Teach Lead Bolton

Teach Lead Bolton University of Bolton, Deane Road, Bolton BL3 5AB

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Inspection judgements

Secondary age-phase Further education age- phase

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Inspection judgements

The quality of education and training Inadequate Good

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Inspection judgements

Leadership and management Inadequate Good

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Inspection judgements

Overall effectiveness at previous inspection N/A N/A

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

Even when making generous allowances for the impact of the COVID-19 pandemic, it is clear that leaders have failed trainees on secondary age-phase initial teacher education (ITE) training programmes. A considerable number of trainees have not benefited from suitable school-based placement experiences. At the time of the inspection, some secondary-phase trainees had not had a placement in a secondary school. Other trainees had been assigned inappropriate school-based placements in settings that did not enable them to learn about the uniqueness of the subject or age-phase that they are being trained to teach. Several trainees were teaching subjects that were outside their specialism in a bid to secure some type of school-placement experience. As a result of weak leadership, and a lack of scrutiny and accountability, an unacceptable number of secondary-phase trainees are not expected to complete their training programme within the specified timeframe.

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

To compound these weaknesses further, some trainees have not had access to specialist mentoring in their chosen subject. Other secondary-phase trainees have experienced poor- quality mentoring because the provider has not communicated in detail the content of the centre-based ITE curriculum to mentors. Often, mentors are left to design their own programme of training. This means that secondary-phase trainees experience a disjointed ITE curriculum. Furthermore, they do not receive appropriate information about how well they are progressing through this curriculum. Trainees are routinely and inappropriately assessed against the core content framework (CCF) and the teachers’ standards. Consequently, they receive ineffective targets to guide their progress towards qualified teacher status (QTS).

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

In contrast, trainees in the further education and skills (FES) phase have a rich and diverse experience. They have access to a well-planned curriculum. They experience high-quality, subject-specific mentoring in a range of appropriate and well-planned placement settings. Whether FES trainees are studying at the University of Bolton campus or with one of the franchise partnerships, they receive an equally strong quality of training. FES trainees benefit from the provider’s longstanding expertise in delivering ITE in FES programmes.

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

Across the FES and secondary-phase programmes, trainees develop a secure understanding of how to adapt the delivery of their subject curriculums for pupils and learners with special educational needs and/or disabilities (SEND). Trainees also know how to teach pupils and learners who speak English as an additional language (EAL). FES and secondary-phase trainees learn an appropriate range of generic behaviour management strategies. They apply these strategies well in their teaching practice.

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

Trainees across the FES and secondary phases receive high levels of pastoral support when they experience challenges. Trainees value the ongoing communication that they have with their university tutors.

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

Trainees are very well prepared to manage their workload as they embark on their teaching careers. They also understand their responsibility to safeguarding pupils’ and learners’ welfare. All trainees learn a wide range of strategies to promote the health and well-being of the pupils and learners in their care.

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Information about this ITE partnership

◼ In the FES phase, the partnership works with 55 providers, spanning 16 local authorities. In the secondary phase, the partnership includes 75 schools across 21 local authorities. ◼ In 2021/22, the partnership had 299 trainees across the FES and secondary phases. This comprised 243 FES trainees on pre-service and in-service full-time and part-time routes. There were 56 secondary-phase trainees. ◼ FES trainees study at either the University of Bolton or at one of five franchise partners. The five franchise partners are Aquinas College, Burnley College, Shockout Arts, Salford City College and The Growth Company. ◼ In the FES phase, trainees study towards a Post Graduate Certificate in Education (PGCE) or a Certificate in Education. In the secondary phase, trainees study towards a PGCE with QTS. ◼ Trainees in the FES phase study for specialisms in arts and creative practice, sport, English with English for speakers of other languages (ESOL), numeracy, teaching

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Information about this ITE partnership

learners with additional needs (TLAN), or the generic subject programme. ◼ For trainees in the secondary phase, the partnership offers the core PGCE route covering the 11- to 16-age-phase. In 2020/21, trainees were enrolled on the following secondary subject courses: computing, mathematics and modern foreign languages. ◼ The partnership offers the assessment-only route, although there were no candidates for this at the time of this inspection.

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Information about this inspection

◼ The inspection was conducted by five of Her Majesty’s Inspectors (HMI) and two Ofsted Inspectors (OIs). ◼ Inspectors met with university senior leaders, leaders of the ITE programmes, members of the FES management board, the strategic partnership board, the industry advisory board, personal tutors, course lecturers and the centre leaders for each of the FES franchises. Inspectors also spoke with professional mentors, subject mentors, headteachers and FES provider-based programme leaders. ◼ In the secondary phase, inspectors completed focused reviews into mathematics, modern foreign languages and computing. ◼ In the FES phase, inspectors conducted focused reviews into science, creative arts and practice, TLAN, English with ESOL, mathematics and the generic pathways, which included hairdressing and health and social care/early years. ◼ In the secondary phase, inspectors met in person or remotely with 14 trainees and five

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Information about this inspection

early career teachers. In the FES phase, inspectors met with 46 trainees and six early career teachers, either in person or remotely. Inspectors visited three schools and three FES providers. Inspectors in the FES phase carried out visits to centre-based training sessions. ◼ Inspectors considered the responses to the Ofsted surveys for staff and trainees that were carried out during the inspection. Secondary phase report

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better?

