The John Taylor SCITT

The John Taylor SCITT John Taylor High School, Dunstall Road, Barton-under-Needwood, Burton on Trent, Staffordshire DE13 8AZ

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Inspection judgements

[Primary and secondary age-phase combined]

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Overall effectiveness Good

The quality of education and training Good

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Overall effectiveness Good

Overall effectiveness at previous inspection Good

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What is it like to be a trainee at this ITE partnership?

Trainees are overwhelmingly positive about all aspects of their training. The programme prepares them well for their future careers. One trainee summed up the views of many when they said: ‘The last six months have been the hardest but most rewarding of my life! I would not hesitate to recommend the John Taylor SCITT. The support from the central team and mentors has been fantastic.’

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What is it like to be a trainee at this ITE partnership?

Central training is of a consistently high quality. Mentors in placement schools skilfully build on central training, helping trainees to apply what they have learned.

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What is it like to be a trainee at this ITE partnership?

The primary-phase programme prepares trainees extremely well to teach English, mathematics and science. Leaders recognise that it does not prepare trainees as well to teach some other subjects. In the secondary phase, training to teach all subjects is highly effective.

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What is it like to be a trainee at this ITE partnership?

Partnership staff and school mentors provide exceptional pastoral care. Consequently, trainees are thoroughly supported throughout their courses. They learn to manage their workload. They learn to manage behaviour in the classroom and how to support pupils, whatever their abilities or needs.

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What is it like to be a trainee at this ITE partnership?

The partnership is well led. Partner schools are involved in all aspects of the partnership’s work. Partners value the clear and regular communication that leaders provide. This partnership plays an important role in recruiting teachers and future leaders for local schools.

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Information about this ITE partnership

◼ The secondary phase of the partnership has been operating since September 2015. The primary phase was added in September 2018. ◼ There are 51 trainees training this academic year. There are 33 trainees in the secondary phase and 18 in the primary phase. ◼ This school-centred initial teacher training provider (SCITT) has 63 partner schools. Partner schools comprise 42 primary schools, 17 secondary schools and four special schools. There are 38 schools that have placed at least one trainee during this academic year. ◼ The Ofsted inspection judgements of the partner schools that have placed trainees this year range from outstanding to requires improvement. ◼ The partnership provides for trainees from both School Direct and provider-led routes. All trainees who complete their programme achieve a postgraduate certificate in education (PGCE). Primary-phase trainees qualify to teach ages five to 11. Secondary-

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Information about this ITE partnership

phase trainees qualify to teach ages 11 to 16.

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Information about this inspection

◼ The inspection was carried out by three of Her Majesty’s Inspectors. ◼ Inspectors met with the SCITT director, the leaders of the primary and secondary phases, the SCITT coordinator, members of the executive board, professional mentors and separate groups of secondary subject mentors and primary early career teachers (ECTs). ◼ Inspectors visited six secondary schools and five primary schools. On these visits, they visited trainees’ lessons, observed mentor feedback and held discussions with headteachers, professional tutors, mentors, trainees and ECTs. ◼ Inspectors conducted focused reviews in early reading, mathematics and humanities in the primary phase, and English, mathematics and history in the secondary phase. ◼ Inspectors spoke to 27 trainees and 18 ECTs. ◼ Inspectors considered responses to the trainee and staff online questionnaires. ◼ Inspectors scrutinised a wide range of documents, including curriculum plans,

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Information about this inspection

partnership policies, self-evaluation documents and development plans.

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better?

Partnership leaders have carefully reviewed both the primary- and the secondary-phase training programmes over recent years. They have ensured that all aspects of the core content framework are included and covered thoroughly. They have skilfully integrated content taught centrally with training delivered in placement schools. In both phases, the initial teacher education (ITE) curriculum is ambitious, coherent and well sequenced. It prepares trainees well for their future careers.

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better?

Trainees are very well prepared to teach pupils with special educational needs and/or disabilities (SEND). Learning about meeting the needs of pupils with SEND is woven throughout the course. For example, all trainees undertake a placement in a special school. Parents and carers of pupils with SEND speak with trainees and explain the difference a teachers can make to their child’s life.

