Wildern Partnership

Wildern Partnership SCITT Wildern School, Wildern Lane, Hedge End, Southampton, SO30 4EJ

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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 Outstanding

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

Leaders describe Wildern Partnership as ‘a small SCITT with a big heart where trainees thrive’, and they are right. The ambitious initial teacher education curriculum is coupled with carefully crafted support for trainees. Trainees choose the SCITT based on its strong reputation locally and report it far exceeds their expectations. As one said, ‘It feels like a big teaching family, and I feel honoured to be a part of it.’

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

Regular communication between programme leaders and schools underpins the well- organised training experience. School-based training typically builds on core training well providing trainees with opportunities to scaffold, develop and refine their learning. Trainees quickly learn to apply up-to-date, relevant research to help them meet the needs of the pupils they teach. There is a strong focus on supporting pupils who have special educational needs and/or disabilities and pupils who speak English as an additional language. Structured training and feedback ensure that trainees learn to manage pupils’ behaviour well and understand how to keep them safe.

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

Over time, trainees make strong progress in acquiring the subject knowledge and skills to teach in their phases. They are well prepared for the classroom and wider school life.

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Information about this ITE partnership/provider

◼ Wildern Partnership SCITT provides postgraduate primary (5 to 11 years) and secondary (11 to 16 years) training. It is based at Wildern School in Hedge End. ◼ The SCITT offers three training routes: School Direct, School Direct (salaried) and self-funded. Currently, most trainees are self-funded with a few on the School Direct route. Trainees who successfully complete their training are recommended for qualified teacher status and almost all achieve a Postgraduate Certificate of Education by completing work with the University of Chichester. ◼ There are 26 trainees enrolled on the various programmes this academic year. The partnership is overseen by the Wildern Academy Trust multi-academy trust (MAT). The executive headteacher of the MAT is the accounting officer. ◼ The partnership works with 42 schools. Partner schools include a mix of infant schools, junior schools, primary schools and secondary schools. Nearly all of the

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Information about this ITE partnership/provider

schools were judged good or better at their last Ofsted inspection.

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Information about this inspection

◼ This inspection was carried out by three of Her Majesty’s Inspectors (HMI). ◼ Inspectors met with the SCITT leaders, curriculum leaders and trainers. Meetings were also held with members of the executive board (including the accounting officer), the quality assurance committee, partnership headteachers and two representatives of the University of Chichester. Inspectors observed two subject training sessions. Meetings were a combination of face to face and online. ◼ Inspectors spoke to 25 trainees in online meetings or during school visits. ◼ Focused reviews were conducted in early reading, mathematics, history and art. Inspectors met with subject leads and trainers, scrutinised course documents and visited seven schools to talk with senior leaders, mentors and trainees. Inspectors reviewed the evidence of trainees’ learning and, where possible, observed them teaching the subject being reviewed. ◼ Inspectors considered 15 responses to the trainee survey and 65 staff survey

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need to do better?

Trainees experience an intelligently designed blend of centre-based training, research and reflection. Carefully planned school placements provide trainees opportunities to apply their knowledge and develop and refine it in contrasting contexts. Leaders expertly nurture trainees to become knowledgeable, reflective practitioners who are well prepared to teach when they complete the course.

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need to do better?

Leaders have invested a huge effort in enhancing their curriculum. They have developed and implemented a system of new curriculum-related expectations (CREs) this year which fully meet, and exceed, the requirements of the core content framework. These CREs have been skilfully incorporated into each of the five stages of the SCITT’s curriculum to provide a model of progression throughout the course. Using the CREs enables leaders to promote highly effective, purposeful integration between core training and school-based training and cleverly underpins the ongoing assessment of trainees. Leaders know their trainees well as individuals. They regularly monitor trainees’ knowledge and skills and flexibly adapt provision when required to ensure that each of them makes strong progress through the ITE curriculum.

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need to do better?

Leaders have designed and delivered packages of training for subject trainers, school leaders and mentors to help them implement this new curriculum. This has been particularly successful across the subjects offered in the secondary phase and English and mathematics in the primary phase. In these areas, the curriculum is taught very well and standards are particularly high. However, a few mentors have not understood and adopted all of the key messages within their training from leaders. A very small number of trainers of some primary foundation subjects do not have a secure enough understanding of how their training fits into the partnership's curriculum. Consequently, they have not interpreted and applied the CREs as well as most in the partnership do.

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need to do better?

Primary leaders have made changes to strengthen provision and alter the sequence of subject training this year. Primary trainees benefit from a thorough introduction to teaching early reading, English and mathematics. Training in early reading and systematic synthetic phonics is given high priority and is comprehensive. Trainees develop confidence in teaching phonics, promoting fluency in reading and supporting pupils who have fallen behind.

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need to do better?

Headteachers enthuse about the quality of provision and how it prepares trainees for a long-term career in teaching. They are committed to giving their staff’s time to the partnership because of the many benefits it brings to their schools. School leaders from across the partnership are well represented in the SCITT’s various committees and so involved in self-evaluation and improvement planning. Members of the executive board are kept well informed via typically robust quality assurance systems which include regular reports from external moderators. This helps them offer suitable guidance, challenge and support to SCITT leaders to make continuous ongoing improvements.

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(Information for the partnership and appropriate authority)

◼ A very small number of primary trainers have not applied the CREs in sufficient depth when constructing and delivering their work with trainees. In addition, a very few mentors are unclear on all aspects of their roles and responsibilities. Consequently, they do not strengthen and deepen trainees’ subject knowledge as much as they could. Programme leaders should ensure that all mentors and trainers fully implement the intended ITE curriculum, in line with the best practice across the partnership.

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comply with the ITE compliance criteria?

◼ The partnership meets the DfE statutory compliance criteria.

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ITE partnership details

Unique reference number 70290 Inspection number 10210863

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ITE partnership details

This inspection was carried out by Her Majesty’s Inspectors (HMI) 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 SCITT Phases provided Primary and secondary combined Date of previous inspection 14 to 16 November 2016

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Inspection team

Matthew Newberry, Lead inspector Her Majesty’s Inspector Julie Sackett Her Majesty’s Inspector Louise Walker Her Majesty’s Inspector

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Annex: Partnership settings, schools and colleges

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

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grade

Berrywood Primary School 116249 Primary September Good

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Brookfield School 116419 Secondary September Good

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Hamble Primary School 115901 Primary September Good

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Park Gate Primary School 116033 Primary September Good

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Redbridge Community School 116453 Secondary September Good

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Woodlands Community College 116465 Secondary September Requires improvement Wildern School 136654 Secondary September Outstanding 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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