Leeds Beckett University ITE Partnership

Leeds Beckett University ITE Partnership Initial teacher education inspection report Inspection dates Stage 1: 21 May 2018 Stage 2: 12 November 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 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

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

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Overview of the ITE partnership

The overall effectiveness of the ITE partnership is good in primary and good in secondary. This is because leaders and managers of the partnership consistently communicate high expectations and ambition for what can be achieved. This leads to high-quality training that prepares trainees and newly qualified teachers (NQTs) to teach well and achieve good outcomes.

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Key findings

 Leaders are ambitious for what they can achieve together as an ever-growing partnership. They are highly committed to supporting both the initial and continuing development of teachers in the region and beyond.  The partnership has secured a successful supply of teachers in the region. Trainees feel empowered to seek employment in a wide range of schools, including those facing challenging circumstances.  Employment rates are above average. A large proportion of trainees secure employment in the Yorkshire and Humber region.  Innovative projects on improving teachers’ mental health and well-being, including to reduce workload, benefit both trainees and the wider teacher workforce. Trainees are well prepared for the demands of being a teacher.  Trainees are highly reflective and demonstrate a strong work ethic. They are ambitious and continually seek out advice and guidance to improve their practice,

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Key findings

which they action quickly for the benefit of their pupils.

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To improve the ITE partnership should:

 reduce any remaining variation between different training routes and subjects, especially in relation to the quality of training and trainees’ completion and employment rates  continue to develop trainees’ understanding of assessment in order to improve the progress of all pupils, especially the most able  improve the quality and consistency of mentoring.

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Information about this ITE partnership

 Leeds Beckett University is a long- and well-established provider of initial teacher education (ITE), with a heritage dating back to 1907. Based in the Carnegie School of Education, the partnership is committed to working with schools across the North East, Yorkshire and Humber region to improve the educational outcomes and life chances of pupils.  Since the last inspection, the breadth of training routes on offer has increased significantly, particularly through School Direct. The School Direct programmes ITE inspection report: Leeds Beckett University November 2018 are based in the schools that form each of the teaching school alliances within the partnership.  University leaders have developed an ethos based on social justice. They pride themselves on working with schools in challenging environments, collaborating with teachers at all levels of their career to improve educational experiences, especially for disadvantaged pupils and their communities.

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Information about this ITE partnership

 An extensive portfolio of collaborative research, inspired and informed by school partners, in areas such as equalities and special educational needs and/or disabilities (SEND), keeps the partnership at the forefront of educational debate and understanding.  The primary and secondary partnerships are overseen by a joint strategic committee. This is made up of university staff, senior representatives from surrounding local authorities and senior leaders from a range of partnership schools. The committee re-formed between stage 1 and stage 2 of the inspection to become a smaller, more focused group. ITE inspection report: Leeds Beckett University November 2018

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Information about the primary partnership

 In 2017/18, the partnership offered seven routes to the award of qualified teacher status (QTS): a two-year undergraduate BA (Hons) in early childhood education and a three-year undergraduate BA (Hons) in early childhood education focused on the three to seven age range; a three-year undergraduate BA (Hons) in primary education focused on the five to 11 age range; a one-year postgraduate certificate in education (PGCE) in primary education, with a choice between the three to seven and the five to 11 routes; and a one-year, school- based route into teaching through School Direct (salaried and non-salaried), also leading to the award of a PGCE in primary education in either the three to seven or five to 11 age range. The university also offered a PGCE in primary education with physical education (PE) for the first time in the 2017/18 academic year. This focused on the five to 11 age range.  The partnership consists of approximately 600 schools across 46 different local

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Information about the primary partnership

authority areas. It includes seven School Direct alliances based in the Yorkshire and Humber area.  During stage 1 of the inspection, there were 103 trainees following an undergraduate route, 74 trainees accessing the university-led, postgraduate programme and 38 trainees undertaking the School Direct route.

