Bradford Birth to 19 SCITT

The Bradford Birth to 19 SCITT St Edmund’s Nursery School and Children’s Centre, Washington Street, Bradford BD8 9QW

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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 provider?

Leaders have maintained a partnership that works well for trainees and schools. Leaders say, ‘Great teachers are out there – we just haven’t trained them yet.’ Trainees benefit from a variety of routes to become a teacher that work around their current circumstances. Headteachers from partnership schools speak highly of trainees. One school leader said, ‘The SCITT recruits a diverse range of trainees who are able to move on as teachers with confidence.’

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

Leaders have designed training and school placements that give trainees the knowledge and practical skills that they need to be ready to become teachers. Leaders have designed a curriculum that supports trainees to focus on pupils’ communication and language development. Trainees are taught how to support pupils to improve their vocabulary in the relevant subject and phase. Trainees can set up effective class discussions based on this training.

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

Trainees are taught how to support a range of pupils with special educational needs and/or disabilities effectively. Trainees know how to create an inclusive environment for pupils. Trainees are well prepared to teach their subject. This includes early reading for trainees in the primary age-phase.

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

Trainees appreciate the high level of care and attention that they are given, both at the centre and when on placements. For example, mentor meetings all start by checking in with the trainees to see how they are doing. Course leaders make sure that they know how trainees are doing. Communication between trainees, tutors, leaders and mentors is strong.

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Information about this ITE provider

◼ There are currently 73 trainees being trained by the partnership: 48 in the primary age-phase and 25 in the secondary age-phase. ◼ Since the previous inspection, the partnership has ceased to train early years trainees towards the early years teachers’ standards. The partnership has started training secondary-phase trainees and continues to train primary-phase trainees. ◼ The partnership offers two courses to primary-phase trainees: 3–7 years and 5–11 years. ◼ Currently, secondary-phase trainees are enrolled on the following subjects: art and design, biology, chemistry, computing, design and technology (food technology and textiles), English, geography, mathematics, music, physical education (PE), physics and psychology. ◼ The partnership offers a qualified teacher status only route and a Post Graduate Certificate in Education (PGCE). Leeds Trinity University accredits the secondary-phase PGCE and Sheffield Hallam University accredits the primary-phase PGCE.

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Information about this ITE provider

◼ Bradford Birth to 19 SCITT oversees and accredits the School Direct programme run by Orange Moon, which is an apprenticeship provider. ◼ The partnership works with 39 schools across one local authority. Trainees are currently placed in 35 of those schools. Those trainees registered with Orange Moon are currently placed in 12 schools across four local authorities.

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Information about this inspection

◼ The inspection team consisted of three Her Majesty’s Inspectors. ◼ Inspectors spoke to the head of initial teacher training (ITT), who is the person responsible to the overall partnership. They also spoke to both primary-phase course leaders, the secondary-phase course leader and the accounting officer. Inspectors spoke to the management committee and the assessment committee. They spoke to two of the secondary-phase subject expert colleagues about training in their subject. ◼ Inspectors spoke to 26 trainees as part of visits to placement schools. They spoke to eight further trainees who were with Orange Moon via a video call. ◼ Inspectors spoke to six recently qualified teachers as part of their visits to placement schools, and to five others in a separate meeting. ◼ Inspectors carried out five focused reviews. In the primary phase, inspectors explored early reading and the foundation subjects, with a specific focus on geography, music

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Information about this inspection

and PE. In the secondary phase, inspectors explored design and technology, chemistry and mathematics. ◼ Inspectors visited nine placement settings altogether. Five were primary schools and four were secondary schools.

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better?

Leaders have designed a curriculum that builds up trainees’ knowledge and skills over time. Leaders have clearly planned out what trainees should know and then how trainees should use this knowledge in their school placements. Leaders choose experts in their field to deliver training on aspects such as how to manage pupils’ behaviour or how to support pupils with specific needs, such as those with a hearing impairment. Trainees then apply this knowledge to their teaching in an increasingly informed way.