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better?

Some aspects of the Equality Act 2010 (the Act) are covered well in the curriculum. For example, trainees learn in detail about sexuality and gender issues during their training. However, other aspects are not covered explicitly enough. Trainees do not learn enough about the full range of protected characteristics. They do not acquire a secure understanding of schools’ responsibilities under the Act.

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better?

The primary-phase programme has several strengths. Trainees quickly gain confidence in teaching reading and mathematics and the basics of classroom practice. For example, they are well prepared to teach early reading using systematic synthetic phonics. Leaders recognise that trainees are less well prepared to teach the foundation subjects, including history, geography, and art and design technology. They have put plans in place to address this issue, including recruiting new staff to lead these subjects. However, these plans will not be fully in place until September 2022.

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better?

The secondary-phase programme is consistently strong. The ITE curriculum prepares all trainees thoroughly in their subject. Trainees learn about their subject’s academic traditions. They learn to select the teaching methods that will best help pupils to learn in their subject.

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better?

Leaders have put in place a highly effective SCITT assessment framework. This helps trainees to understand their strengths and those areas where more work is needed. It supports mentors and trainees in agreeing clear, helpful targets. It helps to ensure that final assessments against the teachers’ standards are accurate, along with several other sources of evidence.

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better?

Partnership leaders are relentless in their focus on improvement. They routinely seek the views of partners and trainees. They quality assure all training, including subject sessions and mentoring in schools. Consequently, leaders know the partnership’s strengths and areas for development. Improvement planning is detailed and clear. The partnership’s executive board provides detailed scrutiny of the partnership’s work. Strategic leadership is strong.

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(Information for the partnership and appropriate authority)

◼ Training in the primary phase is weaker in the foundation subjects. It does not prepare trainees to teach all subjects equally effectively. Leaders have recognised this fact and have appropriate plans in place to strengthen training in these subjects. Leaders should implement and then evaluate their plans to strengthen trainees’ preparedness to teach the foundation subjects. ◼ Training does not provide trainees with a secure understanding of the Equality Act 2010 and how it applies to schools. At the end of their training, trainees are not sufficiently aware of how the law protects people with any protected characteristic and schools’ duty to promote equality. Leaders should ensure that training provides trainees with a comprehensive understanding of the Equality Act 2010 and its application to schools.

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Does the ITE partnership comply with the ITE compliance criteria?

◼ The partnership meets the Department for Education statutory compliance criteria.

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ITE partnership details

Unique reference number 70325 Inspection number 10219603 This inspection was carried out by Her Majesty’s Inspectors (HMI) in accordance with the ‘Initial teacher education inspection framework and handbook’.

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ITE partnership details

This framework and handbook set out the statutory basis and framework for ITE inspections in England from September 2020.

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ITE partnership details

Type of ITE partnership School-centred initial teacher training Phases provided Primary Secondary Date of previous inspection 2 to 4 October 2017

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Inspection team

Alun Williams, Lead inspector Her Majesty’s Inspector Heather Phillips Her Majesty’s Inspector Mark Howes Her Majesty’s Inspector

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Annex: Partnership settings, schools and colleges

Inspectors contacted trainees and staff at the following schools, as part of this inspection:

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grade

Abbot Beyne School 124449 Secondary September Good

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John Taylor Free School 145889 Secondary September Not yet inspected John Taylor High School 136323 Secondary September Outstanding

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Kingsmead School 142313 Secondary September Good

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The Pingle Academy 144069 Secondary September Good

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The Friary School 146907 Secondary September Not yet inspected Church Gresley Infant and Nursery School 147398 Primary September Not yet inspected Rykneld Primary School 145218 Primary September Not yet inspected The Violet Way Academy 136762 Primary September Outstanding

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William Shrewsbury Primary School 145097 Primary September Not yet inspected All Saints Church of England Controlled Primary School 124231 Primary September Requires improvement guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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