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Information about the primary ITE inspection

 Inspectors visited 13 schools during stage 1 of the inspection, observing 20 trainees teach. All observations by inspectors were conducted with school-based mentors and included an analysis of trainees’ evidence towards meeting the teachers’ standards. Inspectors also spoke to a further 18 trainees from all year groups of the five to 11 undergraduate route, who were not on school placement at the time of the inspection. One inspector observed the recruitment activities being undertaken for the postgraduate route.  At stage 2, inspectors visited 10 schools, including three from outside the partnership, to observe 15 newly qualified teachers (NQTs) teach. Inspectors reviewed the quality of work in pupils’ books to determine the impact of the NQTs’ teaching on pupils’ learning and progress over time. Inspectors spoke by telephone to two additional NQTs, who had both secured employment outside of the Yorkshire and Humber region, and one headteacher from a non-partnership

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Information about the primary ITE inspection

school. Inspectors also observed two university-based training sessions for second-year undergraduate trainees.  Meetings were held with individual trainees and NQTs, the primary leadership team, members of the partnership’s joint strategic committee, university tutors and trainers, school-based mentors and headteachers. Inspectors also took account of the 161 responses to the online trainee questionnaire, which was completed in 2018. ITE inspection report: Leeds Beckett University November 2018  Inspectors considered a wide range of evidence, such as the primary ITT partnership’s self-evaluation and improvement planning, course handbooks, recruitment and selection procedures, trainee assessment documentation, directed tasks and assignments, the partnership’s own NQT exit surveys and the content of the training programmes.  They also reviewed evidence to check that the partnership was compliant with

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Information about the primary ITE inspection

the statutory requirements, including safeguarding and the ITT criteria.

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Inspection team

Lee Owston SHMI, overall and phase lead inspector Michael Reeves HMI, assistant phase lead inspector Kate Rowley HMI, team inspector Janet Keefe OI, team inspector

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Key strengths of the primary partnership

 Leaders are highly ambitious and committed to meeting both the initial training needs of trainees and the continuing professional development of teachers in the Yorkshire and Humber sub-region.  Employment rates are above average. A large proportion of trainees, including those from under-represented groups, such as male trainees, quickly secure employment in the region.  Leaders seek out, instigate and support a number of innovative projects for the benefit of trainees, partner schools and the wider teacher workforce. These projects effectively address current issues affecting trainees, NQTs and experienced teachers, especially their workload, mental health and well-being.  Trainees are exceptionally reflective of their own practice. They demonstrate a strong work ethic and constantly seek out advice and guidance to improve their teaching. Trainees and NQTs are highly professional. They invest fully in the life

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Key strengths of the primary partnership

of the school and communities in which they work.  Trainees plan well-structured lessons that build on pupils’ prior learning. They have high expectations of pupils’ behaviour, and use a raft of strategies to create calm and purposeful classrooms in which pupils can learn. Trainees’ subject knowledge, especially in phonics and mathematics, is strong.  High levels of academic, personal and professional guidance ensure that trainees feel well supported. Strong relationships exist between tutors, headteachers, mentors and trainees so that each trainee receives the precise support they need to achieve their best. ITE inspection report: Leeds Beckett University November 2018  Training utilises a wide range of expertise from across the partnership to ensure that trainees learn from the very best in their locality. The relevant links between theory, research and classroom practice are woven together effectively to enable

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The partnership should:

 continue to develop trainees’ understanding of assessment so that: – they understand how to gauge pupils’ understanding in a lesson so that they can offer appropriate levels of support or challenge, especially for the most able pupils – they are more confident at making summative assessments, over time, of what pupils know, understand and can do so that they can adapt their teaching and maximise pupils’ progress  further improve the training programme by: – strengthening trainees’ knowledge and understanding of age-related expectations in the national curriculum, especially across the foundation subjects, so they are aware of how pupils’ learning builds and develops over time – making sure that all trainees have the opportunity to plan, teach, assess and receive feedback on the full primary curriculum, especially in foundation subjects such as music, modern foreign languages and PE  fully embed the quality assurance systems already in development to

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The partnership should:

ensure that link tutors and school-based mentors are consistent in their judgements of trainees’ teaching, particularly when this is deemed to be of the highest quality.

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Inspection judgements

1. The primary partnership is characterised by leaders’ high expectations and ambition for what can be achieved. Leaders closely monitor the overall quality of training and the competence and confidence of trainees. Consequently, trainees receive a good grounding in how to teach. The strong relationships they form with the university and its partners continue long after their initial training has finished. Leaders are firmly committed to the continuing development of teachers within the region. Innovative research and an enquiry- based approach to school improvement are strong features of the partnership’s work.