The partnership is failing to ensure that trainees in the secondary age-phase receive an adequate standard of education and training. The centre-based training programme ensures that trainees begin to acquire the knowledge that they need to succeed in their chosen subject discipline. However, this is not replicated during trainees’ school-based training. Typically, trainees’ school-based experiences are mismanaged, poorly planned and disconnected from the centre-based training.

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better?

Leaders have an appropriate vision for the ITE curriculum in their secondary age-phase programmes. However, this vision is not being realised. Leaders’ aspirations to provide a high-quality ITE curriculum are not borne out into a coherent and cohesive centre- and school-based training programme. This is because the content of the secondary ITE curriculum lacks clarity and specificity. Leaders have not outlined exactly what knowledge trainees should learn about the uniqueness of the subjects that they are studying. This means that some trainees do not have the information that they need to apply this knowledge in their teaching practice.

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better?

Leaders ensure that professional and subject-specific studies, which are delivered through centre-based training, are taught by the same, suitably qualified university tutors. Trainees said that they appreciate this approach. The overall structure and ambition of the centre- based aspect of the ITE curriculum training are appropriate. It meets the requirements of the CCF.

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better?

Leaders aim for trainees to be research-informed and reflective practitioners. However, this does not extend to the school-based training element of the ITE curriculum. Leaders do not plan important parts of the secondary-phase programmes carefully enough. For example, too little thought has been given to ensuring that school-based experiences, including mentoring, complement the content of the centre-based training. The mentors who deliver trainees’ school-based training do not have all the information that they need in order to build on the centre-based training. This has a negative impact on some trainees’ experiences.

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better?

The suitability of trainees’ placements varies widely. Some trainees benefit from placements that help them to learn and practise their subject specialisms across the full 11–16 age range. In contrast, many trainees are placed in schools that restrict their progress towards QTS. These poorly planned experiences hamper trainees’ acquisition of important subject and secondary age-phase knowledge. For example, some trainees do not have the opportunity to design learning that relates to the national curriculum. They are not able to systematically build their understanding of subject-specific pedagogy or apply their learning from centre-based training. Some trainees do not have the chance to teach pupils in the 11–16 age range, despite training to be teachers of secondary-aged pupils. The quality of mentoring is weak. Professional and subject mentors do not get enough information about their roles or sufficent guidance on how to deliver the ITE curriculum.

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better?

Mentors are not adequately supported or challenged in their work. As a result, some mentors provide trainees with an imbalance of poorly focused generic and subject-specific feedback. Trainees often receive advice, guidance and targets that are not aligned with the partnership’s ITE curriculum.

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better?

The systems to assess trainees’ progress through the ITE curriculum are unsuitable and ineffective. The CCF and the teachers’ standards are used incorrectly by trainees and mentors as a tool for everyday assessment. Consequently, trainees do not benefit from accurate information that helps them to reflect on what they know and can do. Despite this weakness in ongoing assessment, the partnership ensures that the final summative assessments of trainees for the award of QTS are suitable.

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better?

The partnership does not quality assure the content and delivery of secondary-phase ITE programmes effectively. Leaders have not identfied the strengths and weaknesses of the different parts of the secondary-phase ITE programmes. In particular, leaders do not have an accurate understanding of the quality of trainees’ school-based experiences. Leaders do not check whether these experiences help trainees to know and apply the intended content of the partnership’s curriculum.

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better?

The systems to manage the effective operation of the secondary-phase training programmes are ineffective. Members of the secondary-phase strategic steering group do not understand their role or responsibilities. This group does not get any of the information that it needs to evaluate the ITE curriculum and the appropriateness of school-based placements in the secondary age-phase. These serious, systemic weaknesses in the partnership’s manangement structures have exacerbated some of the challenges that leaders have faced in securing trainees’ school-based placements. They have further contributed to the partnership failing to meet a number of the Department for Education (DfE) initial teacher training (ITT) criteria and supporting advice. These failures have had a significant and detrimental impact on the experiences of many trainees.

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better?

