Leeds Beckett University

Inspection judgements

The quality of education and training Good Good

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Inspection judgements

Overall effectiveness at previous inspection Good Good

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

Leeds Beckett University provides trainees with a teacher training experience that is underpinned by a vision of social justice and inclusion. Trainees learn about the barriers that some pupils face and how to begin to address these.

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

Trainees benefit from a carefully designed curriculum. They learn the important knowledge that they need to teach their subjects and phase. They know the importance of building relationships with pupils and how to manage behaviour effectively in their classrooms. Trainees engage with research and a wide range of educational theories. This helps them to become critically reflective practitioners who are well prepared for a career as a teacher.

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

Trainees understand their wider professional responsibilities, including their role in promoting pupils’ mental, physical and emotional well-being. They gain important insights on how to adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). Trainees learn about the safeguarding risks that pupils might face and their role in keeping pupils safe.

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

Trainees benefit from the inclusive culture that leaders have built. Leaders provide support for trainees from diverse backgrounds and those with specific needs. Most trainees feel well supported both by their mentor and their university tutors. One trainee captured the views of many when they said, ‘I would recommend the course and university to anybody. The support I have received is incredible.’ Leeds Beckett University Carnegie School of Education, Headingley, Leeds LS6 3QQ Inspection dates 11 to 14 March 2024

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Information about this ITE provider

◼ Leeds Beckett University is a higher education institution that provides training for a large number of trainees across a wide geographical area, covering 14 local authorities. ◼ Training is provided across two phases: primary and secondary. ◼ The provider works with a 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. ◼ The provider provides placements with 248 schools and settings across 14 local authorities. ◼ In the primary age-phase, there were 497 trainees in 2023/24. ◼ Of these, 435 follow a three-year undergraduate BA (Honours) with QTS in primary education for either the three to seven or five to 11 age ranges. ◼ Sixty-two primary trainees follow the Postgraduate Certificate in Education (PGCE) route with QTS on either the three to seven or five to 11 age ranges. Thirty-eight

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Information about this ITE provider

trainees follow these courses on a provider-led route and 24 on the School Direct programme. ◼ In the secondary age-phase, there were 77 trainees in 2023/24 who followed the PGCE route. Sixty-five trainees received their training directly from Leeds Beckett University and 12 trainees who followed the School Direct programme. Secondary trainees were enrolled on the following subject courses in the 11 to18 age range: English, geography, physical education (PE), mathematics and art and design. Five trainees were enrolled on the English Baccalaureate (EBacc) PE with either an English or geography specialism.

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Information about this inspection

◼ This inspection was carried out by seven of His Majesty’s Inspectors and two Ofsted Inspectors. ◼ During the inspection, inspectors met with the Dean of the Carnegie School of Education, senior leaders, course directors and partnership leads. A meeting was held with the deputy vice-chancellor of the university. ◼ 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 and to the leadership and management of the partnership. ◼ The inspection was carried out through face-to-face meetings, virtual meetings and on-site visits to partner settings. ◼ In the primary phase, inspectors carried out focused reviews in mathematics, early reading, English, PE, music, history and science. ◼ In the secondary phase, inspectors carried out focused reviews in English, PE, EBacc

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Information about this inspection

PE, mathematics and geography. ◼ Over the course of the inspection, inspectors talked to 67 trainees and 17 early career teachers or recently employed trainees. ◼ During the visit, inspectors visited 14 schools and settings. ◼ Inspectors considered the responses to Ofsted’s trainee online survey. Primary phase report

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better?

Leaders have developed an effective curriculum that enables trainees to acquire important and detailed subject knowledge. Trainees study important theory related to each subject. In seminars, they explore how research can be put into practice in the classroom.

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better?

Trainees have a thorough understanding of how to assess pupils’ understanding across different subjects. Trainees use this knowledge with different assessment systems in their school placements. Trainees build on their understanding through assignments and presentations. These enable leaders to check that trainees have acquired the skills and knowledge they need for effective teaching. All trainees are trained on how to teach phonics and understand its importance in enabling children to read.

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better?

Trainees have an accurate and broad understanding of current research and practice in education. They are confident to discuss, debate and contest different theories in the university sessions. This helps them to reflect on the value of different pedagogical approaches. Leaders have also built in ‘recall days’, during which trainees return to the university after their school placements to reflect on their experiences. These further shape trainees’ philosophy in how to educate their future pupils.

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better?

Leaders use their ongoing evaluation of the curriculum to further improve provision for trainees. New sessions focused on pedagogy, policy and philosophy give trainees a better understanding of what some of the theory looks like in practice. The curriculum covers all parts of the core content framework (CCF). This is integrated throughout the course and covered for specific subjects and phases. For example, trainees on the three to seven pathway learn how to teach children about understanding the world and how to observe how well children have understood this.

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better?

Trainees learn how to adapt the curriculum and their teaching to support pupils with SEND. Leaders set up helpful experiences to enable trainees to support pupils with differing needs. These include visiting a school in which a high proportion of pupils speak English as an additional language. Trainees understand how to adapt their teaching for these pupils and for pupils with SEND. Trainees have timely opportunities to apply what they have learned on their school placements.

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better?

