Teach First

Teach First 6 Mitre Passage, London, London SE10 0ER

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Inspection judgements

Overall effectiveness Outstanding Outstanding

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Inspection judgements

The quality of education and training Outstanding Outstanding

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Inspection judgements

Leadership and management Outstanding Outstanding

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Inspection judgements

Overall effectiveness at previous inspection Outstanding Outstanding

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

Trainees choose Teach First because they aspire to be skilled and responsive teachers who can make a difference to the education and lives of all children, particularly those who are disadvantaged. They buy into the academically rigorous and demanding programme knowing that they will be well supported by leaders and staff. The vast majority of trainees speak highly of the professional and pastoral support they receive, with many continuing as ‘future ambassadors’ of Teach First.

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

Trainees benefit from highly ambitious initial teacher education (ITE) programmes in the primary and secondary age-phases. Right from the start, their training is characterised by sharply focused and skilfully delivered centre-based training. Trainees are introduced to the wide body of pertinent knowledge and subject expertise that they need in order to be a teacher.

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

Trainees are well supported to gain a deep understanding of how pupils learn. They are expertly introduced to teaching practices that promote this. Trainees are skilfully taught how to understand pupils’ specific needs, such as those pupils with special educational needs and/or disabilities and those who speak English as an additional language, and to adapt their teaching accordingly. A range of recognised behavioural management practices are taught, so that trainees can adapt the various approaches that they may encounter across different settings, age- phases and/or subjects in a confident and competent way.

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

Specialist input to prepare trainees for their role in promoting and ensuring pupils’ safety and welfare is timely and effective. Trainees understand their safeguarding responsibilities and gain a comprehensive insight into the signs and impact of different risks to pupils’ safety.

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Information about this ITE provider

◼ Teach First is a high potential initial teacher training (HPITT) provider. ◼ It has been providing teacher training in the secondary age-phase since 2003 and in the primary age-phase since 2008. ◼ All trainees in the primary and secondary age-phases follow the employment-based route. ◼ Trainees follow a two-year ITE programme that leads to qualified teacher status (QTS) in the first year. The HPITT works in partnership with Bath Spa University and Sheffield Hallam University to support all trainees to complete a postgraduate diploma in education over the course of the two-year programme. ◼ In the 2022/23 academic year, 2,533 trainees were enrolled on the HPITT’s programmes. Of these, 1,260 trainees were in the first year of the programme, including 259 primary and 1,001 secondary age-phase trainees. There were 1,273 trainees in the second year of the programme, including 274 primary and 999 secondary age-phase

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Information about this ITE provider

trainees. ◼ Trainees who follow the primary age-phase programmes are trained to teach the three to seven years or the five to 11 years age range. Trainees on secondary age-phase programmes are trained to teach the 11 to 16 years or the 14 to 19 years age range. ◼ Secondary age-phase trainees choose from the following subject specialisms: business studies; computing; design and technology; English; geography; history; mathematics; modern foreign languages; music; religious studies; or science. ◼ The partnership includes 187 primary schools and 498 secondary schools across all regions of England. ◼ The partnership includes schools that are currently judged as outstanding, good, requires improvement or inadequate by Ofsted.

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Information about this inspection

◼ This inspection was carried out by 14 of His Majesty’s Inspectors and two Ofsted Inspectors. ◼ During the inspection, inspectors met with the programme director for teacher development, the head of initial teacher training, other senior leaders, subject leaders and development leads. They also met with representatives of strategic and operational groups across the primary and secondary age-phases. Inspectors met with representatives of national and regional school forums. Inspectors also spoke with mentors, headteachers and other senior leaders in partner schools. Inspectors met with representatives from Bath Spa University and Sheffield Hallam University. ◼ Inspectors reviewed a wide range of information, which included: documentation relating to the ITE curriculums across both phases; documentation relating to safeguarding arrangements; audits of the provider’s compliance with the Department for

