Sheffield Hallam University

Inspection judgements

Early years ITT Primary age- phase Secondary age-phase Further education age-phase

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Inspection judgements

Overall effectiveness Outstanding Outstanding Outstanding Outstanding

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Inspection judgements

The quality of education and training Outstanding Outstanding Outstanding Outstanding

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Inspection judgements

Leadership and management Outstanding Outstanding Outstanding Outstanding

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Inspection judgements

Overall effectiveness at previous inspection Outstanding Outstanding Good Good

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

Trainees across all phases experience an exemplary quality of education and training. Leaders and staff prepare trainees extremely well for the phases and subjects that they teach. The central curriculum is deftly reinforced in placement settings. Trainees experience consistently high levels of training and support.

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

Staff at the university, and in placement settings, put the well-being of trainees first. Trainees benefit from highly effective communication and support from the university and placement providers. The university is rightly proud of the ‘small course feel’ it creates. Staff are continually responsive to the individual needs of trainees and provide timely and effective support whenever additional help is needed. This enables trainees to progress well through the curriculum and to develop their teaching skills quickly.

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

Trainees benefit from a vibrant research environment. They experience highly innovative training and research in areas such as trauma-informed practice. Trainees become highly reflective practitioners through the incisive links between theory and practice.

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

Trainees learn how to manage behaviour well. High-quality training enables trainees to become particularly astute in adapting teaching for pupils with special educational needs and/or disabilities (SEND). Staff across the partnership give trainees thorough insight into safeguarding. In the early years and in the primary phase, trainees develop a deep understanding of early reading and the importance of synthetic systematic phonics. Sheffield Hallam University Howard Street, Sheffield S1 1WB Inspection dates 4 to 7 March 2024 Trainees and early career teachers from Sheffield Hallam University are valued highly by local employers. School leaders commend the considerable insight trainees bring that enriches the settings in which they teach. Trainees in all phases bring expertise and high levels of commitment to their professional practice.

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Information about this ITE provider

◼ Sheffield Hallam University is a higher education institution that provides training for a large number of trainees across a wide geographical area, covering 25 local authorities. ◼ The provider works with an extensive range of schools and settings. The majority of these partners are inspected by Ofsted. In 2023/24, those settings that had been graded by Ofsted spanned the range of judgements from outstanding to requires improvement. ◼ In the early years, the provider works with 32 settings across 10 local authorities. ◼ In the primary phase, the provider works with 447 schools and settings across 25 local authorities. ◼ In the secondary phase, the provider works with 119 schools across 19 local authorities. ◼ In the further education and skills phase, the provider works with 16 settings across nine local authorities. ◼ In the early years, three trainees follow the Postgraduate Certificate in Education

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Information about this ITE provider

(PGCE) (0 to 5) in Early Childhood Education and Care with EYTS through the graduate entry route and 12 follow the same course through the graduate employment route. ◼ In the primary age-phase, there are 892 trainees in 2023/24. ◼ Of these, 656 follow a three-year undergraduate BA (Honours) with QTS in early years and primary education for either the 3 to 7 or 5 to 11 age ranges. In addition, 46 trainees follow the teaching and learning in early years and primary education with QTS (top-up) course for the 3 to 7 or 5 to 11 age ranges on a part-time basis. ◼ 190 primary trainees follow the PGCE route with QTS on either the 3 to 7 or 5 to 11 age-ranges. 13 trainees specialise in physical education (PE). 103 trainees follow these courses on a provider-led route and 87 on the School Direct route. ◼ In the secondary age-phase, there were 280 trainees in 2023/24. Twenty-four follow a three-year undergraduate science with QTS, in which they specialise in a particular

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Information about this ITE provider

science. Thirty-five follow an undergraduate mathematics programme with QTS . ◼ In the secondary age-phase in 2023/2024, 221 trainees followed the PGCE route. One hundred and fourteen trainees received their training directly from Sheffield Hallam University and 107 follow the school direct route. They were enrolled on the following subject courses in the 11 to 16 age range: art and design, computing, design and technology, design and technology (food), English, geography, history, mathematics, modern foreign languages, physical education, religious education, music, science: biology, chemistry, physics. The following courses were followed in the 14 to 19 age range: business education and social sciences. ◼ In the further education and skills phase, 31 trainees follow the PGCE in post-16 and further education and skills. Nineteen follow this on a full-time basis and 12 follow this on a part-time basis in partnership with Chesterfield College. Seven trainees

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Information about this ITE provider

follow this course on the certificate in education route on a part-time basis in partnership with Chesterfield College. ◼ The university works in partnership with 11 School Direct partnerships.

