North Lincolnshire SCITT Partnership

North Lincolnshire SCITT Partnership Church Square House, 30-40 High Street, Scunthorpe, North Lincolnshire DN15 6NL

p.1

Inspection judgements

Primary and secondary age-phase combined

p.1

Overall effectiveness Good

The quality of education and training Good

p.1

Overall effectiveness Good

Overall effectiveness at previous inspection Good

p.1

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

Trainees benefit from an experience that is attuned to their local context. Leaders develop teachers who are strong, successful and committed to the local area. There is a shared vision to grow a workforce which will transform lives both in the local area and further afield. Trainees feel well supported. They say that leaders’ commitment to them shines through.

p.1

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

Trainees appreciate working in a network of local schools. All stakeholders are passionately committed to the success of the SCITT and recognise its importance in the local educational landscape. These close working relationships enable trainees to benefit from effective partnerships at all levels.

p.1

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

The programme is well organised and coherent. Leaders and school-based staff work together well to help trainees apply what they learn in theory to their classroom practice. Trainees understand the evidence underpinning the pedagogies that they learn about. This prepares them well for their early careers as teachers.

p.1

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

Trainees have a clear understanding of the safeguarding risks that pupils may face. They develop a comprehensive knowledge of the barriers that pupils might experience. This includes support in adapting their teaching to support pupils with special educational needs and/or disabilities. Trainees are exceptionally well prepared to support pupils who may speak English as an additional language. Trainees learn how to look after their own well-being and how to manage their own workload. They work collaboratively with fellow trainees, trainers and mentors to develop practical ways to make planning and preparation more manageable.

p.1

Information about this ITE provider

◼ North Lincolnshire SCITT Partnership provides teacher training for the primary phase (five to 11) and secondary phase (11 to 16). ◼ There are 14 trainees enrolled in the 2022/23 academic year. One of these is following the primary phase assessment-only route. ◼ There are 79 schools in the partnership. Not all of these schools host a trainee every year. ◼ The partnership offers the following routes: school-centred initial teacher training and assessment-only. Trainees also complete a Postgraduate Certificate in Education (PGCE). At the time of inspection, there was one trainee following the assessment- only route. ◼ Trainees are awarded their PGCE through Bishop Grosseteste University in Lincoln.

p.2

Information about this inspection

◼ The inspection was carried out by two of His Majesty’s Inspectors. ◼ Inspectors met with senior leaders from the SCITT. They also held meetings with members of the management board, headteachers from partnership schools, subject leaders, trainers and school-based mentors. ◼ Inspectors carried out focused reviews in early reading and phonics, geography, history and music. Inspectors visited six partnership schools in person to conduct focused review activities. ◼ They met with all primary and secondary trainees and five early career teachers (ECTs). ◼ Inspectors reviewed the responses to Ofsted’s surveys for staff, wider staff and trainees.

p.2

better?

Leaders provide trainees with an ambitious curriculum. Subject-specific training builds on the pertinent research that trainees study. Trainees apply their learning to the subject that they are training to teach.

p.2

better?

The curriculum meets the requirements of the Department for Education’s core content framework. Trainees and mentors alike describe the training provision as being bespoke to individual needs. Leaders arrange the right placements for trainees to support their development. The curriculum has been carefully structured to meet trainees’ emerging needs. For example, an early focus on building relationships and behaviour management helps trainees to secure good behaviour from pupils from the outset. Staff who lead primary phase centre-based subject training are well chosen. They have the expertise they need. Many of them are subject pioneers in the local authority. They help trainees to develop wider pedagogical understanding and subject-specific knowledge well. In the secondary phases, centre-based training to build trainees’ subject-specific knowledge is less developed. There is an overreliance on school-based mentors to develop

p.2

better?

this. Secondary trainees are not taught clearly enough about subject-specific debates or the wider aspects of their subjects. Leaders have put detailed action plans in place to address this.

p.3

better?

Trainees’ progression through the ITE curriculum is carefully checked. Ongoing assessment helps trainees to know exactly what they are working on and how this links to their overall development. Leaders provide training for school-based mentors. Trainees value the support of their mentors. However, there remains some variance in the quality of targets that mentors set to support trainees’ progression.

p.3

better?

Leaders check the quality of all aspects of the programme. They know their partner schools very well. They seek their views in reviewing their curriculum to ensure it is well aligned with local needs. Headteachers speak highly of the quality of the ECTs that the SCITT provides. They see it as an invaluable part of the educational landscape in North Lincolnshire.

p.3

better?

There are strong relationships between centre-based staff and trainees. Trainees and mentors feel that the support provided by the SCITT leaders is a distinctive feature of their experience. Many trainees shared anecdotes of the support that they have received and their appreciation of that. Trainees feel able to raise any concerns they have with course leaders. Both centre- and school-based staff provide the professional and pastoral support that they need. School leaders report that trainees are well prepared for their future careers by being taught how to manage their workload.

p.3

(Information for the provider and appropriate authority)

◼ For trainees in the secondary phase, the subject-specific aspect of their curriculum is not as efficiently designed or monitored as their core curriculum. This means that some trainees do not develop a deep awareness of current thinking and debate within their subjects. Leaders should further develop the subject-specific content of the secondary ITE curriculum. ◼ On occasions, mentors do not set targets for trainees that have the granular focus that course leaders expect. This can affect the progression of some trainees. Leaders should intensify actions to support all mentors in setting appropriate targets for trainees and in checking how well these support trainees’ progression.

p.3

comply with the ITE compliance criteria?

◼ The provider meets the DfE statutory compliance criteria.

p.4

ITE provider details

Unique reference number 70234 Inspection number 10281403

p.5

ITE provider details

This inspection was carried out in accordance with the ‘Initial teacher education inspection framework and handbook’.

p.5

ITE provider details

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

p.5

ITE provider details

Type of ITE provider School-centred initial teacher training Phases provided Primary and secondary combined Date of previous inspection 22 June and 9 December 2015

p.5

Inspection team

Marcus Newby, Lead inspector His Majesty’s Inspector Katherine Spurr His Majesty’s Inspector

p.5

Annex: Placement schools

Inspectors visited the following schools as part of this inspection:

p.6

Name URN ITE phases

Frederick Gough School 118097 Secondary Holme Valley Primary School 117811 Primary Scunthorpe Church of England Primary School 118016 Primary St Bede’s Catholic (VA) Academy 138018 Secondary St Peter St Paul Church of England Primary School 136058 Primary Winterton Junior School 117787 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 .

p.6

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-

p.7

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 .

p.7

Name URN ITE phases

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

p.7

Name URN ITE phases

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

p.7