University of Bedfordshire

University of Bedfordshire University of Bedfordshire, Polhill Avenue, Bedford MK41 9EA

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Inspection judgements

Primary age- phase Secondary age-phase Further education age-phase

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Inspection judgements

Overall effectiveness Good Good Outstanding

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Inspection judgements

The quality of education and training Good Good Outstanding

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Inspection judgements

Leadership and management Good Good Outstanding

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Inspection judgements

Overall effectiveness at previous inspection Good Good Good

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

The provision equips trainees to have a successful start to their careers as teachers. They benefit from a consistent experience, with practice on placements mostly building closely on central training. If trainees fall behind, they get swift and effective help to catch up. They move on to employment as teachers, often within the local area. Trainees are really satisfied with their training.

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

Trainees become reflective practitioners with a rich knowledge of pedagogy and the subjects they will teach. The courses teach them what they need at the right time. They learn early how to manage pupils’ behaviour, and then revisit this regularly during the programme. Trainees gain a thorough understanding of safeguarding. For instance, they can articulate the potential signs of harm and neglect. They develop detailed knowledge of how to support pupils with special educational needs and/or disabilities (SEND). Primary trainees learn in depth about teaching phonics.

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

Trainees praise the high-quality pastoral support they receive, such as the recent introduction of therapeutic coaches. Their voice regularly feeds into improving the programme. For instance, when trainees commented on pinch-points in workload, the provider amended the timings of assignments to address this. The communication trainees receive from the provider is prompt and helpful.

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Information about this ITE provider

◼ There are 345 trainees in total. Of these, 178 are in the primary phase, 162 are in the secondary phase and five are in the further education phase. ◼ The provider offers undergraduate, postgraduate, and school direct training routes. There are currently no salaried trainees, though there have been on rare occasions in the past. ◼ In primary, there is a Year 3 to 7 pathway, and a Year 5 to 11 pathway. ◼ The further education course is due to close in the summer of 2024. This is because of changes in the local context. The provider previously offered an early years route, which closed in August 2023. The Year 3 to 7 pathway aims in part to address any gaps in local need, in terms of teachers of early years in schools. ◼ The provider works in close partnership with ten lead partners (formerly School Direct) and one further education college. More generally, the provider places trainees in over 450 settings. Most of the settings in which trainees are placed are

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Information about this inspection

◼ The inspection team consisted of seven of His Majesty’s Inspectors and three Ofsted inspectors. ◼ Inspectors met with the head of the school of education, who was also the provider’s representative for the inspection, the deputy head of initial teacher education, the executive dean of the faculty, phase leaders and other provider leaders. They also met with school and college leaders who work in partnership with the University of Bedfordshire’s school of education. ◼ Inspectors spoke with 80 trainees, and a number of early career teachers who have qualified through the provider. ◼ Inspectors carried out focused reviews in early reading, design and technology, history and mathematics in the primary phase. In the secondary phase, inspectors carried out focused reviews in mathematics, English, physical education and art. In the further education stage, inspectors looked at the curriculum and experience of all

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Information about this inspection

trainees on the programme. ◼ Thirty-three settings were visited as part of the inspection. ◼ Inspectors considered information from Ofsted’s trainee and staff online questionnaires. Primary phase report

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better?

Trainees enjoy a positive experience here. They benefit from an ambitious and well- sequenced curriculum. The primary phase team has thought carefully about what trainees learn and the order in which they learn it. The courses fully comply with the core content framework and sometimes go beyond it. For example, trainees on the undergraduate course learn about the work of special educational needs coordinators and early years leaders.

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better?

All primary pathways equip trainees well. For instance, undergraduates develop detailed knowledge about the three core areas: subject knowledge, professional studies and wider pedagogical practice. Postgraduates progress successfully through the university’s four phases of training, namely the induction, preparation, development and enhancement stages. However, there are variations in how well some elements of the curriculum are integrated into school placements. Trainees do not always get the support they need to strengthen or practise their learning. This is particularly the case in how trainees are being prepared to teach pupils who have English as an additional language (EAL) across the curriculum.

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better?