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Information about this inspection

◼ This inspection was carried out by 10 of His Majesty’s Inspectors and six Ofsted Inspectors. ◼ During the inspection, inspectors met with the head of the Sheffield Institute of Education, senior leaders, phase leaders, placement leaders and members of the ITE strategy group. ◼ Inspectors met with staff in partner schools. This included headteachers, senior leaders, ITE tutors and class and subject mentors. ◼ Inspectors sampled a wide range of documentation relating to the ITE training programmes. ◼ 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 face-to-face meetings, virtual meetings and on-site visits to partner settings. ◼ In the early years phase, inspectors carried out focused reviews in communication and language, literacy, expressive arts and design, mathematics and physical

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Information about this inspection

development. ◼ In the primary phase, inspectors carried out focused reviews in: art, early reading, English, design and technology, geography, mathematics, PE and science. ◼ In the secondary phase, inspectors carried out focused reviews in: English, geography, history, mathematics, modern foreign languages, PE, religious education and science. ◼ In the FES phase, inspectors carried out focused reviews in creative technologies and SEND. ◼ Over the course of the inspection, inspectors talked to 144 trainees and 23 early career teachers or recently employed trainees. ◼ During the visit, inspectors visited 25 schools and settings. ◼ Inspectors considered the responses to Ofsted’s trainee online survey. Early years phase report

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better?

Sheffield Hallam University has a vision for excellence in early years teaching. Staff are extremely ambitious for their trainees. The university is determined to develop highly skilled early years teachers. They are succeeding. Trainees who begin their journey here are overwhelmingly positive about the experience and the support that they receive. Staff inspire trainees to research, question and expand their understanding of early years education.

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better?

The curriculum is exceptionally well designed. It enables trainees to gain deep and detailed knowledge about child development. They learn what excellence in curriculum provision looks like. Trainees think critically about what is important in order to help young children to learn successfully, and trainees apply what they learn well to help young children to learn effectively.

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better?

The prime and specific areas of the early years statutory framework form the core of the curriculum. Trainees gain extensive understanding of how different learning can be carefully threaded together, while retaining specificity. For example, trainees experience the difficult process of writing with their feet to empathise with how young children need to develop effective motor control in order to be able to write. Learning about language development, early reading skills and how young children communicate is an integral feature of the curriculum. Trainees are given excellent support to see how barriers to communication can impact negatively on learning. Consequently, when trainees complete this course, they are extremely well-prepared to support all children to learn, including those with SEND.

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better?

The university works with a wide range of different partnership settings. This gives trainees excellent opportunities to gain diverse experience with different age ranges of children. Sheffield Hallam offers training and support to the settings. This ensures that mentors can work in close alignment with the university. Mentors benefit from being well informed about the course. They value the information and opportunities that the university gives to them.

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better?

Trainees are taught by experts and leaders in their fields of research. The university uses these experts successfully to inspire and inform trainees. Whether on the entry pathway at the start of their careers, or on the employed pathway, their learning is closely assessed and tracked. Trainees are given impressive opportunities to challenge, develop and embrace new and existing ideas.

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better?

The course leaders champion the fundamental importance of the early years. They use the university community research centre to trial, research and develop approaches that will improve practice across the early years sector. Trainees value the opportunities they are given to study there. They gain deep understanding about the impact that getting education right in the early years will have, not just on individual children’s lives, but also on positive societal development.

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compliance criteria?

The provider meets the DfE statutory compliance criteria. Primary phase report

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better?

This primary phase of ITE offers exemplary provision. Trainees access training that is highly ambitious in its vision. Leaders undertake and engage with current, pertinent research. This ensures that the curriculum prepares trainees to the highest degree. They make trainees acutely aware of the barriers that pupils may face regionally and nationally and show them how these may be addressed. Trainees feel very well prepared to become future teachers. They show a passion to improve life chances for pupils they teach.

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better?

