Educate Teacher Training ITE Partnership

Educate Teacher Training ITE Partnership Initial teacher education inspection report Inspection dates Stage 1: 11 June 2018 Stage 2: 19 November 2018

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This inspection was carried out by Her Majesty’s Inspectors (HMI) and an Ofsted Inspector (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 from each phase and separate route 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

Primary and Secondary QTS 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: Educate Teacher Training November 2018

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Information about this ITE partnership

 Educate Teacher Training provides initial teacher training (ITT) in the primary and secondary phases. There are 52 schools in the partnership across 20 local authorities. The range of schools in the partnership includes schools that Ofsted has judged to be outstanding, good and to require improvement.  At the last inspection, in June 2012, the provider was called Education Management Direct GTP consortium. The provider, which was judged to be good overall, offered employment-based initial teacher training (EBITT).  The partnership provides training through school-centred initial teacher training (SCITT), School Direct (SD) and the assessment-only route. All trainees follow a programme to gain qualified teacher status (QTS). Trainees may also gain a postgraduate certificate in education, awarded by Leeds Beckett University.  At the time of stage 1 of the inspection, there were 85 trainees in total, including

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Information about this ITE partnership

four on the assessment-only route. There were 40 trainees in the primary phase and 45 in the secondary phase.  The partnership is an accredited three to 16 provider. At stage 1 of the inspection, the partnership was providing training in the primary phase, and in computing, dance, design and technology, English, geography, history, mathematics, modern foreign languages, music and physical education (PE) in the secondary phase. At stage 2, the partnership was also providing training in drama.

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Information about the primary and secondary ITE inspection

 Over the two stages of the inspection, inspectors met with a wide sample of the trainees from the 2017/18 cohort. During stage 1, inspectors and the trainees’ mentors jointly observed 15 trainees teach from across the primary and secondary SCITT, School Direct and assessment-only training programmes. Inspectors observed mentors providing feedback to trainees. Inspectors also spoke by telephone with three further trainees and their mentors.  At stage 2, inspectors observed 11 newly qualified teachers (NQTs) teach, including those employed beyond the partnership. These NQTs came from the primary and secondary SCITT and SD training programmes. Of the 85 trainees receiving training at stage 1 of the inspection, inspectors had observed 25 teach by the end of the inspection.  Inspectors met with headteachers, senior leaders, senior mentors and mentors in the 11 partnership schools that they visited during stage 1.

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Information about the primary and secondary ITE inspection

 Inspectors met with senior staff in the 11 schools that they visited at stage 2, including five schools that are not in the partnership. They also spoke by ITE inspection report: Educate Teacher Training November 2018 telephone with three NQTs and their mentors. All three schools at which these NQTs teach are not in the partnership.  At both stages of the inspection, the lead inspector met with the programme’s senior leaders and link tutors. He also spoke by telephone with members of the steering group and of the board of directors and with external examiners.  Inspectors reviewed the partnership’s self-evaluation and improvement plans, the partnership agreement and external examiners’ reports. Inspectors checked the partnership’s compliance with the statutory criteria that providers of ITT must meet. Inspectors also looked at the provider’s assessment information, records relating to safeguarding children and the 51 responses to Ofsted’s online trainee

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Inspection team

Simon Hollingsworth HMI, lead inspector Emma Hollis-Brown OI, assistant lead inspector John Lawson HMI, team inspector

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Key strengths of the primary and secondary partnership

 Good-quality leadership has ensured that there is good-quality training which enables trainees to leave the programme as good or better teachers.  The programme meets teacher recruitment needs, including for those schools in the partnership. Leaders of partner schools particularly value the programme’s role in resolving recruitment difficulties.  Rigorous selection procedures ensure that only candidates who demonstrate high-level suitability to train to teach secure places on the programme.  The proportion of male trainees on both the primary and secondary programmes is consistently above that seen nationally.  Senior leaders’ accurate checks on trainees’ attainment enable them to provide timely support to those who require it to complete the programme as good teachers.  Senior leaders are mindful of trainees’ own well-being, providing timely and effective support when necessary.  Trainees understand their responsibilities to keep pupils safe due to the

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Key strengths of the primary and secondary partnership

comprehensive safeguarding training that they receive.  Senior leaders work well with partner school leaders and trainees to review the effectiveness of the training programme. ITE inspection report: Educate Teacher Training November 2018

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The partnership should:

 ensure that male trainees’ attainment, particularly in the SCITT primary programme, matches the very high levels of attainment that female trainees achieve.  further improve the quality of training, including feedback and target-setting, to increase the proportion of trainees who demonstrate excellent practice in: – adapting their teaching to provide appropriate support to individuals and groups of pupils – using assessment information more effectively during lessons to check pupils’ understanding and to adapt or refine their teaching accordingly.