Trainees learn how to teach early reading and phonics very well. The curriculum teaches relevant and up-to-date research. Centre-based learning focuses on systematic synthetic phonics programmes that are prevalent in the local area. Trainees have opportunities to try this training initially with their peers through intensive training and practice (ITAP). Trainees find these ITAPs very beneficial. They prepare them well for the school placements. Similarly, trainees learn how to adapt lessons successfully for pupils with SEND. The curriculum teaches trainees how to ensure pupils follow appropriate behavioural routines. Trainees know how to apply different assessment techniques. This learning is then ‘brought to life’ when they put it into practice when on school placements.

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better?

Mentors are well trained. They take their roles seriously. Very occasionally, the provider’s systems to support mentors in areas such as target setting lack precision. However, mentors overcome this and break down targets helpfully for trainees. Trainees are incredibly reflective about their practice. They frequently talk with their mentors about what has worked well and where there is still room for improvement.

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better?

Trainees are guided and supported well to meet the professional standards. Pastoral and well-being support is a strength. Leaders are quick to react should a trainee require extra help, or a mentor raise any concerns. Consequently, both trainees’ satisfaction regarding the course and their completion of it are strong and improving.

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(Information for the provider and appropriate authority)

◼ There is variation in how effectively the centre-based curriculum is integrated into school placements. Consequently, in a few curriculum strands trainees are not readily supported to strengthen their knowledge through teaching practice. This includes how best to teach pupils who have EAL in all subjects. The primary phase team should ensure that the school placements consistently provide high-quality opportunities for trainees to practise these aspects of their central learning.

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compliance criteria?

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

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better?

The secondary phase trainees become independent, reflective and creative practitioners who are well-prepared to be teachers of the next generation. The secondary curriculum is carefully considered. It covers all aspects of the core content framework and incorporates up-to-date and pertinent research. The prime areas of learning are introduced early on and revisited over time. Each time this happens, trainees learn more complex and challenging material. Consequently, trainees develop greater sophistication in their understanding and practice as they advance through the curriculum. In all the secondary training courses that the university offers, trainees do well.

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better?

Trainees benefit substantially from the expertise of the subject trainers and the model of delivery. Subject trainers are experts in their field. They deliver weekly sessions to the trainees, who then apply their learning in their placement schools. This means that the centre-based training is closely aligned to trainees’ experiences and training in schools. Trainees have a sharp awareness of how current educational theory influences their teaching. They confidently discuss the pros and cons of school policies and how they impact on the class they are teaching.

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better?

Trainees learn to adapt their teaching for pupils’ different needs. There is close attention on how to cater for pupils’ different needs and abilities from the start of the course. From their centre-based sessions, trainees learn how to break down information so that pupils learn well. This includes when they teach pupils with SEND. The opportunities for practising teaching and the sharing of what works best means that trainees can try out ideas before they apply strategies in their classrooms. However, trainees are less confident with the application of theory into practice for supporting pupils who speak EAL. This is because they do not get enough of the opportunity or support they need to practise their learning when on placement.

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better?

The secondary phase team monitor the implementation of the ITE curriculum closely. Regular communication, such as the helpful newsletters, ensures mentors know the foci for the weekly mentoring sessions. Trainees work well with their mentors to set suitable targets. However, quality assurance systems do not give leaders a clear enough picture of the quality of this dialogue. Sometimes, mentors do not readily engage with the required reading and research as well as the trainee. This then limits the richness of the conversations they have.

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(Information for the provider and appropriate authority)

◼ While the curriculum provides trainees with a firm grounding in their professional knowledge of how to support pupils who speak EAL, trainees lack sufficient opportunity to apply their knowledge. This means some are less well prepared to teach pupils who speak EAL. The secondary phase team should use information from their quality assurance processes to ensure that all trainees have a range of opportunities to practically apply what they learn so they are prepared to teach pupils who speak EAL effectively. ◼ The quality assurance systems do not tell in a timely manner whether a trainee is getting sufficient support from their mentor. The mentor meeting record does not sufficiently capture the richness of the dialogue between the mentor and trainee regarding the theories of teaching and how these can be applied in practice. Professional tutors cannot easily see if there is consistency in mentoring practice

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(Information for the provider and appropriate authority)

within their school. Opportunities are therefore missed to further develop trainees’ knowledge and skills. The secondary phase team should make sure that their systems further ensure mentors are supporting trainees as intended.

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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?

The further education phase team has established an extremely strong and valued partnership arrangement with a local college. This is characterised by high-quality communication between all stakeholders. Partners are fully involved in the co-design and teaching of the curriculum. This has been highly effective in creating a coherent and bespoke programme for the small number of trainees. As a result, they enjoy an exceptionally positive experience.