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better?

In the primary phase, subject-specific training is highly effective. All trainees are taught how to teach systematic synthetic phonics and are given opportunities to watch expert colleagues teach it. In mathematics, subject experts teach trainees how to check what pupils have been taught and prepare suitable activities for the next steps in their learning. Other subjects, such as music and geography, are also taught well by expert colleagues in the partnership. Trainees become increasingly confident in how to teach all subjects across the national curriculum.

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better?

General aspects of pedagogy are well taught to trainees in the secondary phase. In some subjects, such as science, subject-specific training is highly effective. However, in a small number of subjects, the subject-specific content lacks important rigour. In the past, for example, leaders have needed to change the planned curriculum for some subjects and who is delivering it in the middle of the year. Leaders are responsive to this and do ensure that trainees ultimately receive sufficient subject-specific training.

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better?

Mentoring is of a high standard across the partnership. Leaders have designed a ‘placement overview’ document that gives crystal-clear information about what trainees need to do and when. What trainees are asked to do is well matched to their central training. Mentors are clear about how they can support trainees by directing them to an expert teacher or working with them on planning or teaching together.

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better?

If trainees are struggling to keep up with the curriculum, tutors from the partnership quickly pick up on this. They offer support to both the trainee and the mentor to ensure that trainees quickly get back on track.

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better?

Leaders have designed and implemented an impressive range of strategies to ensure that trainees are assessed accurately. The use of classroom practice and pupil learning presentations is particularly helpful. These presentations are made to leaders, mentors and sometimes subject experts. They help trainees revisit prior learning and talk about how they use this in their teaching. Leaders and mentors are then able to assess what trainees have understood and, when needed, put in extra support or training.

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better?

A well-informed and experienced group of leaders from partner schools form two committees: an assessment committee and a management committee. The assessment committee checks that trainees are being assessed accurately and makes suggestions to improve this process to course leaders. The management committee oversees the work of course leaders and challenges them on how many trainees have completed their training and have gained employment. However, the management committee does not ask course leaders enough about the quality of provision for trainees. The information that leaders give to this committee lacks important detail about how well trainees are currently doing.

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(Information for the partnership and appropriate authority)

◼ In some subjects in the secondary phase, leaders have not designed a sufficiently rigorous subject-specific curriculum. There is some variation in the quality of subject- specific training that trainees get. Leaders should ensure that all secondary subject- specific training clearly maps out the core knowledge that trainees need. They should then ensure that this subject knowledge is accurately assessed by subject experts. ◼ Leaders do not pass on precise enough information to the management committee about the quality of education and training that trainees receive. The committee does not know enough about the quality of the curriculum for trainees. They cannot ask probing questions about it. Leaders should pass on precise evaluations of the quality of education and training to the committee. The committee should ensure that it questions and challenges this information sufficiently, so that the educational offer for all trainees

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comply with the ITE compliance criteria?

◼ The partnership meets the DfE statutory compliance criteria.

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ITE provider details

Unique reference number 70329 Inspection number 10220256 This inspection was carried out in accordance with the ‘Initial teacher education inspection framework and handbook’. 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 School-centred initial teacher training Phases provided Primary and secondary combined Date of previous inspection 19 June and 4 December 2017

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Inspection team

Matthew Knox, lead inspector Her Majesty’s Inspector James Duncan Her Majesty’s Inspector Tracey Ralph Her Majesty’s Inspector

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Annex: Placement schools

Inspectors visited the following schools as part of this inspection:

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Name URN ITE phase

Beckfoot School 139975 Secondary Belle Vue Girls’ Academy 138087 Secondary Bingley Grammar School 107439 Secondary Brackenhill Primary School 107250 Primary Eldwick Primary School 107255 Primary Hanson School 107440 Secondary Parkwood Primary School 143569 Primary Poplars Farm Primary School 107247 Primary Saltaire Primary School 107270 Primary 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

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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Name URN ITE phase

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Name URN ITE phase

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Name URN ITE phase

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

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