Trainees develop their teaching skills during school placements. They are given guidance on what success looks like for them, carefully tailored to their stage of training. However, some trainees and school mentors lack clarity about the specific knowledge and skills trainees should demonstrate while on placement. Some trainees practise techniques in schools that are not sufficiently aligned with their teaching at the university. This lack of close alignment leads to some trainees being less confident in some aspects of their practice. Leaders are aware of this and provide opportunities for trainees to discuss and reflect further so that their learning and confidence continues to build. Trainees are well supported by a range of tutors. School leaders value Leeds Beckett trainees for their professionalism and ability to reflect on their practice. Trainees fully immerse themselves into school life and quickly become part of the school. However, there

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better?

is variation in the quality of mentoring that some trainees receive. Sometimes, mentors are unclear on what trainees have been taught and how this should be put into practice. Leaders have clear plans for how to address this in the coming months.

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(Information for the provider and appropriate authority)

◼ In some parts of the programme, trainees do not get sufficient opportunity to practise applying the taught content in their teaching. This can limit the development of their pedagogical skills. The provider should work more closely with placement schools to ensure that all trainees enhance their classroom practice with the knowledge they have gained. ◼ Mentoring for trainees on placement is not of a consistently high quality. Some targets or advice that trainees receive do not help them improve their teaching as well as they could. Leaders should ensure that mentors receive effective training and feedback to help them to continually improve trainees’ teaching practice.

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compliance criteria?

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

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better?

Leaders have established an ambitious and coherent programme of initial teacher education. The curriculum is informed by rich and pertinent research. It is well sequenced so that trainees build their knowledge and understanding in increasing depth over time. Supported by expert colleagues, leaders maintain high expectations for trainees. Trainees benefit from the teaching and training they receive to develop their subject knowledge and pedagogical content knowledge. Placement schools appreciate and value the professional behaviours that trainees consistently demonstrate.

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better?

The provider has integrated the CCF into its curriculum in a rigorous and meaningful way. Trainees learn about the different aspects of the CCF through subject studies and professional values and practice sessions. They complete additional experiences in schools that ground theoretical knowledge in practical application. Experiences such as primary school and SEND placements deepen and extend trainees’ knowledge. Leaders provide trainees with insightful training on how to meet the needs of pupils with SEND.

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better?

Trainees benefit from high-quality school placements. Leaders work in partnership with schools to develop trainees’ teaching skills. Leaders carefully assess trainees’ skills and knowledge throughout their training, providing advice and feedback to guide their development. However, leaders have not ensured that all placement schools have sufficient knowledge of what trainees have learned in their university-based studies. This means that opportunities to build effectively on trainees’ prior learning are occasionally missed.

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better?

Most trainees receive effective mentoring during their school placements. As part of the partnership, mentors receive initial training in the logistics of the mentoring process. University link tutors collaborate with and support mentors further. Leaders also organise professional development sessions for mentors. Despite this, the quality of mentoring is inconsistent. Some mentors lack a clear understanding of their role and how they should build on what trainees have learned at the university. Leaders have identified mentors’ development needs through ongoing monitoring and evaluation processes. A revised plan of training and support for mentors has been developed.

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better?

Leaders strive for excellence in every aspect of its initial teacher education programme. Through rigorous and systematic evaluation, they ensure that subject leaders and trainers have the necessary expertise in both phase and subject areas. Leaders regularly seek trainees’ views. This feedback is used to enhance the programme and reduce trainees’ workload. Leaders have established an open, professional culture in which trainees build positive relationships with their tutors. Trainees are well prepared for teaching in the secondary phase of education.

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(Information for the provider and appropriate authority)

◼ Some partner schools do not have sufficient knowledge and understanding of what trainees are taught in their subject studies and professional values and practice modules. This means that sometimes schools do not build as effectively as they might on trainees’ prior knowledge and understanding. Leaders should ensure that partner schools have the information and support they need to strengthen the purposeful alignment across the programme.

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(Information for the provider and appropriate authority)

◼ While most mentoring is effective, some trainees experience mentoring which does not meet leaders’ high expectations. This means that some trainees do not get the high-quality support and guidance that they need to develop their teaching practice. Leaders should ensure that mentors receive high-quality training and support so that all trainees benefit from consistently effective support.

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compliance criteria?

The provider meets the DfE statutory compliance criteria.

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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 institute Phases provided Primary Secondary Date of previous inspection 21 May and 12 November 2018

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Inspection team

Eleanor Belfield, Overall lead inspector

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Inspection team

Matthew Knox, Phase lead inspector (primary)

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Inspection team

Ian Rawstorne, Phase lead inspector (secondary)

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Inspection team

Alison Stephenson His Majesty’s Inspector

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Inspection team

His Majesty’s Inspector Helen Lane Ofsted Inspector Katherine Rowley Ofsted Inspector Liam Colclough His Majesty’s Inspector Nicola Beaumont His Majesty’s Inspector Sarah Gordon His Majesty’s Inspector

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Annex: Placement schools

Inspectors visited the following schools as part of this inspection:

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Name URN ITE phases

Askwith Community Primary School 142189 Primary Beeston Hill St Luke’s Church of England Primary School 108052 Primary Beeston Primary School 107946 Primary Brodetsky Primary School 108054 Primary Greengates Primary Academy 146593 Primary Park Road Junior Infant and Nursery School 107640 Primary Pudsey Primrose Hill Primary School 145526 Primary Tranmere Park Primary School 107855 Primary Valley View Community Primary School 131111 Primary Bradford Academy 135367 Secondary Co-op Academy Leeds 137065 Secondary Ilkley Grammar School 136905 Secondary Leeds City Academy 139646 Secondary Leeds West Academy 135935 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 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

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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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