BEC Teacher Training

BEC Teacher Training The Bomfords School, Grange Avenue, Wickford SS12 0LZ

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Inspection dates 13 June to 16 June 2022

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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 provider?

Primary and secondary trainees receive a good quality of education and training. The partnership creates an environment in which trainees are expected to work hard. Trainees are provided with excellent pastoral support. They form positive working relationships in lessons and with colleagues in placement schools.

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

Trainees develop into reflective and confident practitioners, informed by relevant research. They become increasingly impressive role models for the pupils they teach. Trainees become proficient at supporting pupils with a wide range of behavioural needs. Trainees have many opportunities to practise their behaviour management strategies across different school placements.

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

All trainees secure their knowledge and skills to teach reading. They gain a strong understanding of the importance of teaching systematic synthetic phonics so pupils learn to read. Trainees become confident and proficient in teaching pupils to read and secure literacy skills.

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

Leaders have strong partnership links with a wide range of specialist providers. Trainees develop a good understanding of a range of pupils’ needs, including pupils with special educational needs and/or disabilities and those with behaviour concerns.

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

Leaders’ high expectations mean that trainees develop appropriate professional behaviours. They know how to keep themselves safe and how to identify potential safeguarding risks to pupils in their care. Trainees highly value the support the partnership provides. They greatly appreciate the providers’ quick responses to feedback, such as minimising workload and streamlining course documentation. Trainees praise all those involved in the course programme. They demonstrate that they are well prepared for their first year of teaching.

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Information about this ITE provider

◼ The provider provides training for 31 primary and 26 secondary trainees. ◼ The provider provides training in the 5 to 11 primary age range and in the 11 to 16 and 14 to 19 secondary age ranges. ◼ The partnership also offers part-time and assessment-only routes to qualified teacher status (QTS). ◼ There are 45 schools in the partnership. ◼ Trainees undertake the school-centred initial teacher training non-salaried routes leading to QTS. Most trainees complete the Postgraduate Certificate in Education with the University of Suffolk.

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Information about this inspection

◼ The inspection was conducted by three of Her Majesty’s Inspectors. ◼ Inspectors met with the interim course director, the primary and secondary course directors, course tutors, professional tutors, class mentors and lead mentors. Inspectors also met with representatives of the University of Suffolk and spoke with headteachers at the schools visited. ◼ Inspectors met with representatives of the strategic board. ◼ Inspectors spoke with groups of trainees, mentors and early career teachers (ECTs). ◼ In the primary phase, inspectors completed focused reviews into early reading and foundation subjects as a whole. They spoke with 15 trainees and three ECTs In the secondary phase, inspectors undertook focused reviews in history, science, mathematics and modern foreign languages. They spoke with 18 trainees and five ECTs. ◼ Inspectors visited four primary schools and five secondary schools to meet with trainees, mentors and headteachers. Inspectors visited some trainees’ teaching.

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better?

Partnership leaders have designed and implemented an ambitious curriculum that ensures trainees build resilience and are well prepared for their first year of teaching. There are rigorous recruitment processes in place. Leaders make sure that trainees know what to expect to consistently meet the high standards set within the course programme. Leaders identify strengths and gaps in trainees’ knowledge and skills. They adapt relevant aspects of the course to meet individual trainees’ needs. Trainees learn and achieve well. They remain in the profession for many years, developing their practice further within partnership schools and beyond.

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better?

Expert centre-based tutors deliver high-quality training that links closely with school-based training. Leaders ensure that subject-specific training and generic principles are purposefully integrated alongside the DfE’s core content framework. Throughout the course, trainees revisit important content, building on their practice and subject knowledge. Trainees develop a detailed knowledge and understanding of the partnership’s curriculum, the subjects and the phases that they teach.

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better?

Trainees are highly reflective. They develop a rich understanding of pertinent education theories and research and use these to inform and adapt their pedagogical choices. Trainees’ journals show that they reflect and act upon important aspects of centre-based training, alongside current research. Trainees have used the training they received on equality and diversity to improve their own practice and pupils’ learning and well-being.

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better?

Trainees learn to adapt teaching appropriately to meet differing pupil needs. They learn through training and visiting a range of providers how to support pupils with social and emotional needs.

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better?

Primary trainees are adept at teaching phonics. They receive expert training from course tutors and class mentors. Trainees gain a good understanding of the foundations needed for early reading. They have many opportunities to observe and work alongside skilled and knowledgeable colleagues.

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better?

Leaders have very effective systems in place to check trainees’ knowledge and understanding routinely throughout the year. Strong communication between course tutors and class, lead and professional mentors mean that trainees are well supported and on track to meet the teachers’ standards. Leaders seek external validation to ensure their judgements about trainees’ learning are accurate.

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better?

Mentors value the training they receive. In most instances, they provide appropriate guidance to help trainees build skills and knowledge effectively. However, the targets some mentors set are not as precise as they could be. On occasions, targets are not broken down sufficiently enough. Therefore, trainees cannot plan effectively to meet the targets.

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better?

That said, very many trainees demonstrate that they have a very clear understanding of their next steps and what they need to do to continue making strong progress over time.

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(Information for the provider and appropriate authority)

◼ Some mentors set trainees targets which are too broad. This means trainees, at times, lack clarity about the most effective steps to take to improve their teaching. Leaders should ensure that all mentors are trained to set targets that are precise, purposeful and strategic and reflect the trainees’ journey towards the teachers’ standards.

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comply with the ITE compliance criteria?

◼ The provider meets the DfE statutory compliance criteria.

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ITE provider details

Unique reference number 70094 Inspection number 10244308

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ITE provider details

This inspection was carried out 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 provider details

Type of ITE provider School-centred initial teacher training Phases provided Primary and secondary combined Date of previous inspection 14 November 2013 and 12 February 2014

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Inspection team

Cindy Impey, Lead inspector Her Majesty’s Inspector Christine Dick Her Majesty’s Inspector Adam Cooke Her Majesty’s Inspector

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Annex: Placement settings, schools and colleges

Inspectors visited the following schools as part of this inspection:

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Name URN ITE phases

Anglo European School 137727 Secondary Beauchamps High School 115322 Secondary Buttsbury Junior School 136734 Primary De La Salle School & Language College 115237 Secondary Eversley Primary School 114999 Primary Great Berry Primary School 137226 Primary Ingrave Johnstone 115154 Primary The Billericay School 136861 Secondary The Bromfords School & Sixth Form College 139181 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 phases

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 phases

government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk.

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Name URN ITE phases

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Name URN ITE phases

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

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