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needs to be done better?

The curriculum is meticulously sequenced and skilfully adapted to trainees’ needs. Tutors tailor the learning carefully to subject areas. They model inclusive and best practice for trainees to learn from. For instance, tutors adeptly demonstrate digital tools for assessment of learning. Trainees then use these with their own students. The phase team ensures that the curriculum builds on the latest academic research. Tutors collaborate on active research, then apply this in their teaching. They thoroughly revisit previous learning, while exploring more complex topics and strategies. The phase team assesses trainees creatively and effectively, such as through video essays and virtual bulletin boards. Therefore, trainees develop skills and strategies that translate seamlessly into their own practice.

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needs to be done better?

Expert guest speakers enrich the curriculum. For example, sessions on SEND and English for speakers of other languages (ESOL) broaden trainees’ knowledge. Trainees develop a deep understanding of SEND. They know a wide range of communication strategies for learners with ESOL needs. Trainees apply this knowledge confidently, such as for learners with SEND in art.

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needs to be done better?

The phase team adjusts the programme with considerable sensitivity to enable trainees to complete it. For example, trainees who struggle with written assignments submit their work, and receive feedback, more frequently. If a trainee has work commitments, some of the less formal assessment deadlines are used flexibly but still rigorously. Trainees are very grateful for how awareness of their workload both enhances their well-being and empowers them on the course.

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needs to be done better?

Trainees praise the support they receive from mentors. In this phase, mentors get all the training and information needed to be effective. For example, the phase team provides frequent updates in an audio format. This means trainees receive consistently detailed and helpful feedback. Quality assurance, such as regular lesson observations, is cohesive and robust. Consequently, leaders and tutors have a forensic oversight of the trainee’s development. The phase team ensures that trainees get all the support they require to develop their subject expertise and pedagogical development exceptionally well. Consequently, trainees achieve highly and secure employment.

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ITE provider details

This 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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ITE provider details

Type of ITE provider Higher education institution Phases provided Primary Secondary Further Education and Skills Dates of previous inspection 25 April and 26 September 2016. For primary, 8 to 11 May 2017.

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Inspection team

Charlie Fordham, Overall lead inspector His Majesty’s Inspector Peter Stonier, Phase lead primary His Majesty’s Inspector Liz Smith, Phase lead secondary His Majesty’s Inspector Penny Fawcus, Phase lead FES His Majesty’s Inspector Kristian Hewitt, Team member Ofsted Inspector Sara Boyce, Team member His Majesty’s Inspector Jessie Linsley, Team member His Majesty’s Inspector Christine Dick, Team member Ofsted Inspector Robert James, Team member Ofsted Inspector David Gibson, Team Member His Majesty’s Inspector

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Annex: Placement schools and colleges

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

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Name URN ITE phases

Balliol Primary School 109464 Primary Beaudesert Lower School 109466 Primary Bedford Road Primary School 109461 Primary Biggleswade Academy 137947 Primary Brooklands Middle School 137636 Primary Buckden C of E Primary School 137639 Primary Eaton Bray Academy 136539 Primary Elstow School 144039 Primary Farley Junior Academy 148297 Primary Higham Ferrers Nursery 121899 Primary Kimbolton Primary Academy 140386 Primary Ramridge Primary School 134155 Primary Shefford Lower School 109479 Primary Shortstown Primary School 144546 Primary The Vale Academy 138714 Primary Wixams Tree Primary School 143926 Primary Abbey College 137377 Secondary Bedford Free School 138228 Secondary Bedford Greenacre Independent School 109717 Secondary Castle Newnham School 109661 Secondary Challney High School for Girls 144312 Secondary Harlington Upper School 137941 Secondary Holywell School 138844 Secondary Icknield High School 137679 Secondary

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Name URN ITE phases

Longsands Academy 136992 Secondary Manshead CE Academy 144342 Secondary Mark Rutherford School 137160 Secondary Putteridge High School 144311 Secondary Redborne Upper School 136559 Secondary The Saint John Henry Newman School 137895 Secondary Walton High 136842 Secondary Wootton Academy Trust 137522 Secondary Barnfield College, part of the West Herts College Group 130559 Further Education and Skills 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

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Name URN ITE phases

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Name URN ITE phases

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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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