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Inspection judgements

1. Trainees’ attainment at the end of the programme is good. Trainees complete the programme as at least good teachers, with almost all attaining at above the minimum standard in each of the teachers’ standards. All trainees attain highly in the standards that relate to personal and professional conduct.

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Inspection judgements

2. Almost all trainees secure teaching posts at the end of the training programme, with the majority of the trainees securing teaching posts within partnership schools. This is testament to the importance of the programme in helping to resolve the recruitment challenges that schools face. This is particularly the case for partner schools and schools that are in the areas in which the programme is located. The overwhelming majority of leaders of schools outside the partnership are satisfied with the quality of the NQTs that they have employed.

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Inspection judgements

3. The proportion of primary trainees in the School Direct training programme judged to be outstanding is higher than that seen in the SCITT training programme. This is because, in the SCITT programme, male primary trainees’ attainment, while good, does not match the very high levels of attainment that the female trainees achieve. There is no such difference in the secondary training programme, however.

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Inspection judgements

4. The programme’s senior leaders have high expectations of their trainees and of the training programme. Their intent is that trainees should complete the programme as at least good teachers who are committed to continuing with a career in the profession. The high rates of completion and the good attainment of the trainees demonstrate the senior leaders’ success in realising this vision.

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Inspection judgements

5. The senior leaders provide strong direction to all schools in the partnership to ensure that the quality of the training is consistently good. There is regular ITE inspection report: Educate Teacher Training November 2018 communication between the senior leaders and those responsible in schools for mentoring the trainees, including through the link tutors who check on trainees’ progress in the school placements.

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Inspection judgements

6. Their regular checks on all aspects of the programme ensure that senior leaders know the quality of the provision, including the effectiveness of the training in securing trainees’ good attainment. Senior leaders have the capacity to bring about further improvement to the programme. For example, since stage 1 of the inspection, they have taken timely and appropriate action to ensure that all mentors are as good as the best and to increase the number of subject-based training sessions. These actions have brought about improvements to the programme for current trainees.

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Inspection judgements

7. There is strong collaboration within the partnership. Leaders of partner schools sit on the steering group, enabling them to have a sharp insight into the overall quality of the programme and the priorities for improvement. Furthermore, schools’ senior leaders interview candidates to check their suitability to train to teach. This collaboration between the programme’s senior leaders and the partner schools’ leaders serves to ensure that the quality of the training and trainees’ outcomes are consistently good.

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Inspection judgements

8. Through their regular contact with the programme leaders, members of the board of directors have a secure understanding of the programme’s quality. Directors provide effective challenge to the senior leaders and offer appropriate support. They know what the priorities for improvement are, and check that the senior leaders are taking the necessary action.

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Inspection judgements

9. Rigorous recruitment procedures ensure that programme leaders select candidates who demonstrate a high level of suitability to train to teach. It is a strength of the programme’s recruitment that the proportion of male trainees in the primary and secondary programmes is consistently above the national average. Leaders, however, have not yet ensured that primary male trainees’ attainment is at the highest level, and is at the same level as that of the female primary trainees.

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Inspection judgements

10. Senior leaders’ regular, rigorous checks on trainees’ attainment ensure that they have a precise understanding of the progress that trainees are making. They are quick to provide further support to trainees who require it to attain as highly as they should. At the end of the programme, senior leaders undertake a comprehensive review of all aspects of each trainee’s performance to ensure that their final assessment is accurate. The use of external moderators in this process provides a further assurance of accuracy.

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Inspection judgements

11. Placements in contrasting schools ensure that trainees develop their experience of teaching across a range of school settings. These settings include rural, urban, selective and non-selective schools, and schools with high proportions of ITE inspection report: Educate Teacher Training November 2018 disadvantaged pupils. These placements enable trainees to consider the social, economic and cultural circumstances that affect their pupils. Because of this, trainees recognise the importance of promoting equality and diversity.

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Inspection judgements

12. Central training led by senior leaders and other professionals provides primary and secondary trainees with effective opportunities to become secure in their understanding of educational theory and the national priorities. Within their own school placements, trainees explore their learning further by meeting and observing teachers and by applying what they have learned from the central training to their own classroom practice. This has ensured that trainees complete the programme as at least good teachers whose classroom practice enables pupils to become secure in their knowledge and understanding. In a primary history lesson, for example, the NQT’s careful questioning and imaginative use of resources enabled Year 4 pupils to explore similarities and differences in life in stone age and bronze age times with confidence.