Leaders plan learning across five domains: professional behaviours, behaviour management, pedagogy, subject and curriculum and assessment. Each domain carefully aligns with the core content framework and links purposefully with subject-specific training. Trainees develop their theoretical knowledge along with the knowledge of what this may look like in the classroom for a child and a teacher. In PE, course leaders teach a sequence of PE lessons to primary school pupils with trainees as observers. This practical coaching model allows trainees to participate in a progressive sequence of learning. Similar opportunities to provide trainees with purposeful and appropriate expertise are woven through each subject. Trainees develop an in-depth understanding of where the primary phase sits within a pupil’s wider educational journey.

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better?

Trainees learn about the central importance of early reading. They benefit from carefully positioned teaching input on early reading. University training is carefully integrated with what trainees apply in their placement schools. For example, trainees use their cumulative reading knowledge on their second placement to teach phonics to pupils in key stage 1. This ensures trainees are well prepared to be effective teachers of early reading and systematic synthetic phonics.

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better?

Leaders implement comprehensive quality assurance systems. They check the progress of trainees carefully and ensure that mentors are suitably trained. They work together with their trainee to identify precisely what is working well and what the trainees’ next steps may be. The targets mentors set link with the trainees’ clear week-by-week schedule of learning. University link tutors, who oversee the school placement, support school-based mentors. Working together, the mentor, trainee and university link tutor are highly effective at embedding the carefully sequenced components of the primary ITE curriculum.

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better?

Sheffield Hallam boasts an exceptional learning offer around inclusion. This allows trainees to develop a deep and comprehensive knowledge of how pupils with different needs learn. Staff use their expertise to help trainees to adapt their teaching to meet the learning needs of all pupils, including those with SEND and those who speak English as an additional language. This expertise is shared more widely with placement settings and the wider partnership. This exemplifies the providers’ strong moral purpose in sharing good practice to improve training on a regional and national basis.

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compliance criteria?

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

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better?

The ambition of the secondary phase curriculum is evident across all aspects of Sheffield Hallam University’s work in initial teacher education. All stakeholders have a thorough and clear understanding of the high expectations leaders set across the partnership. This is due to leaders’ meticulous work in outlining the subject and professional development knowledge that trainees need to know. This includes, but extends beyond, the core content framework. For example, as an entitlement, trainees are taught about trauma-informed practice. This gives them the tools to understand the needs of the pupils in front of them and adapt lessons expertly, including for pupils with SEND.

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better?

Subject sessions are precise in their focus on the latest pedagogical research. This is connected expertly to classroom practice and the impact on pupils. The development of the curriculum in phases from ‘starting out’ to ‘deepening and widening’ gives careful thought to how trainees will develop more refined knowledge and strategies in, for example, their approaches to behaviour management.

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better?

The university’s work with partner schools is exceptional. The consistency of provision for trainees across a huge range of providers is rare in its quality. Factors such as the positive relationships that staff build and the quality of information they share are key to this success. Mentors receive detailed training to help them shape conversations with trainees. Consequently, high-quality mentoring supports the effective development of trainees as expert practitioners. Leaders’ oversight of mentoring is rigorous. Trainees are overwhelmingly positive about their relationships with mentors.

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better?

The professional development of staff, both internal and external to the university, is important in the continued success of the provision and the development of the courses offered. For example, mentors can gain accredited qualifications from the university. Course leaders are supported to complete doctorates and engage in research at regional, national and international levels. This ensures that trainees are exposed to the most up-to-date research, from extremely well-qualified tutors. They are able to draw on this to develop their teaching practice.

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better?

Assessment of trainees is connected across school placements, university assignments and taught sessions. Clear formative benchmarks make it clear to school mentors how they should assess progress at different points. Weekly meetings and tasks for trainees give a deep source of evidence on which accurate assessments can be made. Where trainees need support, swift, decisive and tailored action is taken. Trainees appreciate and welcome this support. The ‘Hallam Teacher’ identity is one that is recognised and understood. The sense of pride that is felt in being part of this institution and sharing this identity came across in all aspects of the inspection.

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compliance criteria?

The provider meets the DfE statutory compliance criteria. Further education and skills phase report

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needs to be done better?

Leaders are relentless in pursuing their vision for high-quality initial teacher education. They ensure that the course leaders and tutors who plan and teach the curriculum have a wealth of specialist knowledge, skills and experience and are actively engaged in research in the sector. The result is a rich, highly ambitious teaching curriculum underpinned by current, relevant theory and high-quality learning resources.

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needs to be done better?