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Inspection judgements

2. The partnership knows itself well. Leaders continuously undertake a detailed and thorough analysis of the quality of training, using information gathered from multiple stakeholders across the partnership. They accurately identify ITE inspection report: Leeds Beckett University November 2018 what is working well and where further improvement is needed. For example, between stage 1 and stage 2 of the inspection, leaders held a series of focus groups with trainees who represented different characteristics and training routes, such as male trainees. This resulted in further highly pertinent improvements to the programme.

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Inspection judgements

3. Leaders use well-considered improvement plans to enhance the quality of training and trainees’ outcomes. The joint strategic committee uses these plans to monitor, challenge and improve the overall effectiveness of the partnership. This group reformed between stage 1 and stage 2 of the inspection to become smaller and more sharply focused. Members of the new strategic committee are clear in their purpose and provide effective challenge and support for leaders. The renewed focus of the joint strategic committee supports the partnership’s strong capacity to improve.

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Inspection judgements

4. Leaders and managers were quick to respond to the emerging areas for improvement identified at the end of stage 1 of the inspection. For example, their thorough review of mentoring arrangements and a revised mentor training and accreditation plan have already produced a more coherent assessment of the partnership’s link tutor and mentor workforce. Leaders recognise that they are only just at the beginning of this work and that new approaches need time to fully embed into everyday practice.

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Inspection judgements

5. The partnership demonstrates true collegiality and inclusivity. Communication between the university and its partners is strong and effective. University staff, headteachers, tutors, mentors, host class teachers and trainees all work together well to ensure good outcomes. Regardless of the route followed, tutors and trainers ensure that every trainee has the opportunity to learn from experts in their field. The leaders of different training routes willingly share their expertise beyond their assigned programmes. For example, the specialist contribution of the leader responsible for the PGCE in primary education with PE has helped trainees on other routes to feel more confident and competent to teach this subject.

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Inspection judgements

6. Selection processes are comprehensive and inclusive. The proportion of trainees from under-represented groups, such male trainees or those who identify as being from a minority ethnic heritage, has increased each year. The proportion of male trainees undertaking training programmes is now above the sector average. Leaders have focused on attracting as diverse a range of trainees as possible to the training routes offered by the partnership. Recruitment and marketing have emphasised the personal, social and emotional support available, as well as the quality of the academic programmes on offer.

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Inspection judgements

7. Completion rates, overall, have typically been either in line with or above sector averages over time. However, these headline figures mask some variability between the different routes offered. While the undergraduate route has been ITE inspection report: Leeds Beckett University November 2018 consistently well above national comparators over the last three years, the postgraduate routes have been more inconsistent, dipping below sector averages in some years. This is especially the case for the provider-led PGCE routes, particularly on the five to 11 age phase. This route experienced a higher proportion of deferrals in 2017/18 due to the specific personal circumstances of trainees. Despite these inconsistencies over time, completion rates overall are improving steadily.

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Inspection judgements

8. At the end of their training programme, all trainees exceed the minimum expectations of their practice, as set out in the teachers’ standards. Overall, trainees demonstrate a good quality of teaching. There are no discernible differences in attainment between different groups of trainees. An increasing proportion complete their programme with the highest levels of attainment. In 2017/18, this applied to nearly half of those who completed their course. Overall, inspectors agreed with the partnership’s assessment of trainees’ attainment. However, leaders acknowledge that not all mentors are sufficiently clear about the criteria used to determine the very highest quality of teaching. This leads to some inconsistency between mentors when judging trainees at the good and outstanding borderline.

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Inspection judgements

9. Employment rates are generally above the national average across routes. They are consistently high on postgraduate routes but, in some years, dip to broadly average on undergraduate programmes. Trainees and NQTs show particular strength in their personal and professional conduct. They demonstrate a strong work ethic and constantly seek out advice and guidance to improve their practice. As a result, employing headteachers typically characterise NQTs from the partnership as being highly professional, with a strong desire to integrate themselves fully into the life of the school community. For example, many NQTs willingly lead extra-curricular activities and after-school clubs within the first few weeks of their teaching career.

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Inspection judgements

10. Trainees and NQTs show excellent practice in some aspects of their teaching but not all. Those observed at stage 1 and stage 2 of the inspection showed particularly strong subject knowledge in phonics and mathematics. This was used effectively to plan well-structured lessons that built on what pupils already knew and enabled them to make good progress in their learning. For example, one trainee used a quick, non-threatening quiz at the beginning of their science lesson to reinforce the key concepts learned in the previous week. In another school, an NQT used effective modelling techniques to demonstrate how to subtract using decomposition. In this instance, the NQT’s strong subject knowledge, together with an appreciation of the likely misconceptions held by pupils, led to the successful teaching of a new calculation method.

