University of Derby

University of Derby Kedleston Road, Derby DE22 1GB Inspection dates 29 April to 2 May 2024

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Inspection judgements

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

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Inspection judgements

Overall effectiveness Outstanding Outstanding Outstanding

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Inspection judgements

The quality of education and training Outstanding Outstanding Outstanding

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Inspection judgements

Leadership and management Outstanding Outstanding Outstanding

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Inspection judgements

Overall effectiveness at previous inspection Outstanding Good Outstanding

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

Leaders aspire to ‘ignite inspiration among trainees’. They do this in abundance. The importance of civic and moral duty runs throughout the ITE provision. Trainees are nurtured individually. The provision’s pastoral care offer is exceptional. Trainees benefit from excellent wraparound care when needed. They are immersed in high-quality placement learning that dovetails purposefully with university-, hub- or partner-based learning. Trainees are supported by very well-trained mentors. Trainees gain from exceptional training, becoming well informed, self-reflective, and skilled ‘beginning teachers’.

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

Trainees develop an excellent understanding of behaviour management and of their safeguarding responsibilities. They gain a deep appreciation of pedagogy and of adaptive teaching, enabling them to ensure that all pupils, including those with special educational needs and/or disabilities (SEND) can learn well. The curriculums adeptly thread and build trainees’ learning related to SEND through all training programmes. Primary-phase trainees gain a first-rate understanding of the importance of early reading.

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

Stakeholders, in the localities that the provision serves, are effusive about the university’s success in nurturing exceptionally well trained and resilient ‘beginning teachers’. Trainees benefit from leaders’ astute knowledge of the different localities. The provision tailors curriculums in response to local and national educational contexts, for example by helping to address teacher recruitment and retention challenges. This success extends to international teachers, who are assessed through a rigorous assessment-only provision to meet exacting and aspirational standards.

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Information about this ITE provider

◼ There are 620 trainees in training currently. There are 455 trainees in the primary age-phase, 77 in the secondary age-phase and 88 in the Post-14/further education and skills (FES) age-phase. ◼ The partnership has over 500 partner schools and colleges. The Ofsted inspection judgements of partner schools that have placed trainees this year range from outstanding to requires improvement. ◼ The trainees train to teach in the primary phase through one of six programmes: an undergraduate three-year Bachelor of Education (Hons), or a four-year integrated Master’s in Education course, both with qualified teacher status (QTS); a one-year postgraduate programme or a one year School Direct (fee-paid) programme, where the postgraduate programmes lead to a Postgraduate Certificate in Education (PGCE); teacher apprenticeship level 6; and an assessment-only programme that leads to QTS. Primary trainees opt for either the three to seven age-phase or the five to 11

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Information about this ITE provider

primary age-phase. ◼ Trainees in the secondary phase train through one of three programmes: a one-year School Direct programme that leads to a PGCE with QTS; teacher apprenticeship level 6; and an assessment-only programme that leads to QTS. Secondary trainees opt for the 11 to 19 phase. ◼ FES trainees follow part-time or full-time courses. They follow one of three programmes: a pre-service PGCE (level 7) offering subject specialisms in English, mathematics, science, SEND, sport and a core pathway; a PGCE (level 7) and Certificate in Education (CertEd) (level 5) programmes; level 5 Learning and Skills Teacher Apprenticeship that encompasses includes a CertEd. ◼ There are 16 trainees following the level 6 Teacher Apprenticeship programme, and five following the level 5 Learning and Skills Teacher Apprenticeship.

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Information about this inspection

◼ The inspection was carried out by 11 of His Majesty’s Inspectors and one Ofsted Inspector. ◼ Inspectors spoke with the head of the institute of education and other senior leaders. They met with a wide range of leaders, including those responsible for training programmes. They met with representatives of the strategic board and a range of stakeholders. ◼ Inspectors carried out focused reviews in: early reading; mathematics; personal, social, health and economic education; physical education; science and geography, in the primary phase. They carried out focused reviews in English, mathematics, geography, computing and physical education, in the secondary phase. They conducted focused reviews in: English; health and sciences; service industries; creative arts, and SEND in the FES phase. ◼ In all phases, inspectors spoke with headteachers, principals, placement setting leaders, initial teacher training coordinators, tutors and mentors. They observed some

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Information about this inspection

trainees teaching. They scrutinised a range of documents, including self-evaluation and improvement plans, curriculum plans, assessment information, and samples of trainee records of learning and their assignments. ◼ Inspectors spoke with 122 current trainees and 44 former trainees from primary, secondary and FES phases. Inspectors reviewed responses to Ofsted’s surveys of staff and trainees. ◼ Inspectors visited 32 schools or colleges and observed training in a range of settings. Primary phase report

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better?