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Inspection judgements

13. Training in managing pupils’ behaviour is a particular strength of the programme. Trainees learn about effective strategies to promote positive behaviour and to manage any occasions of disruptive behaviour. Trainees use their reflective journals well to review their use of behaviour management strategies. This training has ensured that trainees demonstrate excellent practice in managing pupils’ behaviour. In almost all lessons that inspectors observed at both stages of the inspection, trainees and NQTs used well- established strategies to promote positive behaviour and to encourage pupils to engage well with their learning.

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Inspection judgements

14. Senior leaders have not, however, made sure that the training enables trainees to perform at the highest level across all aspects of their classroom practice. For example, trainees’ practice in assessing pupils’ attainment and in adapting teaching to meet pupils’ needs, while good, does not match the very high level of practice that they demonstrate in managing pupils’ behaviour.

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Inspection judgements

15. Most trainees receive effective support from their mentors and link tutors. Where this is the case, trainees receive detailed feedback about the next steps that they must take to improve their classroom practice to ensure that pupils make good progress. Trainees are appreciative of this well-targeted support.

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Inspection judgements

16. However, inspectors identified at stage 1 of the inspection that not all trainees received feedback that was precise enough to ensure that they demonstrated the very highest levels of classroom practice. Programme leaders have since introduced further, appropriate training to ensure that there is greater consistency in the quality of the feedback that current trainees receive.

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Inspection judgements

17. Well-tailored subject training, including subject knowledge enhancement training, ensures that secondary trainees are secure in their subject knowledge. Trainees use this knowledge well when teaching. In a secondary physical ITE inspection report: Educate Teacher Training November 2018 education (PE) lesson, for example, the teacher demonstrated secure knowledge of the skills necessary to play handball well. He used this knowledge well to guide the pupils so that they could demonstrate these skills with increasing confidence.

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Inspection judgements

18. Primary trainees undertake effective training in early reading, primary mathematics, primary PE and phonics, including through observing the practice of current teachers. This, and further curriculum training, ensures that they are prepared well to teach across the primary curriculum.

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Inspection judgements

19. All trainees visit a school in each of the phases of education that immediately precede and follow on from the phase in which they are training to teach. This ensures that trainees understand how to build effectively on pupils’ prior learning to prepare them well for the next phase of their education. Through this, trainees understand how their teaching contributes to pupils’ progress over time and their preparation for life in modern Britain.

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Inspection judgements

20. Trainees develop a secure understanding of how to plan learning to meet the needs of pupils with special educational needs and/or disabilities (SEND) and pupils who speak English as an additional language. Visits to schools that are proficient in catering for these different groups of pupils provide trainees with an insight into high-quality practice. The trainees and NQTs inspectors met spoke very highly of these experiences. They recognised how these experiences influenced their own practice.

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Inspection judgements

21. Employing schools receive comprehensive information about trainees’ attainment at the end of the programme, including the targets for their NQT year that trainees have agreed with their mentors and link tutors. Occasionally, these targets lack the necessary precision to ensure that they are effective in helping the NQT to develop in their role fully during their first year of teaching.

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Inspection judgements

22. Programme leaders are highly sensitive to the well-being of their trainees. They ensure that they provide timely and appropriate support to those trainees whose personal circumstances require it. Trainees appreciate this support.

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Inspection judgements

23. Safeguarding training is comprehensive, providing trainees with a secure understanding of their responsibilities to keep pupils safe. Trainees learn about the different types of abuse and the signs to look for. They know the actions that they must take if they have a concern about a pupil’s welfare.

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Inspection judgements

24. The provider complies fully with the statutory criteria that all providers of ITT must meet. ITE inspection report: Educate Teacher Training November 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

Croxton Kerrial Church of England School, Croxton Kerrial

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Annex: Partnership schools

Dyke House Sports and Technology College, Hartlepool

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Annex: Partnership schools

Great Ponton Church of England School, Great Ponton

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Annex: Partnership schools

Leasingham St Andrew’s Church of England Primary School, Sleaford

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Annex: Partnership schools

St Peter at Gowts Church of England Primary School, Lincoln

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Annex: Partnership schools

The Grangefield Academy, Stockton-on-Tees ITE inspection report: Educate Teacher Training November 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 11–13 June 2018 19–21 November 2018 Simon Hollingsworth HMI SCITT Primary and secondary 11–15 June 2012 https://reports.ofsted.gov.uk/provider/41/70195

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ITE partnership details

The Priory 7 Market Place Grantham Lincolnshire NG31 6LJ ITE inspection report: Educate Teacher Training November 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 . You may reuse this information (not including logos) free of charge in any format

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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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