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Inspection judgements

11. Most trainees and NQTs demonstrate warm and positive relationships with their pupils, built on mutual respect and well-developed behaviour management skills. Trainees and NQTs displayed a raft of appropriate techniques and ITE inspection report: Leeds Beckett University November 2018 strategies, ranging from the judicious use of verbal praise to the awarding of house points and the controlled use of their voice, for example by using a whispered tone to draw pupils in and create a sense of anticipation. Overall, trainees and NQTs demonstrate consistently high expectations for what pupils can achieve. This helps them to maintain discipline and create calm, purposeful classrooms in which pupils can learn.

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Inspection judgements

12. Trainees and NQTs are not as adept at using their assessment skills during the course of a lesson. Typically, they do not take sufficient account of pupils’ answers or misconceptions in order to adapt what they are doing and provide additional support or challenge. This is particularly the case for the most able pupils, so their learning and progress are not always as strong as they could be. Pupils often have to complete work that is too easy before moving on to something more appropriate to their needs and abilities.

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Inspection judgements

13. Trainees and NQTs are also less skilled at making summative assessments of pupils’ knowledge, skills and understanding. Feedback from many NQTs confirmed their difficulty in drawing on all of their knowledge of a child, over time, to make a point-in-time judgement about their learning and progress. NQTs recognised that this was due in part to the differences between taking a host class and being responsible for all pupils as a teacher. However, leaders are already reflecting on whether a final placement task should be introduced for trainees to assess all pupils they teach, rather than just a small sample, in preparation for their NQT year.

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Inspection judgements

14. High-quality training ensures that trainees constantly see the links between theory, research and practice. Leaders’ careful design of the training programmes ensures that there is an effective mix of taught sessions, assignments and school placements. Trainees on all routes have access to a high level of subject expertise. This includes teachers designated as specialist leaders in education, as well as those from external organisations such as English Heritage. Tutors, trainers and teachers from across the partnership work well together to provide the very best training and to improve their own knowledge and skills. For example, mathematics tutors from both the university and a local school worked well as a team to gain additional accreditation themselves from a recognised subject association. This has kept them at the forefront of current research and thinking, benefiting trainees and schools.

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Inspection judgements

15. The thorough training provided gives trainees the knowledge and skills they need in order to become effective teachers. Trainees receive frequent opportunities to apply what they have learned in a wide and increasingly diverse range of schools, including those in challenging socio-economic circumstances and those judged as requiring improvement. The confidence and competence they gain by teaching in a range of school contexts supports trainees when choosing and applying for their first job. These positive ITE inspection report: Leeds Beckett University November 2018 experiences mean that they are not daunted by the prospect of working in schools facing challenging circumstances.

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Inspection judgements

16. Trainees receive excellent personal and pastoral support from a team of dedicated professionals within the university. Leaders are determined to support every aspect of a trainee’s experience, so that they can be assured of the right kind of help, whatever the circumstances. This enables trainees to keep a constant focus on improving their teaching. For example, the pastoral team has supported trainees to continue their placements despite personal problems at home or with transport. This proactive and personal approach has contributed to the reduction in withdrawals and deferrals this year.

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Inspection judgements

17. Trainees receive a strong grounding in systematic synthetic phonics. They feel well prepared to teach this aspect of the English curriculum. For example, they appreciate how to teach pupils not only the letter–sound correspondences needed to decode, but also the wider aspects of reading that are fundamental to early success, such as reading aloud to pupils from high-quality literature. NQTs demonstrated a strong awareness of the importance of vocabulary, especially in relation to pupils’ reading comprehension. Those NQTs observed were seen to use words such as ‘precise’ and ‘succinct’, as well as subject- specific terminology like ‘noun phrase’ and ‘determiner’ to help pupils deepen their understanding of the English language.

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Inspection judgements

18. Trainees have an equally strong grasp of how pupils develop mathematical concepts and understanding through a ‘teaching for mastery’ approach. Trainees and NQTs use a wide range of practical resources and images to model more complex mathematical ideas. For example, one NQT was adept at using visual representations of hundreds, tens and ones when teaching subtraction. The trainee’s well-sequenced activities supported most pupils to make good progress across the unit of work and move securely to more abstract thinking.