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Information about this inspection

Education (DfE) ITT criteria and supporting information; training materials from across both phases; assessment materials; and course handbooks. ◼ Inspectors also reviewed a wide range of information relating to the leadership and management of the partnership. These documents included leaders’ self-evaluation and improvement planning documents. ◼ The inspection was carried out through in-person meetings, virtual meetings and on-site visits to partner schools and colleges. ◼ In the primary age-phase, inspectors carried out focused reviews in art and design, computing, early reading, geography, mathematics and science. ◼ In the secondary age-phase, inspectors carried out focused reviews in computing, design and technology, English, geography, history, mathematics, modern foreign languages, science and religious studies. ◼ During the visit, primary age-phase and secondary age-phase inspectors visited 15

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Information about this inspection

schools. ◼ In the primary age-phase, inspectors spoke with 54 mentors, 56 trainees and 11 early career teachers, either in person or remotely. ◼ In the secondary age-phase, inspectors spoke with a total of 81 mentors, 87 trainees and 30 early career teachers, either in person or remotely. ◼ Inspectors considered the responses to Ofsted’s online survey for trainees. This contained the views of trainees in the primary and secondary age-phases. Inspectors also considered the responses to Ofsted’s staff survey. Primary phase report

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better?

Leaders have designed an extremely ambitious ITE curriculum that prepares trainees well for their future careers in primary-phase teaching. The curriculum draws on up-to-date, expert knowledge in all subject areas. Throughout the course, trainees are taught about high-quality teaching, pedagogies and cognitive science and how these are applied to both subject- and phase-specific knowledge. From the very start of the programme, trainees are taught how to reflect on what they learn and how this affects their practice.

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better?

The core content framework (CCF) is rigorously embedded throughout the primary-phase curriculum. Trainees are taught by phase and subject specialists who are experts in their field and informed by the most up-to-date research. The quality and depth of training are impressive and enable trainees to become quickly established in their employing schools.

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better?

There is strong leadership and oversight of the early reading curriculum, and trainees across all key stages learn in depth about the knowledge and skills that they need in order to teach pupils to read. This includes gaining confidence in using systematic synthetic phonics, regardless of the phonics programmes that their schools may use. Trainees benefit from opportunities to collaborate with others through ‘stretch huddles’, which help them to extend their knowledge of phonics.

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better?

Teach First carefully selects partner schools that share their vision to improve educational outcomes for disadvantaged pupils. Leaders ensure that school leaders know what trainees are learning in the ITE curriculum and that this curriculum is fully integrated with the school’s own practice. Trainees are taught to reflect on what they see happening in their schools in relation to their own learning.

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better?

Leaders have clear and well-designed systems for assessing trainees’ development and competence to teach. Mentors, for example, provide small-step feedback that allows trainees to identify what they know and remember and to develop their practice effectively. University programme partners use similarly skilful approaches to provide trainees with insightful feedback on their academic assignments.

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better?

Systems to ensure that all trainees receive high-quality mentoring across all regions are robust. Development leads and mentors work in close partnership to ensure that the ITE curriculum informs trainees’ school-based experiences. Development leads play a crucial role in accurately identifying any mentors and trainees who may need support. This helps leaders to identify any patterns within or across regions and to adjust the programme for the future. In this way, leaders ensure that they respond rapidly to concerns where these occasionally arise.

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compliance criteria?

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

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better?

Teach First provides an appropriately challenging and ambitious teacher training programme for trainees in the secondary age-phase. Trainees’ education and training are underpinned by a focus on high ambition for all pupils, particularly those who are disadvantaged.

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better?

Leaders ensure that the core and subject-specific curriculums are carefully designed and sequenced. The CCF is threaded throughout the provision. The curriculum is planned and taught by experts in their field. Trainees are skilfully introduced to, and revisit, key concepts and pedagogical principles throughout the secondary-phase programme. This supports trainees’ understanding of essential topics, such as how pupils learn and behaviour management.

