University of Nottingham

University of Nottingham The School of Education, The Dearing Building, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB

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

Trainees are proud to complete their teacher education at the University of Nottingham. They appreciate the remarkable efforts taken by leaders, tutors and mentors to ensure that they succeed. One trainee spoke for very many when they said: ‘Tutors and mentors are constantly on hand to support with any aspect of the course. I cannot recommend this course highly enough.’

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

The ‘Strands and Phases’ approach ensures that trainees have absolute clarity about where they are on their complex journey to becoming a teacher. They gain a scholarly understanding of the role of the teacher and are extremely well prepared for the realities of the classroom.

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

The exceptional curriculum is taught by experts. Trainees develop confident subject knowledge and a passion for their subject. They then skilfully teach this knowledge and communicate their passion for learning with pupils. The primary curriculum ensures that trainees have the knowledge and understanding needed to help pupils to read with confidence and fluency. Primary age- phase Secondary age-phase

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

Overall effectiveness Outstanding Outstanding

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

The quality of education and training Outstanding Outstanding

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

Leadership and management Outstanding Outstanding

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

Overall effectiveness at previous inspection Not applicable Outstanding Trainees understand the importance of an ambitious curriculum. They know how, and why, they need to adapt their subject to ensure high expectations for all pupils, including the most vulnerable. They said that developing this understanding is a ‘phenomenal’ aspect of their training.

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Information about this ITE partnership

◼ The partnership has 214 trainees over two phases: primary and secondary. ◼ There are 64 trainees in the primary phase and 150 trainees in the secondary phase. ◼ The primary and secondary phases both have trainees on the following training routes: Post-graduate Certificate in Education (PGCE) route and the PGCE School Direct fee- paid route. ◼ In the secondary phase, trainees are enrolled on the following secondary subject courses: English, geography, history, mathematics, modern foreign languages and science. ◼ The partnership works with a range of partner primary and secondary schools. These schools are a mixture of different sizes, local contexts and Ofsted judgements at their previous inspection. ◼ The partnership includes approximately 200 schools in six local authorities.

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Information about this inspection

◼ The inspection was carried out by seven of Her Majesty’s Inspectors and one Ofsted Inspector. ◼ Inspectors spoke with a range of staff and partners, including the head of the School of Education; the director of initial teacher education; the collaborative partnerships manager; other senior leaders; phase leaders; and course tutors. ◼ Inspectors also spoke with the chair of the secondary management and development board, members of the partnership management and development boards and senior leaders of multi-academy trusts and schools involved in the partnership. ◼ Inspectors held conversations with primary and secondary trainees, early careers teachers, partnership mentors and school ITE coordinators. ◼ Inspectors spoke with 39 trainees from across the primary and secondary phases. ◼ Inspectors undertook focused reviews of mathematics, reading, science and modern foreign languages in the primary phase and English, mathematics, science, history and

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Information about this inspection

modern foreign languages in the secondary phase to evaluate the quality of education and training. ◼ Inspectors visited 11 secondary schools and seven primary schools. One primary school was visited on two separate occasions. Primary phase report

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better?

The quality of education and training in the primary phase is exceptional. Co-constructed with partners, leaders have designed an ambitious course. It enables trainees to become reflective practitioners who understand that teaching is a complex craft to learn.

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better?

The ‘Strands and Phases’ document sets out the course curriculum. It aligns with the requirements of the Department for Education (DfE) core content framework, ensuring that they are met in full. Every aspect of the course, whether it relates to national curriculum subjects or classroom practice, dovetails seamlessly. Trainees comprehensively build up their knowledge and understanding of primary teaching. Trainees thoroughly understand the importance of promoting respect and equality of opportunity for all pupils. Trainees are very well placed to start their teaching careers.

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better?

Leaders are determined that trainees will be able to teach early reading well. Trainees learn about systematic synthetic phonics. They understand the importance of recapping what pupils have learned and how to support pupils who are struggling to learn to read.

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better?

Tutors play a pivotal role in trainees’ development. They teach sessions and visit trainees on placement. Tutors take every opportunity to reinforce trainees’ knowledge and skills. They build on trainees’ learning from subject-specific sessions. Nothing in this course is left to chance. When external experts deliver sessions, tutors check that the content precisely fits the brief.

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better?

Leaders’ clear and ongoing communication ensures mentors know the requirements of the course at every step. Mentors provide very helpful feedback and support to trainees. Tutors check frequently that trainees are receiving the high-quality mentoring that leaders expect so that trainees benefit from first-rate experiences during their placements.

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better?

Very careful checks are made on trainees’ progress. Carefully planned assessments by mentors and tutors help trainees to develop further. If a trainee needs extra support, clear strategies are in place to make sure that bespoke support is provided.

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better?

Trainees gain experience in early years settings, in specialist provision for pupils with special educational needs and/or disabilities and in alternative provision. Some trainees apply for this course specifically because of the opportunities it provides. Trainees have been so inspired by their experiences that they hope to teach in alternative provisions. They explained their wish ‘to be part of that difference’.