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Inspection judgements

19. The taught component of the PE course is very effective. Many trainees, especially those on the PGCE in primary education with PE, confirmed that they had acquired a wide range of knowledge about all areas of the subject, including swimming, athletics and outdoor and adventurous activities. However, for some trainees on other routes, the opportunities to teach PE during their placements had been limited due to their schools employing specialist coaches to deliver this element of the curriculum. Leaders are aware of this concern among trainees, which also applied to other specialist subjects such as the teaching of music and modern foreign languages. They are now consulting with partner schools about how to improve this aspect of training.

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Inspection judgements

20. While trainees had all gained some experience of teaching the full primary curriculum during their course, opportunities to plan, teach, assess and receive feedback on the foundation subjects, especially PE, music and modern foreign ITE inspection report: Leeds Beckett University November 2018 languages, were less extensive. In particular, training prioritises giving trainees ideas for teaching, rather than an understanding of the core underpinning concepts and expectations of each subject. As a result, trainees and NQTs are not clear about how to sequence the knowledge to be taught across foundation subjects in order to ensure a coherent programme of study for pupils.

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Inspection judgements

21. Leaders have ensured that trainees gain good, practical experience of teaching pupils from a diverse range of backgrounds, contexts and abilities, including those with SEND. Trainees and NQTs demonstrated a clear understanding of the varying needs pupils may have, and how they could cater for these effectively within their classroom. Trainees were less confident in dealing with more specific needs, such as dyslexia, dyspraxia or attention deficit disorder. This was in contrast to trainees’ and NQTs’ much stronger understanding of prejudice and discrimination, including how to deal with prejudice-based bullying, for example around race or sexual orientation. Trainees and NQTs shared an equally strong understanding of their duties and responsibilities in relation to safeguarding, including an appreciation of British values and the aims of the ‘Prevent’ duty.

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Inspection judgements

22. The quality of mentoring is variable but improving. Most tutors and mentors provide insightful and effective feedback that enables trainees to reflect on their practice and improve. Not all tutors and mentors, however, are consistent in recognising the very highest quality of teaching. This is because they are unclear about the criteria to be used and the emphasis to be placed on the learning and progress of pupils over time. This leads to some inconsistency in grading and had led to a perception among a small minority of trainees that they were graded unfairly at the end of their training programme.

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Inspection judgements

23. Leaders have worked quickly between stage 1 and stage 2 of the inspection to review and strengthen the quality assurance of mentoring across the partnership. Leaders acknowledged that training for mentors has, until recently, focused on administration and paperwork rather than improving their skills and abilities in mentoring. This has now changed. A programme of training that focuses on improving the quality of feedback that mentors provide to trainees has been launched. This includes reflection on academic research and specific accreditation to acknowledge the importance and influence of this central role.

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Inspection judgements

24. All levels of the partnership are keenly aware of the demands placed on trainees and teachers with regard to their workload and well-being. University leaders have acted swiftly to reduce the burdens placed on trainees and so improve retention. They have ensured that the trainees’ lesson-planning process does not become too onerous and detract from their developing high- quality teaching. They have ensured that expectations for good and outstanding trainees are quickly adapted during placement. Leaders have also invested in a more effective electronic tracking system to reduce the quantity of paperwork collected by trainees against the teaching standards. This electronic ITE inspection report: Leeds Beckett University November 2018 system has also provided leaders with more focused monitoring and evaluation of trainees’, mentors’ and tutors’ work.

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Inspection judgements

25. NQTs are well supported in their transition from trainee to NQT. The partnership’s ‘employment conference’ gives trainees specific support with such things as writing applications and interview techniques. Undergraduate trainees also benefit from an opportunity to visit local schools and discuss their future prospects and ambitions with headteachers looking to employ staff in the new academic year. NQTs confirmed that the target-setting process at the end of their training programme was particularly helpful. Inspectors found that the targets set were largely a true reflection of the trainees’ abilities at the end of their training and enabled NQTs to continue to improve their teaching from the first days of employment, securing good progress for pupils from the start.

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Inspection judgements

26. The partnership meets its legislative requirements regarding equality and diversity, discrimination and safeguarding. The partnership fully complies with the statutory criteria for ITT (QTS).

