working in a pupil referral unit. As a result, trainees feel better prepared for their NQT year. Trainees enjoy additional workshops so much that they would like to attend a wider range of them. Leaders have doubled the opportunities available for trainees to access additional workshops, for example in teaching EAL learners and learning how to lead a school visit.

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Inspection judgements

20. The partnership complies with all aspects of the ITT criteria. It meets statutory duties for safeguarding, promoting equality and diversity and eliminating discrimination. ITE inspection report: University of Sheffield October 2018

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Annex: Partnership schools

The following schools were visited to observe trainees’ and NQTs’ teaching:

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Annex: Partnership schools

Wickersley School and Sports College, Rotherham

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Annex: Partnership schools

Yewlands Academy, Sheffield ITE inspection report: University of Sheffield October 2018

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ITE partnership details

Unique reference number Inspection number Inspection dates Stage 1 Stage 2 Lead inspector Type of ITE partnership Phases provided Date of previous inspection Previous inspection report

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ITE partnership details

Provider address 23–25 April 2018 1–3 October 2018 Helen Lane SHMI Higher education institution Secondary January 2011 https://reports.ofsted.gov.uk/provider/41/70123

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ITE partnership details

School of Education University of Sheffield Edgar Allen House 241 Glossop Road Sheffield South Yorkshire S10 2GW ITE inspection report: University of Sheffield October 2018 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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ITE partnership details

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ITE partnership details

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ITE partnership details

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