Capita

Good

The quality of professional development and training Good

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Good

Overall effectiveness at previous inspection N/A

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provider?

ECTs receive effective training that prepares them for the realities of teaching. They are particularly well supported by their mentors. Mentors help the ECTs to apply generic principles to the appropriate phase or subject that they teach, including in the early years. Although there have been significant improvements over the past year, some of the training materials and resources do not exemplify or contextualise the learning, particularly for some secondary and post-16 ECTs, as well as they could.

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provider?

ECTs are supported to hone their knowledge and skills. An example of this is their ability to apply effective assessment techniques to check pupils’ understanding and to then adapt learning appropriately. Their confidence and ability to manage pupils’ behaviour is strengthened. ECTs commented that the programme helps them to develop a ‘bigger picture view’ of the role of the teacher. They said that in Year 2, they are ‘looking at their development through a different and more expert lens’.

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provider?

Communication is a strength of this lead provider. ECTs appreciate how well their views are listened to and then acted on. They particularly appreciate that mentors now have the flexibility to sequence the online curriculum so that it is more carefully pitched to learning need. They said that this has significantly improved their workload.

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Information about this lead provider

◼ Capita has a total of 1,014 ECTs. There are 510 ECTs in Year 1 and 504 ECTs in Year 2. ◼ Capita has 14 delivery partners. ◼ Delivery partners comprise 12 higher education institutions, one multi-academy trust and one education service provider.

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Information about this inspection

◼ This inspection team is comprised of four of His Majesty’s Inspectors (HMIs) of schools and one Ofsted Inspector (OI). ◼ Inspectors met with the programme champion (interim lead for Capita ECF), the quality assurance manager (interim deputy lead for Capita ECF), the chair of the ECF governance board, the managing director of education programmes, the di gital m anager and members of the governance board. ◼ Inspectors met with a representative of the lead academic partner, University of Birmingham. ◼ Inspectors visited eight delivery partners. They spoke with representatives from a further three delivery partners. ◼ Inspectors carried out focused reviews in each of the delivery partners. For each focused review, inspectors met with delivery partner leads, mentors, facilitators, senior school leaders and ECTs in Years 1 and 2 of the programme. Some of the focused reviews were held remotely. ◼ Inspectors considered the Ofsted survey responses of 8 delivery partner leads,

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Information about this inspection

36 school leaders, 66 mentors and 89 ECTs.

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better?

The components of the ECF are covered thoroughly. ECTs, mentors, school leaders and facilitators praise the high quality of the training. Working with their lead academic partner, the University of Birmingham, leaders are in the process of enhancing existing training materials and resources to further improve contextualisation and exemplification to phase.

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better?

The programme is increasingly adapted to ECTs’ prior knowledge and skills. For example, the mentor can sequence the online learning curriculum, learning experience programme (LXP), to best meet ECTs’ needs. Facilitators receive contextual information to ensure that training is appropriate and meaningful. This has improved the workload of ECTs and mentors significantly. Leaders are aware that further exemplification is required to better meet the training needs of some secondary and post-16 ECTs. The calibre of facilitators is high. Their work is praised by ECTs. Facilitators are specialists in their field with professional credibility. Training is expert. ECTs said that facilitators are the ‘golden thread’ throughout the delivery of the programme. They described them as ‘quite amazing!’

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better?

Quality assurance processes are increasingly robust. Leaders are proud of their continuous improvement approach. However, there are still aspects of quality assurance that need to be developed further to check that all aspects of the programme are working well. Leaders are fully aware that this is their next step.

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better?

There is a well-planned programme of mentor training. This includes the development of mentors’ knowledge and understanding of instructional coaching. Delivery partners ensure that the most experienced and knowledgeable teachers become mentors. Mentors are valued highly by ECTs because of the strong support they provide. They said that they are the ‘icing on the Capita cake!’

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better?

The lead provider is responsive to the workload challenges faced by mentors and ECTs. They have worked with delivery partners to establish ‘stacking’ training events to help make the most of ECT training time. They have also developed a more ‘blended’ training approach so that mentors and ECTs can more easily access appropriate training online. These developments are greatly appreciated.

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better?

Leaders have ensured that the programme is compliant with all necessary legislation. There is a clear and well-understood process for ECTs to raise concerns.

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better?

Senior school leaders appreciate the high calibre of training and its impact. They said, ‘The programme develops ECTs to be reflective practitioners who are familiar with research and research methodology and that it is good intellectual preparation for the role of the teacher.’

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(Information for the lead provider)

◼ The learning exemplification materials for some secondary and post-16 ECTs do not reflect the phase within which they teach as well as they could. This can mean that aspects of training are not as effective as is needed. Leaders should continue the work to enhance materials and resources to exemplify and contextualise the learning of ECTs so that it is more relevant to subject and phase, particularly secondary and post 16. ◼ Quality assurance processes have improved but are still not as robust as is needed. Greater oversight is required of aspects of the training programme, for example mentor and ECT engagement in online learning. Leaders should continue to refine the quality assurance mechanisms to enable leaders to evaluate the full impact of the programme. They should continue to develop and improve the provision by responding to the findings from quality assurance activity in a timely and effective manner.

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Lead provider details

This inspection was carried out by His Majesty’s Inspectors (HMIs) and Ofsted Inspectors (OIs) in accordance with the early career framework (ECF) and national professional qualification (NPQ) framework and handbook .

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Lead provider details

The framework and handbook set out the statutory basis for ECF and NPQ inspections in England.

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Lead provider details

Lead provider programmes offered ECF Date of previous inspection N/A

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Inspection team

Rachel Henrick HMI 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 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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