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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

Beecroft Primary School, Leeds Beeston Hill St Luke’s Church of England Primary School, Leeds Brudenell Primary School, Leeds Carr Manor Primary School, Leeds Crowlees Church of England Junior and Infant School, Wakefield Eastwood Primary School, Bradford Greenside Primary School, Leeds Holy Trinity Church of England Infant School, Harrogate Hunslett Moor Primary School, Leeds Kippax Greenfield Primary School, Leeds Lawn’s Park Primary School, Leeds Mills Hill Catholic Primary School, Oldham Orchard Head Junior and Infant School, Wakefield Rawdon St Peter’s Church of England Primary School, Leeds Shakespeare Primary School and Children’s Centre, Leeds Stanley Grove Primary and Nursery School, Wakefield St Phillip’s Roman Catholic Primary and Nursery School, Leeds Tranmere Park Primary School, Leeds ITE inspection report: Leeds Beckett University November 2018 Valley View Community Primary School, Leeds Whitkirk Primary School, Leeds

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Annex: Partnership schools

ITE inspection report: Leeds Beckett University November 2018

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Information about the secondary partnership

 All trainees work towards the award of a PGCE with the recommendation for QTS. They follow either university-led or School Direct courses.  At stage 1, there were 70 trainees across all courses. There were 48 trainees on provider-led routes and 22 trainees undertaking School Direct training programmes.  The partnership includes approximately 52 schools, including six School Direct partnerships, across six local authority areas in the region.  Trainees are prepared to teach pupils in the 11 to 16 age range in eight subjects: physical education (PE), art and design, mathematics, computing, physics, geography, English and design technology.

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Information about the secondary ITE inspection

 During stage 1 of the inspection, inspectors visited five partnership schools and observed 10 trainees teach. All observations by inspectors were conducted with school-based mentors and included an analysis of trainees’ evidence towards meeting the teachers’ standards. Discussions were held with those trainees who were observed, as well as with six other trainees, school-based mentors, ITE coordinators, senior leaders in schools, members of the strategic partnership committee, course leaders and university subject tutors.  During stage 2 of the inspection, inspectors observed seven NQTs teaching in five different schools, including two from outside the partnership. Inspectors reviewed the quality of work in pupils’ books to determine the impact of the NQTs’ teaching on pupils’ learning and progress over time. They also held discussions with those NQTs who were observed, and other NQTs, and met with a group of school-

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Information about the secondary ITE inspection

based mentors.  Inspectors took account of the 36 responses submitted through Ofsted’s online questionnaire for trainees in 2018.  At both stages, inspectors looked at a broad range of evidence relating to trainees’ attainment, how well trainees and NQTs teach (including samples of pupils’ work where available), completion and employment rates, the partnership’s self-evaluation document and improvement plan, records of quality assurance and external examiners’ reports.  Inspectors considered evidence relating to the statutory requirements within the ITT criteria, and safeguarding. ITE inspection report: Leeds Beckett University November 2018

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Inspection team

Nick Whittaker HMI, phase lead inspector Debbie Redshaw HMI, assistant phase lead inspector

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Key strengths of the secondary partnership

 Leaders have created a strong and cohesive partnership with an ambitious vision for providing high-quality ITE.  Trainees are thoughtful, reflective and self-critical. These fundamentally important personal and professional qualities are promoted consistently well on all secondary courses.  Effective university-based and school-based training develops trainees’ subject knowledge and teaching skills well. Trainees use their strong subject and curriculum knowledge to plan interesting and engaging learning activities which help pupils make good progress.  Trainees promote and manage pupils’ behaviour effectively. They have a secure understanding of their duties and responsibilities with regard to equality of opportunity, diversity and safeguarding.  School-based training gives trainees valuable experience in a wide range of contrasting schools. This includes placements in schools facing challenging socio-

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Key strengths of the secondary partnership

economic circumstances and those judged to require improvement. A high proportion of trainees secure employment in schools in the region.  Leaders’ innovative projects focus well on improving teachers’ mental health and emotional well-being, tackling prejudice and discrimination, and raising the aspirations of disadvantaged pupils in the local area. This benefits both the schools in the partnership and those more widely spread across the region.