The highly ambitious primary curriculum has been skilfully designed across all programmes to ensure that trainees develop the necessary knowledge and expertise required to achieve QTS.

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better?

The well-sequenced curriculum includes generic principles in the five ‘CAT’ strands. These strands set out the ‘core areas of teaching’: behaviour, pedagogy, curriculum, assessment, and wider professional responsibilities. These core strands are systematically taught and revisited alongside subject-specific curriculum content. Leaders have ensured that the full Department for Education (DfE) core content framework is an integral part of the curriculum. The statements have been carefully woven through all aspects of the programmes.

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better?

Training is purposefully integrated across the range of settings and partnerships. All trainees benefit from exceptionally high-quality teaching across all settings and subjects. Programmes are delivered by skilled staff who have a strong, shared understanding of the intended curriculum. Subject leaders typically go above and beyond to promote their subjects within and beyond the university-based teaching. For example, they offer engaging local visits for trainees and school-based professional development for partner schools.

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better?

School placements are carefully selected based on trainees’ needs, experience and personal circumstances. Well-trained mentors ably fulfil their roles as expert colleagues. Leaders carry out rigorous checks on the quality and impact of the mentoring provided for trainees.

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better?

Trainees are very well prepared to teach early reading and phonics. This is identified as a priority for all trainees, from the earliest stage of each course. Trainees receive expert guidance in how to adapt their teaching for all pupils, including those with SEND and those who speak English as an additional language.

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better?

Trainees across all programmes consistently demonstrate a mastery of knowledge and skills that matches the stage of their course. They are confident to apply what they have been taught to new concepts, drawing on pertinent research and placement experience. Trainees develop successfully as reflective ‘thinking teachers’ in line with the provider’s distinctive vision for the provision.

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better?

Assessment systems are highly effective and strong, due to the seamless communication between the provider, delivery partners, mentors and trainees. As a result, staff can step in quickly to provide appropriate support if required. Many trainees praise the approachability of staff and the support available for their workload and well-being. Leaders at all levels share a purposeful and aspirational vision for the provision. They express a particularly keen awareness of local and national needs, a sense of civic duty and moral purpose in educating and training future teachers. The provider’s work with its academic delivery partners is impressive. Those partners play a significant role, for example in recruitment, co-construction, delivery and evaluation of the ITE curriculum. They speak effusively about the university’s commitment to partnership work. Working together, all partners are able to make a significant contribution to the overall strength of the provision.

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compliance criteria?

The provider meets the DfE statutory compliance criteria.

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principles and requirements of apprenticeship provision?

The provider meets the principles and requirements of apprenticeship provision in the primary phase.

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principles and requirements of apprenticeship provision?

The provider’s commitment statements clearly set out the apprentices’ entitlements, and the responsibilities of the different parties who deliver the apprenticeship. The initial assessment identifies strength and training needs which are carefully planned for. The provider continually adapts and refines the training to meet apprentices’ needs. Staff are highly skilled in enabling the apprentices to learn and reflect on their practice. Regular assessments determine targets and next steps in learning. The provider works collaboratively with apprentices to embed and strengthen their knowledge, skills and behaviours. Leaders ensure that apprentices are suitably prepared so that they fulfil their career aspirations. Secondary phase report

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better?

The provider delivers high-quality teacher training programmes that have a keen focus on supporting the local region’s educational priorities. It has forged close and mutually beneficial relationships with delivery partners. These partnerships underpin the provider’s clear sense of purpose and inform its priorities for future development. There is a shared determination to train ‘thinking teachers’ who will be ‘agents of change’ and who can become future school leaders.

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better?