Trainees have mixed views about their experiences on the secondary-phase programmes. Some trainees are highly critical about the type and quality of the school-based experiences that they have had. That said, most trainees are postive about other aspects of professional and pastoral support that they have been given. They are complimentary about how the partnership has supported them to manage their workload and helped them to gain a deep understanding of the professional responsibilities of teachers to safeguard pupils. Trainees value the training that they have received to help them manage pupils’ behaviour and to meet the needs of pupils with SEND and pupils who speak EAL.

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phase?

(Information for the partnership and appropriate authority )

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phase?

◼ Leaders’ curriculum thinking for secondary training programmes lacks specificity. It is not clear what knowledge trainees are expected to know and remember. Professional and subject mentors do not get the information that they need to ensure that trainees’ school-based experiences build on and consolidate their centre-based learning. Consequently, trainees get inconsistent and often poor-quality school-based experiences. Leaders should ensure that all partners who deliver on the secondary- phase programmes are clear about the important knowledge that trainees should learn throughout their training programme. ◼ The suitability of trainees’ placements varies widely. Many trainees undertake placements in schools and settings that do not enable trainees to get the opportunity to teach their chosen subject to the age-phase for which they are being trained. Leaders’ lack of strategic planning for trainees’ placements means that several trainees will not

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phase?

complete their ITE programmes this year. Leaders must take immediate action to ensure that trainees are provided with suitable placements, designed around the 11–16 age range. They must also ensure that placements enable trainees to have sufficient opportunity to hone their subject-specific and pedagogical knowledge. ◼ Mentors do not have the information that they need to assess trainees’ progress effectively. Trainees and mentors routinely make inappropriate use of the teachers’ standards and the CCF as assessment tools. Consequently, the quality of the formative assessment of trainees is weak. Leaders must ensure that mentors have the information that they need to meaningfully assess what trainees know, remember and can apply of their learning to their teaching practice. ◼ The quality of mentoring is uneven and often poor. Trainees do not get an appropriate balance of general and subject-specific guidance from mentors. The quality of target-

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phase?

setting is weak. It does not give trainees the information that they need to strengthen their knowledge or professional practice. Leaders must ensure that mentors are equipped with the knowledge and skills that they need to provide trainees with feedback and targets that are closely aligned with the partnership’s ITE curriculum. ◼ Quality assurance systems are ineffectual. They do not provide leaders with the information that they need about the quality of trainees’ school-based experiences. Consequently, leaders at all levels are not aware of the systemic weaknesses in the delivery of the partnership’s intended curriculum. Leaders must ensure that all aspects of curriculum design and delivery, including school-based experiences, are rigorously checked. They should ensure that all quality assurance is focused on the impact of the intended curriculum on trainees’ learning and development. ◼ The secondary age-phase does not have systems in place to manage the effective

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phase?

operation of the ITE programmes. Consequently, trainees receive an inadequate quality of education and training. Leaders must take immediate action to ensure that effective management structures enable greater oversight of the programmes in the secondary age-phase. They must ensure that the partnership acts immediately so that the training programmes comply with the DfE’s ITT criteria and supporting advice.

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compliance criteria?

◼ The partnership does not meet the DfE statutory compliance criteria.

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compliance criteria?

The partnership does not meet the following criteria:

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compliance criteria?

◼ criterion C2.1(a), which requires ITT partnerships to ensure that the content, structure, delivery and assessment of programmes are designed to: enable trainee teachers to meet all the standards for QTS across the age range of training, in this case 11–16 ◼ criterion C2.2, which requires ITT partnerships to ensure that they prepare all trainee teachers to teach within one of the following age phases, in this case ages 11–19 (secondary) ◼ criterion C2.3, which requires ITT partnerships to provide trainee teachers with sufficient time to enable them to demonstrate that they have met all the standards for QTS, in this case a secondary-phase graduate (non-employment-based) programme of 120 days (24 weeks) ◼ criterion C3.1, which requires ITT partnerships to ensure that their management structure ensures the effective operation of the training programme ◼ criterion C3.4, which requires ITT partnerships to ensure that they monitor, evaluate

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compliance criteria?

and moderate all aspects of provision rigorously and demonstrate how these contribute to securing improvements in the quality of training and the assessment of trainees. Further education and skills phase report

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needs to be done better?

Trainees in the FES phase have access to a well-planned and ambitious curriculum. Leaders have recently gone through the process of revalidating their FES ITE programmes to develop a curriculum that even better meets the needs of trainees and employers in the FES sector. Leaders ensure that course tutors are suitably experienced to teach on the FES ITE programmes.

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needs to be done better?

As a result of improvements to the curriculum, trainees are well supported to develop their subject-specific pedagogy equally well through all of the different FES ITE programmes. Most trainees reflect on the theories, principles and strategies discussed at centre-based training and in their placements. They consider with care how research applies to their subject specialism in a range of different FES settings. Consequently, trainees translate the generic principles of teaching into the distinctiveness of the subjects that they are training to teach.

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needs to be done better?