Course leaders purposefully and seamlessly integrate the curriculum across the part-time in- service and full-time pre-service model. University course leaders work with the partner college to adapt the curriculum. This allows course leaders at the partner college to shape the content of the curriculum to thoroughly meet their own trainees’ particular needs.

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needs to be done better?

Course leaders carefully sequence the curriculum so that trainees learn, review and remember important concepts. For example, all trainees learn how to manage behaviour at the very start of their programme. Trainees then thoroughly explore generic principles, such as the huge potential for using technologies to promote inclusive learning. As a result, trainees skilfully apply what they learn to their specialist subjects and create learning environments that are calm, orderly and conducive to learning.

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needs to be done better?

Course leaders, tutors and mentors draw on and model expert teaching to their trainees. Trainees develop a deep understanding of the craft of teaching and how to apply it to their specialist subject. For example, trainees who specialise in SEND rapidly learn strategies for effective communication and planning, including effective deployment of learning support in the classroom. They learn to teach their learners exceptionally well.

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needs to be done better?

Course leaders, tutors and mentors use highly effective assessment processes that give clear oversight of trainees’ progress through the programme over time. This not only helps trainees to rapidly improve, but also ensures that trainees recognise what effective assessment and feedback look like. As a result, trainees apply what they learn and provide rich developmental feedback to their own learners in turn.

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needs to be done better?

Leaders ensure that the mentoring trainees receive is of a consistently high quality. Rigorous mentor training, effective communication and joint observations of trainees contribute to consistently high standards of mentoring. Course leaders seek and respond to their trainees’ views and respond swiftly, adjusting where necessary. For example, course leaders provided additional workshops to help trainees to develop their presence in the classroom.

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needs to be done better?

Leaders enhance and extend trainees’ knowledge through providing high quality main and alternative placements. This allows trainees to broaden their experience of observing and teaching in different educational settings and to make useful connections across training experiences, including in specialist settings.

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I ITE provider details

his inspection was carried out in accordance with the initial teacher education inspection framework and handbook , which sets out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2020.

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I ITE provider details

Type of ITE provider HEI Phases provided Early years Primary Secondary Further education and skills Dates of previous inspection 8 May and 9 October 2017

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Inspection team

Malcolm Kirtley, Overall lead inspector His Majesty’s Inspector Andrea Batley, Phase lead inspector (Early years) His Majesty’s Inspector

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Inspection team

Zoe Lightfoot, Phase lead inspector (Primary) His Majesty’s Inspector

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Inspection team

Matthew Vellensworth, Phase lead inspector (Secondary) His Majesty’s Inspector

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Inspection team

Catherine Jackson, Phase lead inspector (Further education) Ofsted Inspector

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Inspection team

Eleanor Belfield His Majesty’s Inspector Diane Buckle His Majesty’s Inspector Sarah Gordon His Majesty’s Inspector Philippa Kermotschuk His Majesty’s Inspector Helen Lane Ofsted Inspector Julie Mcgrane Ofsted Inspector Debbie Redshaw Ofsted Inspector Chloe Rendall His Majesty’s Inspector Alison Stephenson His Majesty’s Inspector Stuart Voyce His Majesty’s Inspector Michael Wardle Ofsted Inspector

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Annex: Placement settings, schools and colleges

Inspectors visited the following settings, schools and colleges as part of this inspection:

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Name URN ITE phases

Abbeydale Cottage Nursery 492910 EY Broomhall Nursery School 106973 EY Leverton C of E Academy 137986 EY Royston St John Baptist CE Primary 142556 EY Abbeyfield Primary School 143052 Primary Brimington Junior School 143580 Primary Brinsworth Whitehill Primary 143057 Primary Eastwood Village 140378 Primary Hallam Primary School 142311 Primary Hartley Brook 144482 Primary Springwell Alternative Academy 141564 Primary Talbot Special School 107178 Primary Tinsley Meadows 142749 Primary Wentworth C of E Junior and Infant School 144198 Primary Worsborough Common Primary School 147618 Primary Brinsworth Academy 136301 Secondary Firth Park Academy 139334 Secondary Hope Valley College 147533 Secondary Oakwood High School 140459 Secondary Parkwood E-ACT Academy 135934 Secondary Penistone Grammar School 106653 Secondary Sir Thomas Wharton Academy 144364 Secondary Tapton School 138069 Secondary Chesterfield College 130638 FES

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Name URN ITE phases

Rotherham Opportunities College 147317 FES 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 looked after children, 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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