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better?

Leaders’ engagement with partnerships is a strength; one that is highly valued by partner schools. Leaders make adaptations to the course as a result of feedback. Leaders draw on expertise from schools, including, for example, in delivering the ‘Prevent’ session for trainees. Leaders offer professional development to schools locally. One mentor is excitedly looking forward to a forthcoming session about primary history.

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compliance criteria?

◼ The partnership meets the DfE statutory compliance criteria. Secondary phase report

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better?

Leaders have designed an ambitious, coherent and inspiring curriculum that is strongly informed by relevant research. They have sequenced the curriculum in an innovative way. Leaders have identified specific ‘strands’ of knowledge and skills they expect trainees to acquire, including ‘teacher as thinker’ and ‘building positive relationships’. The curriculum is expertly delivered by staff, including the training in specific subjects. Trainees build strong subject knowledge. Taught sessions are framed using enquiry-based approaches such as the ‘Big Questions’ series. Trainees explore pertinent themes about what makes an effective teacher and how they ensure that all pupils learn. Trainees are confident in demonstrating how they apply theory to their practice. They value how taught sessions present new content and simultaneously model different ways of teaching that they can use in the classroom.

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better?

Expectations are consistently high. Trainees, tutors and mentors know precisely what is taught and expected at each stage of development. Leaders’ systems for checking trainees’ progress are consistently effective. Trainees’ targets are meaningful and regularly discussed. They enable trainees to become reflective practitioners.

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better?

Trainees explore wide-ranging issues, including social disadvantage, neurodiversity and inclusion and bilingual pupils. As a result, they have a deep understanding of what it means to be an effective teacher in the diverse communities they serve. Trainees speak highly of this aspect of the course. They gain deeper insights from their experiences in special schools or alternative education centres. Trainees are well informed about mental health and well-being, for themselves and young people. These opportunities illustrate how leaders’ curriculum exceeds the requirements set out in the DfE’s core content framework.

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better?

Leaders ensure that there is close communication between trainees and staff. Staff respond quickly when trainees need more support. Mentors are exceptionally well trained and consistently supportive of trainees’ achievements. Tutors check to ensure that mentors are meeting leaders’ expectations. Trainees speak highly about the support they receive from staff. One former trainee, typical of many, said: ‘The course is realistic. Staff are so supportive and my time on the course was an all-round great experience.’

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better?

Strategic partners are effusive about the ITE programme. They praise leaders’ strong levels of communication, responsiveness and solution finding to meet individual needs. As one partnership leader said: ‘The quality of training and the professionalism that staff instil in their trainees mean that they have a strong sense of what it means to be a teacher and are well prepared for what comes next.’

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compliance criteria?

◼ The partnership meets the DfE statutory compliance criteria.

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ITE partnership details

Unique reference number 70053 Inspection number 10214266

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ITE partnership details

This inspection was carried out by Her Majesty’s Inspectors (HMI) and Ofsted Inspectors (OIs) in accordance with the ‘Initial teacher education inspection framework and handbook’. This framework and handbook sets out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2020.

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ITE partnership details

Type of ITE partnership HEI Phases provided Primary Secondary Date of previous inspection 11 to 14 November 2013

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Inspection team

Jayne Ashman, Overall lead inspector Her Majesty’s Inspector Chris Stevens, Phase lead inspector (secondary) Her Majesty’s Inspector

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Inspection team

Di Mullan, Phase lead inspector (primary) Her Majesty’s Inspector Chris Davies Her Majesty’s Inspector Stephanie Innes-Taylor Her Majesty’s Inspector Deborah Mosley Her Majesty’s Inspector Hazel Henson Her Majesty’s Inspector Emma Hollis-Brown Ofsted Inspector

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Annex: Provider settings, schools and colleges

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

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grade

Alderman White School 138832 Secondary September Good

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Allestree Woodlands School 137911 Secondary September Requires Improvement The Bulwell Academy 145952 Secondary September Not previously inspected Dunkirk Primary and Nursery School 122416 Primary August 2013 Good The Florence Nightingale Academy 147925 Primary June 2015 Not previously inspected John Port Spencer Academy 145500 Secondary September Not previously inspected The Joseph Whitaker School 137628 Secondary September Good

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Littleover Community School 112956 Secondary September Outstanding

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Nottingham Primary Academy 135881 Primary January 2019 Requires Improvement The Pingle Academy 144069 Secondary June 2000 Good Queen Elizabeth’s Academy 144486 Secondary September Requires Improvement Radford Primary School Academy 141586 Primary August 2016 Good Ranskill Primary School 143797 Primary September Good

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grade

St Edmund Campion Catholic Primary School 137428 Primary January 2019 Requires Improvement Toot Hill School 136878 Secondary September Outstanding

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The Trinity Catholic School 138341 Secondary June 1998 Good West Park School 136634 Secondary June 1998 Good Westglade Primary School 131006 Primary August 2015 Good 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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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 children looked after, 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 or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-

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