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better?

The curriculum prioritises the rapid development of trainees’ subject knowledge. Leaders quickly identify and support any gaps in trainees’ subject knowledge. Trainees learn about a wide range of effective strategies for teaching their subject. Leaders involve key stakeholders in the subject and research communities to advise on the curriculum, build professional networks and contribute to training. This means that trainees understand the uniqueness of their subject specialisms.

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better?

Training at the partner schools and at the centre is coherently aligned and purposefully integrated. Trainees are skilfully prepared to teach their subject and apply their learning to the specific context that they are in. Through carefully informed coaching, trainees become highly reflective practitioners.

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better?

Mentors and development leads work cohesively to give trainees the experiences and support that they need. Development leads carefully oversee, monitor and support the needs of mentors and trainees. They direct mentors to highly beneficial training and check on mentor quality. They keep a watchful eye on all aspects of trainees’ well-being and progress throughout the ITE programmes. Where necessary, they provide or arrange support that is carefully matched to trainees’ professional or personal needs. One trainee captured the views of many in describing ‘a complete continuity of voice’ between programme leaders and school staff.

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better?

The assessment of trainees is exceptional. Trainees benefit from feedback and targets that are highly individualised. These are broken down into tangible steps. A coherent approach to formative assessment ensures that trainees understand their cumulative progress towards gaining QTS. As a result, trainees make excellent progress in what they know, remember and apply of the ITE curriculum during their training. Leaders ensure that partner schools share their vision of reducing educational disadvantage and are well placed to provide the experiences that trainees need. Leaders conscientiously match individual trainees to contrasting schools for their second placement. This enriches trainees’ ability to reflect on their learning in different settings.

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better?

Leaders ensure that trainees’ views inform programme priorities and development. They diligently use the views of trainees to make clear and demonstrable improvements to trainees’ experiences and the structure and content of secondary-phase programmes.

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compliance criteria?

◼ The provider meets the DfE statutory compliance criteria.

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ITE provider details

Unique reference number 70270 Inspection number 10279265

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ITE provider details

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 High potential initial teacher training provider Phases provided Primary Secondary Date of previous inspection 5 May 2015 and 16 November 2015

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Inspection team

Michael Pennington, Overall lead inspector His Majesty’s Inspector Mark Smith, Phase lead inspector (primary) His Majesty’s Inspector

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Inspection team

Lisa Strong, Phase lead inspector (secondary) His Majesty’s Inspector

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Inspection team

Eleanor Belfield His Majesty’s Inspector Chris Davies His Majesty’s Inspector Madeleine Gerrard His Majesty’s Inspector Jonathan Keay His Majesty’s Inspector Malcolm Kirtley His Majesty’s Inspector Richard Light Ofsted Inspector Janet Pearce Ofsted Inspector Gary Rawlings-High His Majesty’s Inspector Hannah Stoten His Majesty’s Inspector Adam Vincent His Majesty’s Inspector Louise Walker His Majesty’s Inspector Marc White His Majesty’s Inspector Bianka Zemke His Majesty’s Inspector

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Annex: Employment schools

Inspectors visited the following schools as part of this inspection:

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Name URN ITE phase(s)

South Harringay Infant School 102111 Primary Eldon Primary School 101988 Primary Deptford Park Primary School 100678 Primary Richmond Academy 139651 Primary Whitehouse Community Primary School 148750 Primary Altarnun Primary School 140839 Primary St Paul’s Way Trust School 143379 Secondary City of London Academy (Southwark) 134222 Secondary Sir Herbert Leon Academy 138439 Secondary Dixons Cottingley Academy 146198 Secondary Grace Academy 129342 Secondary Cheney School 139146 Secondary Grace College 147178 Secondary Thomas Bennett Community College 138620 Secondary The Bulwell Academy 145952 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(s)

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(s)

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 phase(s)

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 phase(s)

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

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