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The partnership should:

 reduce the remaining variability in completion rates on some provider-led courses  improve the quality and consistency of school-based mentoring by providing all mentors with: – high-quality training and development ITE inspection report: Leeds Beckett University November 2018 – clear guidance about how to help trainees to evaluate the strengths and areas for development in their practice so that meaningful targets for NQTs’ longer-term development are set at the end of their course  strengthen its improvement plans so that they focus more sharply on developing aspects of trainees’ practice, especially the use of formative and summative assessment to improve the learning and progress of all pupils.

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Inspection judgements

27. Leaders are ambitious for the partnership’s ITE and wider academic programmes. They are sharply focused on supplying highly effective teachers for schools in the region, including schools judged to require improvement and those working in challenging socio-economic circumstances. The development of research and enquiry-based approaches to improving school effectiveness, and the use of current research to inform ITE, are strong features of the partnership’s work.

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Inspection judgements

28. Improvements made since stage 1 of the inspection demonstrate the partnership’s capacity to continually improve the quality of training and the outcomes achieved by trainees. For example, leaders have responded decisively to the areas for improvement identified and have made several changes to university-based training courses for current trainees. These include additional taught sessions that focus on consolidating trainees’ knowledge, skills and practice as they progress through their first, second and third school placements. Similarly, leaders have quickly developed and implemented a more structured and systematic approach to checking the quality of all aspects of school-based training.

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Inspection judgements

29. The partnership’s self-evaluation is based on a good range of evaluative information. This includes a detailed and comprehensive analysis of the outcomes achieved by trainees, feedback from trainees and partnership schools and evaluations of the quality of university-based and school-based training. It provides an accurate picture of the partnership’s strengths, areas for development and overall effectiveness. While improvement plans have been strengthened since stage 1 of the inspection, they do not have a sufficiently sharp focus on how leaders will secure improvement in important aspects of trainees’ practice, such as their use of formative and summative assessment to improve the learning and progress of all pupils.

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Inspection judgements

30. Completion rates on School Direct courses improved in 2017/18 and were above national benchmarks. In 2016/17 and 2017/18, completion rates on provider-led courses varied between subjects. High proportions of physical education (PE) and geography trainees successfully completed their training and were awarded QTS in 2017/18. In contrast, rates of completion for trainees in art and design and physics were lower than national benchmarks. The partnership has provided effective support for several trainees who have ITE inspection report: Leeds Beckett University November 2018 returned to their courses in the current academic year following a break from study.

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Inspection judgements

31. The partnership’s arrangements for recruiting trainees to School Direct and provider-led courses are suitably rigorous. Partner schools make a strong contribution to the assessment of trainees’ knowledge, skills and potential to meet the teachers’ standards by the end of their training. Schools judged to require improvement and those facing challenging socio-economic circumstances make a valuable contribution to all aspects of the partnership’s work, including the recruitment of trainees. The partnership has a strong track record of selecting trainees who have the potential to work in such schools locally and nationally.

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Inspection judgements

32. By the end of their training, almost all trainees’ teaching is good, and some is outstanding. A very small proportion of trainees do not develop their teaching to a consistently good standard, despite intensive additional support. The great majority of trainees set high expectations for pupils and manage pupils’ behaviour well. Trainees’ practice in using assessment productively to adapt teaching to meet pupils’ different needs and starting points is less effective.

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Inspection judgements

33. Partnership schools value their involvement in ITE. The partnership has a strong reputation for the quality of its trainees and a high proportion gain employment in schools in the region. Employment rates for almost all subjects and courses are high when compared to national benchmarks.

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Inspection judgements

34. Trainees demonstrate a consistently high level of knowledge about their safeguarding duties and responsibilities. They are alert to the signs that a pupil may need help or protection and know what to do when they have a concern. Trainees are similarly knowledgeable about their wider professional responsibilities. They contribute enthusiastically to a wide range of extra- curricular activities, develop effective professional relationships with their colleagues and value the helpful feedback they receive while on school-based placements.

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Inspection judgements

35. Trainees use their strong subject and curriculum knowledge to plan well- structured lessons that are interesting and engaging for pupils. Trainees explain concepts and ideas clearly and some question pupils skilfully. As a result, pupils develop and deepen their knowledge and understanding. Trainees build respectful relationships with pupils and manage classes well.