Course tutors teach the ITE curriculum topics in a logical order. They take care to develop trainees’ knowledge and skills over time. Course tutors also ensure that trainees understand the foundational knowledge associated with teaching their subject. They discuss critical aspects of trainees’ wider professional responsibilities, such as safeguarding and the ‘Prevent’ duty, right the way through the course. As a result, trainees begin their placements fully prepared to begin to teach learners. They get off to a very strong start to their training and to their careers.

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needs to be done better?

Leaders endeavour to ensure that all FES trainees are reflective practitioners. They make sure that the FES ITE curriculum enables trainees to reflect on pertinent and up-to-date research. Trainees are adept at critiquing and debating research around the subject- specific and generic pedagogy that links with their chosen specialism. They routinely apply their learning to their teaching practice.

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needs to be done better?

Trainees develop the knowledge and skills that they need to support learners with SEND and/or high needs and learners who speak EAL. Trainees learn how to adapt the delivery of the subject curriculums that they are training to teach to support these learners. Trainees have access to a suitable range of guest speakers, who complement their learning. They attend well-planned sessions that include topics such as deaf awareness and dyslexia. Trainees confidently discuss a range of strategies that they use to support learners with SEND and/or high needs in their chosen subjects.

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needs to be done better?

Many trainees benefit from an ITE curriculum that links centre-based training with their professional practice through effective mentoring. All mentors are subject specialists and receive appropriate training from the university and the franchised partners. They are fully aware of their roles and responsibilities and value the ongoing support that they receive from the university and course leaders. However, a few mentors do not receive sufficient detail about what trainees will be learning through the centre-based training programme. As a result, these mentors do not routinely explore the subject specificity of the curriculum with trainees or link with relevant research to support trainees’ development in their teaching practice.

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needs to be done better?

Tutors use ongoing assessment well to check trainees’ progress through the FES ITE curriculum and to model effective practice. They provide clear feedback that trainees use to improve their practice. Mentors use visits to lessons and individual meetings to assess trainees’ progress and to provide them with useful guidance on how they can improve their teaching skills. For example, they discuss behaviour management techniques in depth and relate these to the diverse settings in the FES sector.

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needs to be done better?

Leaders’ quality assurance systems and processes are designed to provide useful information about trainees’ experiences and the overall quality of the FES ITE curriculum. However, leaders do not analyse in sufficient detail how well the content of the ITE curriculum is being delivered to trainee teachers. Consequently, leaders do not have a sufficiently deep understanding of the FES ITE curriculum’s strengths and weaknesses.

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What does the ITE partnership need to do to improve the FES phase?

◼ Leaders’ systems and processes for quality assuring the FES programmes do not sufficiently test out the intent and implementation of the FE ITE curriculum. As a result, leaders do not have a deep enough understanding of the strengths and weaknesses of the ITE curriculum in FES. Leaders should ensure that the quality assurance systems provide a clear overview of the effectiveness of the ITE curriculum across the partnership. ◼ Some mentors do not have sufficient knowledge of the specific content of the curriculum that trainees will be taught. Consequently, these mentors are unable to have fully informed discussions with trainees to support their development on their placements in FES settings. Leaders should ensure that all mentors understand and reinforce the centre-based curriculum content when trainees are on their placements.

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ITE provider details

Unique reference number 2574134 Inspection number 10210126 This inspection was carried out in accordance with the ‘Initial teacher education inspection framework and handbook’.

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ITE provider details

This framework and handbook set out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2020.

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ITE provider details

Type of ITE provider Higher education institution Phases provided Secondary Further education and skills Date of previous inspection Not previously inspected

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Inspection team

Jonathan Smart, Overall lead inspector Her Majesty’s Inspector Alison Humphreys, Phase lead inspector (further education and skills) Her Majesty’s Inspector

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Inspection team

Michael Pennington, Phase lead inspector (secondary) Her Majesty’s Inspector

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Inspection team

Helen Whelan Her Majesty’s Inspector John Nixon Her Majesty’s Inspector Susan Keenan Ofsted Inspector Tanya Evans Ofsted Inspector

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Annex: Provider settings, schools and colleges

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

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Name URN ITE phase

Aquinas College 130514 FES Bolton College 130495 FES Burnley College 130735 FES Salford City College 130509 FES Shockout Arts N/A FES University of Bolton 133794 FES The Growth Company 53233 FES Rivington and Blackrod High School 143773 Secondary University Collegiate School 141941 Secondary Bolton Muslim Girls School 142340 Secondary Ladybridge High School 134646 Secondary Rumworth School 105277 Secondary Quest Academy 144764 Secondary King’s Leadership Academy Bolton 147077 Secondary 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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Name URN ITE phase

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Name URN ITE phase

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Name URN ITE phase

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Name URN ITE phase

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