Trainees follow a variety of different programmes, across a wide range of subjects. The curriculum for each programme is crafted very carefully so that it includes each aspect of the core content framework, often multiple times. Themes relating to how pupils learn, classroom pedagogy and adaptive teaching are frequently revisited, particularly through pilots of new intensive training and practice modules. The provider reviews the curriculum frequently. Possible improvements are acted on quickly to ensure that programmes remain well suited to the changing needs of schools.

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better?

The university, delivery partners and schools work together extremely well. Strong relationships and timely communication mean that trainees benefit from a coherent and consistent programme. Weekly training sessions interleave important educational research with practical classroom suggestions and subject-specific strategies. Trainees use these sessions to gain an abundance of knowledge and skills, as well giving them ample opportunities to reflect on what they have learned.

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better?

The training includes a persistent focus on why inclusion matters. External professionals share relevant expertise. Specialist visits enhance trainees’ skills when teaching pupils with SEND and pupils who speak English as an additional language. Trainees complete a multi- faith trail to develop their understanding of diverse communities. These activities help trainees fully appreciate why no pupil should be left out.

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better?

Trainees learn through school-based practice right from the start. Subject-specialist mentors are very well informed. Mentors and trainees frequently discuss what is working well and agree pertinent targets for improvement. Mentors keep a watchful eye on trainees’ subject audits to make sure that any gaps in knowledge are plugged. University link tutors provide both mentors and trainees with invaluable support during each placement. The vast majority of trainees praise the excellent advice and guidance provided to them by their mentors.

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better?

A rigorous framework is used to assess how well each trainee is progressing through the course. Additional, often bespoke, help is provided when necessary to keep trainees on track. Virtually all trainees complete the course successfully and are awarded QTS, and their PGCE qualification. These trainees usually go on to secure their first teaching post, often at one of their placement schools. Trainees are very positive about the high quality of the training they receive. They know that their views are listened to and that their welfare is paramount. Previous trainees reflect that they were extremely well prepared to take on the demands of the teaching profession. As one former trainee typically explained, ‘If you utilise the support available, there is no reason why you should not find success on this course.’

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compliance criteria?

The provider meets the DfE statutory compliance criteria.

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principles and requirements of apprenticeship provision?

The provider meets the principles and requirements of apprenticeship provision in the secondary phase.

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principles and requirements of apprenticeship provision?

The provider ensures that the apprenticeship curriculum is ambitious in its scope and content. The programme is extremely well sequenced, with a strong focus on the acquisition and application of subject pedagogical knowledge. Staff use a robust approach to assessment throughout the apprentices’ training. They check that apprentices gain, and can apply, in-depth knowledge, skills and behaviours. Apprentices benefit from protected time to attend their off-the-job training. They receive excellent guidance from their trainers and skilled mentors. This combination of high-quality training and support ensures that apprentices are very well prepared to become successful teachers. Further education and skills phase report

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needs to be done better?

Trainees benefit from a curriculum that is ambitious and thoroughly considered. Tutors use their extensive sector knowledge, pertinent research, and consultation with partners very well to inform curriculum content. Phase one, the ‘beginning teacher’, provides trainees with a comprehensive introduction to the fundamentals of teaching and the FES environment. During phase two, ‘the developing teacher’, trainees explore more complex topics like curriculum design and the wider educational landscape. As a result of their studies, trainees are fully prepared to undertake their placements and for their future careers.

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needs to be done better?

Trainees benefit from high-quality teaching during their centre-based training. Tutors expertly support them to become very knowledgeable about different teaching and learning theories, such as scaffolding, chunking, and cognitive load theory. Tutors and mentors foster an environment where trainees acquire a genuine enthusiasm for research. They immerse themselves in relevant literature, which they skilfully apply to their lesson observation justifications and written work.

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needs to be done better?

Leaders have a strong focus on subject and curriculum integration. Trainees attend very useful subject-specific sessions that focus on subject pedagogy. In the second phase of their training, they evaluate how they plan and teach a problematic concept in their subject area. As a result, trainees can confidently evaluate how they teach their subjects in light of relevant learning theories.

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needs to be done better?