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Inspection judgements

36. Trainees’ ability to promote the progress of all pupils by planning and teaching in a way which builds on their prior knowledge, skills and understanding is variable. This is especially the case for the most able pupils, who, at times, find the work they are set by trainees to be unchallenging. Trainees have a developing understanding of how to adapt their teaching to the widely different needs of pupils with SEND. In part, this is because they enhance their ITE inspection report: Leeds Beckett University November 2018 knowledge of the range of difficulties and barriers pupils experience by a short placement in a special school at the start of all provider-led courses. Similarly, trainees increase their understanding of how to develop pupils’ literacy and mathematics skills in the subjects they teach.

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Inspection judgements

37. The partnership is strong and cohesive. It has a clear common purpose, based on a shared commitment to providing high-quality ITE. Communication between university-based tutors and partner schools is effective, and school leaders, ITE coordinators and school-based mentors have a high regard for the partnership’s pragmatic and flexible approach. The contribution school leaders make to the partnership’s leadership and governance has strengthened significantly since stage 1 of the inspection. The newly re-formed strategic partnership committee has a sharp focus on securing further improvement in the quality of training and the outcomes trainees achieve. Rightly, school leaders are also passionate advocates for the partnership’s wider contribution to the professional development of teachers in the region.

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Inspection judgements

38. Training programmes are planned and delivered coherently. As a result, trainees develop strong subject knowledge and improve their teaching skills. Well-thought-out academic assignments also help trainees to reflect critically on important aspects of pedagogy and practice. Trainees value the experience they gain in a wide range of contrasting school placements, including schools facing challenging socio-economic circumstances and those judged to require improvement. Consequently, trainees develop their understanding of the needs of a wide range of pupils, including pupils who are disadvantaged and those who speak English as an additional language.

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Inspection judgements

39. Subject mentors and ITE coordinators in the majority of partnership schools provide highly effective personal and professional support for trainees. However, this is not consistently the case. Training and professional development for school-based mentors has, until recently, focused too much on the structure, organisation and administration of placements. There has been too little development of mentors’ confidence and skills in improving trainees’ practice. Leaders are tackling this area for development well. Training and development for school-based mentors has been significantly strengthened and now includes a programme of advanced mentor training and the opportunity to work towards additional qualifications. It is too early to evaluate the impact of these changes on the quality of training and how well trainees teach.

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Inspection judgements

40. Trainees’ progress towards the teachers’ standards is assessed regularly during training. Those who are making less progress are identified quickly and effective support is put in place to get them back on track. The partnership has a strong focus on the well-being of trainees who confirm that university-based tutors are always available ‘on the other end of the phone’. The already strong pastoral support for trainees has been strengthened in 2018/19 with the aim of ITE inspection report: Leeds Beckett University November 2018 reducing the number of trainees who do not successfully complete their courses further.

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Inspection judgements

41. Final assessments of trainees’ ability to teach are broadly accurate because they are based on a good range of evidence, which is closely linked to the teachers’ standards. Assessment criteria for the award of QTS are clear and there is thorough moderation of the partnership’s judgements. The career entry development profiles that NQTs share with employing schools provide helpful information about strengths and areas for development in their practice at the end of their training. However, the quality of this essential information is too variable, and the development targets set for some NQTs are too broad. As a result, employing schools sometimes find it difficult to work out how best to support an NQT in the first few weeks and months of their teaching career.

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Inspection judgements

42. The partnership has effective systems which ensure that it meets all the statutory requirements, including the ITT criteria. Evidence of compliance with these requirements is checked and recorded carefully. A distinctively positive feature of the partnership’s work is the effective development of trainees’ understanding of how to promote equality of opportunity and diversity in their teaching.

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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

Carleton High School, Wakefield Castleford Academy, Castleford Castle Hall Academy, Wakefield Crofton Academy, Wakefield Horbury Academy, Wakefield Moor End Academy, Huddersfield Royds Hall Community School, Huddersfield Shelley College, Huddersfield St John Fisher Catholic High School, Harrogate Wetherby High School, Wetherby ITE inspection report: Leeds Beckett University 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 21–23 May 2018 12–14 November 2018 Lee Owston SHMI HEI Primary; secondary June 2011 https://reports.ofsted.gov.uk/provider/41/70038

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ITE partnership details

School of Education & Childhood Carnegie Hall Headingley Campus Leeds LS6 3QQ ITE inspection report: Leeds Beckett University 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

or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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ITE partnership details

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ITE partnership details

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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