Trainees’ knowledge and skills are assessed comprehensively through a combination of formal assessment, observations and tripartite reviews. Mentors and tutors provide incisive developmental and supportive feedback to trainees. They appropriately identify trainees’ strengths and systematically follow up on any earlier development points. This ensures that trainees fully understand the progress that they make.

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needs to be done better?

All mentors are subject specialists and know what their responsibilities are. Leaders provide them with high-quality initial and ongoing training. This is complemented by frequent and beneficial communication between mentors and centre-based tutors. Without exception, mentors understand what trainees will learn during their studies. As a result, trainees benefit from a distinctly high standard of mentoring. They receive excellent support and guidance during their placements or at work.

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needs to be done better?

Over the duration of their studies, trainees develop their knowledge and skills very well. In addition to their main placements, alternative placements provide them with invaluable wider experience. Trainees know what is required for the professional formation process. They are rightly extremely satisfied with their courses.

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needs to be done better?

Former trainees are effusive about their training. They feel they were incredibly well- prepared for their careers. Tutors keep in contact with trainees once they complete their studies. They facilitate them joining various professional networks or networking with each other.

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needs to be done better?

Programme leaders are meticulous in how they quality assure all the courses and franchise partners. They have thorough quality assurance processes that they use extremely well to identify any improvements. For example, leaders identified early in the year that a few mentors’ feedback to trainees needed to be more precise. They quickly provided training for all mentors and feedback is now consistently strong.

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principles and requirements of apprenticeship provision?

The provider meets the principles and requirements of apprenticeship provision in the FES phase.

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principles and requirements of apprenticeship provision?

Leaders ensure that they assess what apprentices already know and can do. They suitably use this information to inform apprentices’ training. Apprentices study the level 5 certificate in education as part of their apprenticeship. They benefit greatly from all the training and development that this entails, and they develop substantial new knowledge, skills and behaviours. Apprentices consistently receive their entitlement to their off-the-job training. There is very strong integration between what apprentices learn and what they do at work. They are well prepared for their final assessments through additional mock observations and professional discussions with people they are not familiar with.

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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 Date of previous inspection 8 June and 21 October 2015

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Inspection team

Chris Davies, Overall lead inspector Christine Watkins, Phase leader (primary) Rachel Tordoff, Phase leader (secondary) Emma Woods, Phase leader (FES) Mark Anderson Dawn Ashbolt Matthews Fearns-Davies Shaheen Hussain Vicki Locke Elizabeth Moore Vic Wilkinson Michael Worgs His Majesty’s Inspector His Majesty’s Inspector His Majesty’s Inspector His Majesty’s Inspector His Majesty’s Inspector His Majesty’s Inspector His Majesty’s Inspector His Majesty’s Inspector His Majesty’s Inspector Ofsted Inspector His Majesty’s Inspector 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

Woodbridge Junior School 112494 Primary Lea Primary School 112536 Primary Etwall Primary School 112549 Primary Ashbrook Infant School 112688 Primary Becket Primary School 112717 Primary Alvaston Infant and Nursery School 112744 Primary Cavendish Close Infant School 112749 Primary Silverhill Primary School 112765 Primary Cherry Tree Hill Primary School 146921 Primary Elizabeth Woodville Primary School 119959 Primary Pennine Way Junior Academy 137543 Primary Firs Primary School 142041 Primary All Saints Church of England Primary School, Coalville 120123 Primary Ashwood Spencer Academy 146079 Primary Hardwick Primary School 143875 Primary Arboretum Primary School 146715 Primary Ibstock Community College 138721 Secondary Painsley Catholic College 138729 Secondary Landau Forte College 135120 Secondary Noel-Baker Academy 143853 Secondary Saint Benedict, A Catholic Voluntary Academy 138622 Secondary Da Vinci Academy 144066 Secondary

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Name URN ITE phases

Derby Moor Spencer Academy 145327 Secondary Ivanhoe School 138350 Secondary Murray Park Community School 112991 Secondary Buxton and Leek College/University of Derby 133811 FES Bilborough College 147285 FES Boston College 130761 FES Boston Endeavour Academy 142666 FES Kingsmead School 135345 FES Nottingham College 130776 FES Derby College 133585 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 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-

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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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